The Circuits class is continuing to work through the CASTLE curriculum. At the end of our last class and for the first part of today’s class, they worked on building air capacitors (and solving all of the materials problems involved in figuring out how to build them). I shared the diagram and instructions from the CASTLE teacher guide with them, and they figured out how to … Continue reading Day 13: Building Air Capacitors
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
One section of Physics 10 had its second day today. We articulated what position was and did a second take of the buggy lab with measurements of position instead of distance. Another amazing board meeting happened by the end of class, along with some beginnings of realizations about how important units really are for communication. (“How could some of us have a slope of 19 and some … Continue reading Day 2: “Where something is” and Lighting Bulbs