Physics 10 wrapped up the Constant Velocity Particle Model packet with a couple of really great and subtle class discussions about what information they could get from position-time and velocity-time graphs that included ideas about translating between representations to get a better understanding of what was happening with an object’s motion. The Circuits class started figuring out more about what must be happening in the … Continue reading Day 7: What is happening in the wires when a capacitor is in the circuit?
The Modern Physics class had a board meeting to discuss the rules they came up with for how quarks combine. They also watched a couple of Physics Girl videos to give more overview of quarks and then went on a particle adventure. Both of my Physics 10 sections met today. Both classes finished the Constant Velocity Particle Model packet on paper and have only a couple of … Continue reading Day 6: Quarks, Whiteboards, and What in the world are capacitors doing?
The first assessment of the year happened in my Electric Circuits class. I am adding in “practical objectives” to the list of skills, so the test included building a simple circuit. (This is Unit 1, folks.) I’m sure it seemed trivial to them today, but I was really glad to see them all find it so easy since it wasn’t an obvious task (even when looking … Continue reading Day 4: Circuits Assessment and Whiteboarding Motion Diagrams
My Modern Physics class started thinking about particle physics with the gold foil experiment. We used another QuarkNet Data Portfolio activity and simulated the experiment using marbles as the alpha particles and dice as the gold atoms. They made a histogram of hits per 10 rolls by using sticky notes on the wall, then figured out the size of the particles (the dice and marbles are … Continue reading Day 3: Starting Particle Physics
The 10th grade spent most of this class period watching Selma for their history class, but they came back for the last 20 minutes or so to take a quiz. Here are a couple of interesting snapshots from that assessment. First, this set of x-t and v-t graphs drawn in a way that I’d never seen before. The matching of the shape for x-t and v-t … Continue reading Day 16: Quiz and Student Work
I started the day at a coffee shop writing on the tests from last class so that I could return them this morning. And just overall being psyched about what these kids can do. For a variety of reasons, these students were ready to interact with the test in just the kinds of ways that I wanted (even though it was their first graded assessment). … Continue reading Day 9: Students Interacting with Test Questions
Here are the 10th graders creating whiteboards to discuss some position-vs-time graphs. Best part of the discussion was the super picky, super passionate argument about whether you could really make any comment comparing the speed of cyclist A in the old graph and the new graph. “I took out my ruler and protractor and the angles are the same.” vs. “It doesn’t give a scale so … Continue reading Day 7: Cyclists A and B
My first trimester, with 4 preps (3 totally new, 1 in a new context), got a little busy at the end. So here’s the 180 blog reboot. For the second trimester, I am going to follow each day of my 10th grade trimester-long physics class instead of following each day of school. The class meets 3 times each week. These 10th graders are seeing mechanics … Continue reading Tri 2 Reboot: Days 1-6
Even though Physics 10 didn’t meet today, the journals they turned in recently are worthy of taking today’s post. This class is the only one I am teaching with any students in it who have done this kind of writing before (in their math class last year with me or the other geometry teacher for the half who took that class in 9th grade). Here’s … Continue reading Day 32: Physics 10 Journals
Today the 10th graders turned in their free quiz (not graded, just feedback, take-home). It was our 5th class together, and we are getting close to finishing our Constant Velocity unit. The other day, one of my students had a side conversation with me about the graph from this problem: She said that it reminded her of the tortoise and the hare. We talked about it … Continue reading Day 15: Tortoise and the Hare Graphs