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I decided to include a lot of demos during my lectures because I believe that to learn physics you have to know how to convert everything into mathematics, (…) make predictions, and, finally, compare predictions to experimental data. Demonstrations (…) show that the mathematics we cover in class (relate) to what nature does in physical systems.

— Yen-Jie Lee

Below, Professor Yen-Jie Lee describes various aspects of how he teaches *8.03 Physics III: Vibrations and Waves*.

- Students’ Common Misconceptions
- Making Time for Individual Questions in a Large Lecture
- Using Humor to Enhance Learning
- Using Demonstrations in Class
- Behind-the-Scenes Demo Prep
- Taking a Vote to Engage Learners
- Combining Chalk Talks and Slides in a Complementary Way
- Using Questionnaires to Customize Course Content
- The Role of Recitations
- Course Iteration: Incorporating Theoretical Content and Demonstrations
- Tips for Physics Educators

## Curriculum Information

### Prerequisites

*18.02 Multivariable Calculus*

and *8.02 Electricity and Magnetism*

### Requirements Satisfied

GIR

8.03 may be applied toward a Bachelor of Science in Physics.

### Offered

Every fall and spring semester

## Student Information

### Breakdown by Year

Mostly sophomores

### Breakdown by Major

Mostly physics majors

### Typical Student Background

Some students had backgrounds in advanced mathematics.

During an average week, students were expected to spend 12 hours on the course, roughly divided as follows:

## In Class

- Met 2 times per week for 1.5 hours per session; 27 sessions total.
- Class sessions included lectures, demonstrations, and time to ask the professor questions.

## Recitation

- Met 2 times per week for 1 hour per session; 28 sessions total.
- Smaller groups of students met with class staff to work through problem sets and to ask questions about the course material.

## Out of Class

- Outside of class, students worked on problem sets and prepared for exams.

## Semester Breakdown

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