Debbink Physics YouTube Channel

When the COVID-19 pandemic disrupted in-person learning, Senior Fellow Aaron Debbink faced a challenge: how could he continue using the Modeling approach—an inquiry-based method that relies on lab work and collaboration—when students couldn’t touch equipment or work in groups? Rather than abandon the approach, Aaron got creative. Inspired by Pivot Interactives, he began producing his own data collection and lab demonstration videos and shared them on a public YouTube channel.

What started as a workaround quickly grew into a resource used by teachers and students across the country. In the following interview, Aaron shares how his experience as a Knowles Fellow influenced his teaching, how video has expanded his toolkit, and why he continues to enjoy making and sharing his videos today.

Thanks to my experience as a Knowles Fellow, I was introduced to a wide variety of exemplary teaching practices early in my career. After experimenting with different inquiry-based methods, I chose to adopt many of the strategies associated with the Modeling method. This approach gives my students regular opportunities to engage in the process of science and practice reasoning within a scientific context.

However, during the 2020–2021 school year, the COVID pandemic dramatically changed the classroom environment. Students were not allowed to handle lab equipment or work closely in small groups. Instead, their desks were evenly spaced and all faced the front of the room. Faced with this new reality, I realized I would either need to completely change how I taught or find a way to adapt.

Inspired by the kinds of videos created by Pivot Interactives, I decided to make my own data collection videos. These allowed me to preserve the inquiry-based experiences that are central to the Modeling approach in both my Physics and AP Physics classes.

I also wanted to make it possible for other teachers and students to engage in the same meaningful lab activities, so I uploaded and organized all of my videos on a publicly accessible YouTube channel. Since posting them, I’ve received numerous messages and emails from teachers across the United States, thanking me for creating and sharing the content. A few of the comments include:
“During this no-touch lab year, I’m going to use your videos a lot :o) since they allow me to continue with my mostly-Modeling lab approach.”
“Thanks again for all the work you’ve shared with educators, especially during the past year. I would have been lost during the switch to remote instruction without the resources generously shared by my teacher colleagues.”

1. How do you decide what to make videos about?

Most of the videos I create are used to supplement classroom instruction in my AP Physics 1 and AP Physics 2 classes. I create videos of pre-lab discussions, data collection videos, conclusion discussions, mini-lectures, showcasing students’ work (Egg Drop Lab Challenge/Making Motors), or just fun things we do in class like shooting a watermelon with a potato cannon, or using the potato cannon to make french fries.

2. Do you use your videos to help learning in your classroom?

I’ve found that videos can be super versatile when it comes to supporting student learning, both in and out of the classroom.

In class, they’re great for flipping the classroom—having students watch short lecture videos and take notes at home. This frees up valuable class time for hands-on activities like small-group problem-solving or lab investigations. Videos can also take the place of some direct instruction, which gives students the chance to work through material at their own pace and gives me the flexibility to check in with individuals or small groups who might need extra help.

Outside of class, the videos are a lifesaver for students who are absent and miss a lecture or part of a longer lab. It helps them stay on track without falling behind.

3. What do you like most about making these videos?

In addition to serving as a valuable resource for my students and offering me greater flexibility as a teacher, I’ve discovered that I genuinely enjoy the creative process behind producing these videos. From planning and scripting to filming and editing, each step is both engaging and rewarding. It feels like a unique blend of art and science.

4. Do videos help your students learn or understand physics concepts?

Over the years, I’ve discovered how videos can help students learn and understand concepts in ways that hands-on labs, live demonstrations, or slideshows simply cannot. For example, slow-motion videos enable students to analyze the motion of dropped objects or projectiles in ways that stopwatches and meter sticks cannot.

5. Do you plan on continuing to make videos?

As long as they remain a valuable educational tool and I continue to enjoy creating them, I can see myself finding new and creative ways to make videos for many years to come.

6. Anything else you would like to share about the channel or how/why you make videos?

One reason I love teaching is that it gives me the freedom to constantly grow and evolve—both day to day and from year to year. I enjoy trying out new ways to connect content to students’ lives, highlight real-world applications, and help students take ownership of their learning. Creating videos is just one small part of that bigger picture.