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There are many possible ways to experimentally test the Doppler effect. Last year's epidemic forced us to transform the laboratory practices for online conditions at university level physics education. We performed a similar experiment as Buys Ballot's and recorded it for student's online laboratory work: we placed a loud, single-frequency sound source on a moving car and recorded the sound near the road while the car was passing with constant speed. The source was a smartphone connected to a loudspeaker. The digital recording was then analyzed by students in the frame of online laboratory work using the "phyphox" application on their smartphones (but any other frequency analyzer app could have been used). A sample calculus for the speed of the car and the estimation of the errors of measurements is also presented. The scientific processing of a dataset is almost as useful for students as it would be for a laboratory experiment conducted in attendance education. The advantage here is that they could deal with a phenomenon which previously was not included among the laboratory themes, although it is interesting and has a large variety of applications. Highlighting the importance of the Doppler effect and the good practices in other countries, we recommend to include this topic in the Romanian high school physics curriculum as well. [ABSTRACT FROM AUTHOR]

Escape games recently became an alternative teaching tool. Three different short escape games are presented: one of general physics, one of mechanics and one of optics. The general physics escape game includes density and resistance measurements, and ultraviolet code decryption. Furthermore, the mechanics game has been concentrating on fluids, oscillations and standing waves. Finally, the optics game has been developed with special focus on diffraction, polarization, telescopes, and colour filters. All of them have been tested on the "school in a different way" week on several groups of 4-6 students from secondary school, grade 6 to 10. In the process of the creation and implementation of the games faculty students were involved too. This can create another bridge between secondary school physics teaching and prospective physics teachers’ education, for who this activity could be a good practical experience. From feedbacks we can conclude that both in-game recapitulation of the encountered new notions and also after-discussions are of great importance. [ABSTRACT FROM AUTHOR]

Escape rooms have flourished in the last decade. These are adventure games in which players work together to solve puzzles using hints, clues and a strategy to escape from a locked room. In many cases they use different phenomena related to physics. Hence the idea of using escape rooms in science centers or even in classroom activities. Escape rooms are designed for one single team of players, the method is more suitable for activities in a science centre. In our paper, we show that escape rooms' puzzle solving methods could be used in physics classroom activities as well, taking into account that several teams have to work together in the same room/place. We have developed an educational escape game for physics of fluids, as this topic is left out from the Romanian high-school curriculum. We have tried out our game during the project week called "Școala altfel" ("school in a different way") and in a physics camp for gifted students. We present the designed physics escape game and the results. [ABSTRACT FROM AUTHOR]