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YEN-JIE LEE: I think for
the physics educators,

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I would suggest
then to introduce

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the kind of big
question we are trying

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to solve in the very
beginning of the lecture.

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Then people will come
into your lecture

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and then knowing that
we are trying to solve

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this specific question.

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Then we work on the theoretical
calculation using our physics

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intuition and physical laws
we learned from other class

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to solve this question.

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And then we check
if we have answered

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the big question
which we actually

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introduced in the beginning.

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And finally, I
would like to stress

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that comparison between,
say, analytical calculation

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and the demo is actually
very, very important.

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OK?

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Because that gives
you a chance to verify

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your theoretical assumption
to see if our calculations

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actually make any sense.

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And finally, I usually summarize
the kind of take-home message,

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or the conclusion
from this course

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so that people can walk
out of the classroom

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and knowing that
this is actually what

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they learned from this lecture.

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So actually, I think
that is actually

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a applicable to all kinds
of different physics course.

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If we actually try
to do that way,

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then that would make the physics
course much more enjoyable.

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In general, teaching
a course, the lecturer

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has to show that he is so
interested in this course.

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It is true when the lecturer
actually knows about the course

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very well and knows the
excitement about this course

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very well.

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So why don't you just show it?

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Right?

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Because that will
excite a lot of interest

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from the students
in the classroom.

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And also, that will make your
lecture much more enjoyable,

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not only for the students,
but also for yourself

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because you feel really
happy when you're

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teaching in the classroom.