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FizziksGuy

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Everything posted by FizziksGuy

  1. Welcome Leekspinnah... philosophy and physics mesh pretty closely as the year goes on, and occasionally even tie into religion. [ATTACH=CONFIG]159[/ATTACH]Mrs. FizziksGuy had me watching Angels and Demons over the weekend, a movie that combines particle physics, philosophy, religion, and history in a very interesting way (even if not always accurately). Make it a great day!
  2. Howdy Skittles! We'll take some time up front to review the math you'll need in physics this year. For our Regents course, basic algebra, the Pythagorean Theorem, and only a tiny amount of trig is required (and you don't even need to memorize it -- it's on the reference table for you!) Make it a great year. :einstein)
  3. Hiya itownlax1, and welcome to APlusPhysics! Tell us a bit about yourself, what you enjoy, what you hope to learn in physics this year, and what you're excited about. Let's make it an amazing year!
  4. Hello SmileyRunner10! What sorts of things do you like to read? I've been an avid reader my whole life, and but it's only been in the last couple years I thought that actually WRITING a book might be fun. Now, book #2 is in the works (another physics book), then I'd LOVE to try writing a novel -- I've been organizing/planning/outlining for months, but am nervous to start (well, not nervous to start, nervous that it might not be any good). But I think the fun part will be in the writing, whether anyone else ever reads it or not. Physics projects and labs can be frustrating when we start, because I try very hard NOT to give too many directions, and allow you to figure it out. But figure it out you will, especially if you don't procrastinate. To give you a feel, check out the comments at the bottom of the page from last year's class with respect to our catapult project: http://www.aplusphysics.com/projects/catapult.html Make it a great day!
  5. Good Morning LilTigger101! Any thoughts on where you might want to go to college for pharmacy? I have a couple friends who are pharmacists and they love their job. Welcome. :egg)
  6. Hiya Toll_Physicist. I bet we can do tons as far as applications of physics to real-world situations, and I'm excited that you've got a head start on basics of electricity... this usually comes into play in late December/early January, and I'd love to leverage your expertise as we dive into electrostatics and circuits!
  7. Welcome to APlusPhysics Mammoth! Did you draw your avatar yourself? I'd love to learn more about your art projects and see some of the work you've done.
  8. Howdy Karpy17, thrilled you're excited about physics. And you're absolutely right, the start you get in physics this year will be invaluable to you in your engineering studies. Even more than the facts themselves, learning how to think logically (i.e. like an engineer) may be the most important skill we work on in the course. I like your plan for success as well, and can tell you in all honesty, if you focus and work hard in class, every day, the amount of out-of-class studying and homework will actually be fairly light. Each year I'm amazed to find the students who dive in during class have the most free time after class, and are the most successful. Be one of those students!!! :wave)
  9. Pretty tricky... fieldhockeygoal plays field hockey and is a goalie! :egg) Tons of physics in physical therapy, and, of course, in teaching (especially if you want to become a physics teacher!!!) Your plan for success sounds like a good one, and make sure to avail yourself of all the terrific resources on APlusPhysics.com. On the website you'll find the ENTIRE Regents Physics curriculum, interactive practice quizzes, videos, the forums, projects, physics news, even course notes! Have a great Labor Day.
  10. Sounds like a plan... I think you'll find the pace of the class somewhat relaxed -- although it looks like we'll cover a ton of material this year, most topics we only cover at a very high level, and then we may pick and choose a few of interest to the class (and the teacher) to explore more deeply. Reviewing notes and studying as you go is a great idea -- and don't forget, we even keep all of our class notes online! Class Notes Web Page Make it a great day! :einstein)
  11. Sounds like you're a busy guy! You're right, I think physics is a very interesting class (with a few topics that we'll just have to get through), but very applicable to things you see outside the classroom every day. And of course, it's all about using math to model the world -- but fairly basic math, and after a couple weeks, it actually starts to make sense! Great strategy on the projects -- students who dive in and get them done in advance are SOOO much happier than those who wait until the last minute. Same thing with our homework -- I'll do my best to never give you busy work, so staying on top of the homework I do assign is important. Good luck this year, and make it a great day!
  12. Hiya Soccer17, welcome to APlusPhysics! So thrilled to have you in class... you're right, physics is involved in SOOO many things, from soccer, to baseball, to music, even to sleeping. Once you get started, it's addictive. If SATs have you anxious, stop by sometime and perhaps I can give you a bit of advice or a few resources to get you started on the right path. I have an acquaintance who helps students prepare for the SATs, and even wrote a book as a guide to doing well on the math portion of the SAT. I think it's a great resource, and I'd be happy to discuss it with you and see if it's anything you might have an interest in. And I have no doubt whatsoever that if you pay attention and give me your best each and every day, you'll have an amazing year in physics. We can work together to make certain that comes true! :wave)
  13. Hi LemonLime! You're right, physics does relate to TONS of things in life... everything from cooking (thermodynamics) to trombone (waves) to forensics (blood spatter --> projectile motion --> bullet tracing, etc.). Thrilled to hear you love learning, because it never ends (but in my opinion it does get more fun the older you get, especially as you get to pick and choose what you learn about!) Getting good grades is certainly a reasonable goal, but I'd recommend focusing on learning and understanding... if you do that, the grades will just fall into place. Homework in Regents Physics is pretty reasonable, and you're off to a good start. If I could give students advice for success, I'd tell them: 1) do the work as soon as it's assigned; 2) read the book (either our textbook OR I highly recommend the APlusPhysics: Your Guide to Regents Physics Essentials book -- not just because I wrote it, but because it focuses on the baseline knowledge you'll need, with worked out sample problems and solutions, in exactly the same way I teach it; and 3) have fun. That last one, having fun, sometimes sounds like it's outside of your control, but if you come in with a positive attitude each day and work to MAKE each day a good one, it's amazing how often you'll succeed. Ask all the questions you want -- but be forewarned, I'll ask just as many back (if not more!). Thanks for a great post, and make it a great day!
  14. Welcome, Strawberry! TONS of physics in dancing, violin, cars, AND dentistry. One of the nice things about physics is that there is very little to memorize... once we understand the basic concepts, and logical problem solving, most of physics actually makes sense! Thanks for the introduction!
  15. Welcome, Aperture422! Thrilled to have you in Regents Physics this year... and you're absolutely right, there is a TON of physics in photography (I actually started out as a newspaper photographer before heading off to college!). Would love to see some of your work, and I imagine we'll be able to throw in some 'physics of photography' in the course along the way. Sounds like you've got a great recipe for success -- good luck, and make it a great day! :fight)
  16. Just a reminder to our new members joining that you can link your Facebook and APlusPhysics accounts. See instructions at top of thread! :labmate)
  17. Thrilled to have you aboard Erockest3! I'd love to see what we can put together with regards to the "Physics of Lacrosse" if you're up for it this year -- I don't think anyone's tried that yet. We should be able to do quite a few experiments and activities... you can get an idea of a few of them by checking out the "Projects" under the main page of APlusPhysics. Best wishes on an amazing school year!
  18. Thrilled to have you in the class, tennis 23. Physics will be a great asset as you embark on your medical training. Sounds like you've got a great strategy for the course, and in all honesty, learning the formulas won't be a problem at all... by the time we're done, you'll know them like the back of your hand (if not better!!!) Welcome to APlusPhysics! :wave)
  19. Saw a comment from Frank Noschese (Action-Reaction) not long ago mentioning how cool it would be to make an Angry Birds physics motivational poster... took a couple days of fiddling with fonts and effects to get the text right, but I think I finally got a winner! [ATTACH=CONFIG]150[/ATTACH] For more information, check out: Dot.Physics: The Physics of Angry Birds and Action-Reaction: Angry Birds in the Physics Classroom.
  20. Regents Physics SBG Objective Tracking Sheets for use in 2011 - 2012 school year.
  21. I've been hammering out our Skills-Based Grading (SBG) objectives for Regents Physics for the coming school year, pulling from the tremendous efforts already in place and utilized by folks such as Frank Noschese, Kelly O’Shea, and others, as well as our state and district standards. In defining these, we were conflicted about how detailed and specific to make our goals, providing students more concrete feedback on their objectives, compared to more general objectives that allow for more interpretation and generalization of the “big picture” concepts. Eventually, we settled on a fairly specific list of concrete objectives in an effort to provide students specific information on what they need to do well on the end-of-year state culminating exam. These are absolute minimum baseline standards, provided with the strong understanding that these baseline objectives will be augmented throughout the year as we teach significantly above and beyond the state minimums. For example, our current list of magnetism objectives is quite limited, and will most certainly grow in individual classrooms as all our physics classes spend significantly more time on electromagnetic induction than is required to meet the state minimums. With this large number of objectives, assessment and feedback could become quite involved, which is where our implementation of Gravic Remark OMR will be of tremendous benefit in streamlining assessment on a specific type of standardized exam. Of course, we’ll still have our hands full with more authentic assessments, student-initiated assessments, labs, activities, etc., but it’s a start, and of course, we can always adjust as the year progresses. Here’s our first pass rough draft: Math Review MAT.A1 I understand and can estimate basic SI units MAT.A2 I can convert basic SI units using common metric prefixes MAT.A3 I can convert compound SI units MAT.B1 I know the difference between scalar and vector quantities MAT.B2 I can use scaled diagrams to represent and manipulate vector quantities MAT.B3 I can determine x- and y-components of two-dimensional vectors MAT.B4 I can determine the angle of a vector given its components MAT.C1 I can draw accurate graphs and solve for the slope and y-intercept MAT.C2 I can recognize linear and direct relationships and interpret the slope of a curve MAT.C3 I can recognize quadratic and inverse relationships MAT.D1 I can solve algebraic equations symbolically and numerically MAT.D2 I can utilize the Pythagorean Theorem to solve problems involving right triangles MAT.D3 I can utilize basic trigonometric identities to solve for sides and angles of right triangles MAT.E1 I can use my calculator to solve algebraic equations with exponents MAT.E2 I can use scientific notation and significant figures effectively General Skills GEN.A1 I can design a reliable experiment that tests a hypothesis, investigates a phenomenon, or solves a problem GEN.A2 I can communicate the details of an experiment clearly and completely with a formal lab report GEN.A3 I can record, analyze, and represent data in a meaningful way GEN.A4 I can identify sources of uncertainty and error GEN.B1 I can solve problems using the FSA format GEN.C1 I can properly utilize a metric ruler, meter stick, protractor, mass balance and stopwatch GEN.D1 I can use writing to clearly and constructively communicate my thoughts to others using proper grammar, spelling, organization, and punctuation GEN.D2 I can use technology effectively and appropriately to further my learning GEN.D3 I can engage in constructive and responsible discourse in both small and large group environments Constant Velocity Motion VEL.A1 I know the difference between position, distance and displacement VEL.A2 I can calculate both distance and displacement VEL.B1 I know the difference between average speed and velocity, and instantaneous speed and velocity VEL.B2 I can solve problems involving average speed and velocity, and instantaneous speed and velocity VEL.C1 I can interpret/draw motion diagrams for objects moving at constant velocity VEL.C2 I can interpret/draw d-t and v-t graphs for objects moving at constant velocity Constant Acceleration Motion ACC.A1 I can define acceleration and I know the difference between acceleration and velocity ACC.A2 I can calculate acceleration with both direction and proper units ACC.B1 I can interpret/draw motion diagrams for objects moving with changing velocity ACC.B2 I can interpret/draw d-t, v-t, and a-t graphs for objects moving with changing velocity ACC.C1 I can use kinematic equations to solve problems involving objects with changing velocity ACC.C2 I can use kinematic equations to solve problems involving objects in free fall ACC.D1 I understand that the vertical and horizontal motions of a projectile are independent of one another ACC.D2 I can solve problems involving projectile motion for projectiles fired horizontally ACC.D3 I can solve problems involving projectile motion for projectiles fired at an angle Dynamics DYN.A1 I understand Newton’s 1st Law of Motion and can define mass and inertia DYN.B1 I know the relationship between acceleration, force, and mass (N2) DYN.B2 I can draw a properly labeled free body diagram showing all forces acting on an object DYN.B3 I understand the relationship between the weight and mass of an object. DYN.B4 I can determine unknown forces, accelerations, etc. DYN.C1 I understand the meaning of Newton’s 3rd Law of Motion DYN.C2 I can recognize and identify force pairs DYN.D1 I can define and identify frictional forces DYN.D2 I know the factors that determine the amount of static/kinetic friction between two surfaces DYN.D3 I can determine the frictional force and coefficient of friction between two surfaces DYN.E1 I can calculate the parallel and perpendicular components of an object’s weight to solve ramp problems UCM & Gravity UCM.A1 I can explain and calculate the acceleration of an object moving in a circle at a constant speed UCM.A2 I can define centripetal force and recognize that it is provided by forces such as tension, gravity, and friction UCM.A3 I can solve problems involving calculation of centripetal force UCM.A4 I can calculate the speed, period, frequency, and distance traveled for an object moving in a circle at constant speed UCM.B1 I can state and apply Newton’s Law of Universal Gravitation UCM.B2 I know how mass and separation distance affects the strength of the gravitational force between two objects Momentum and Impulse MOM.A1 I can define and calculate the momentum of an object MOM.A2 I can determine the impulse given to an object MOM.A3 I can use impulse to solve a variety of problems MOM.A4 I can interpret and use F vs t graphs MOM.B1 I can apply conservation of momentum using momentum tables to solve a variety of problems MOM.C1 I can distinguish between elastic and inelastic collisions Work, Energy, and Power WEP.A1 I can define and calculate the work done by a force WEP.A2 I can calculate the kinetic energy of a moving object WEP.A3 I can calculate the gravitational potential energy of an object WEP.B1 I can solve problems using the law of conservation of energy WEP.B2 I can solve problems using the work-energy theorem WEP.C1 I can calculate the power of a system WEP.D1 I can utilize Hooke’s Law to determine the elastic force on an object WEP.D2 I can calculate a system’s elastic potential energy Electrostatics ELE.A1 I understand and can calculate the charge on an object ELE.A2 I can describe the differences between conductors and insulators ELE.A3 I can explain the difference between conduction and induction ELE.A4 I understand how an electroscope works ELE.A5 I can use the law of conservation of charge to solve problems ELE.B1 I can use Coulomb’s Law to solve problems related to electrical force ELE.B2 I can compare and contrast Newton’s Law of Universal Gravitation with Coulomb’s Law ELE.C1 I can define, measure, and calculate an electric field ELE.C2 I can solve problems related to charge, electric field, and forces ELE.D1 I can define and calculate electric potential energy ELE.D2 I can define and calculate electric potential difference (voltage) ELE.D3 I can solve basic parallel-plate capacitor problems Circuits CIR.A1 I can define and calculate an electric current CIR.A2 I can define and calculate resistance using Ohm’s Law CIR.A3 I can explain the factors and calculate the resistance of a conductor CIR.B1 I can identify the path and direction of current flow in a circuit CIR.B2 I can draw and interpret schematic diagrams of circuits CIR.B3 I can use voltmeters and ammeters effectively CIR.C1 I can calculate the equivalent resistance for resistors in series CIR.C2 I can solve series circuits problems using VIRP tables CIR.D1 I can calculate the equivalent resistance for resistors in parallel CIR.D2 I can solve parallel circuit problems using VIRP tables CIR.E1 I can define power in electric circuits CIR.E2 I can calculate power and energy used in circuits Magnetism MAG.A1 I understand that magnetism is caused by moving charges MAG.A2 I can describe the magnetic poles and interactions between magnets MAG.A3 I can draw magnetic field lines for a magnet MAG.B1 I can describe the factors affecting an induced potential difference due to magnetic fields lines interacting with moving charges Waves WAV.A1 I can define a pulse and a wave WAV.A2 I understand the difference between a mechanical and an EM wave WAV.A3 I understand the difference between a longitudinal and transverse wave WAV.A4 I understand the relationship between wave characteristics such as frequency, period, amplitude, wavelength, and velocity WAV.B1 I can utilize the superposition principle to analyze constructive and destructive wave interference WAV.B2 I understand and can predict the result of the Doppler Effect WAV.B3 I can recognize standing waves and explain nodes, antinodes, and resonance WAV.C1 I can apply the law of reflection to plane surfaces WAV.C2 I can explain the cause and result of refraction of waves WAV.C3 I can utilize Snell’s Law to solve problems involving wave refraction WAV.D1 I understand the principle of diffraction and can identify its effects qualitatively WAV.E1 I recognize characteristics of EM waves and can determine the type of EM wave based on its characteristics Modern Physics MOD.A1 I can explain the wave-particle duality of light MOD.A2 I can calculate the energy of a photon from its wave characteristics MOD.A3 I can calculate the energy of an absorbed or emitted photon from an energy level diagram MOD.A4 I can explain the quantum nature of atomic energy levels MOD.A5 I can explain the Rutherford and Bohr models of the atom MOD.B1 I can explain the universal conservation laws (mass-energy, charge, momentum) MOD.B2 I recognize the fundamental source of all energy in the universe is the conversion of mass into energy MOD.B3 I understand the mass-energy equivalence equation (E=mc^2) MOD.C1 I can explain how the nucleus is a conglomeration of quarks which combine to form protons and neutrons MOD.C2 I understand that each elementary particle has a corresponding anti-particle MOD.C3 I can use the Standard Model diagrams to answer basic particle physics questions MOD.D1 I can define the known fundamental forces in the universe and can rank them in order of relative strength
  22. The Huffington Post recently published an article on the 13 best-paying college majors. Note that 12 of the 13 require a strong physics and science background, and all 13 require strong math skills. Thanks to Louis Carusone of Eastridge High School for sharing this article and link. You can find the entire article online at the Huffington Post. I have summarized their data below: [TABLE="align: left"] [TR] [TD]Major[/TD] [TD]Median Starting Pay[/TD] [TD]Mid-Career Median Pay[/TD] [/TR] [TR] [TD]Petroleum Engineering[/TD] [TD]$97,900[/TD] [TD]$155,000[/TD] [/TR] [TR] [TD]Chemical Engineering[/TD] [TD]$64,500[/TD] [TD]$109,000[/TD] [/TR] [TR] [TD]Electrical Engineering[/TD] [TD]$61,300[/TD] [TD]$103,000[/TD] [/TR] [TR] [TD]Materials Science / Eng[/TD] [TD]$60,400[/TD] [TD]$103,000[/TD] [/TR] [TR] [TD]Aerospace Engineering[/TD] [TD]$60,700[/TD] [TD]$102,000[/TD] [/TR] [TR] [TD]Computer Engineering[/TD] [TD]$61,800[/TD] [TD]$101,000[/TD] [/TR] [TR] [TD]Physics[/TD] [TD]$49,800[/TD] [TD]$101,000[/TD] [/TR] [TR] [TD]Applied Mathematics[/TD] [TD]$52,600[/TD] [TD]$98,600[/TD] [/TR] [TR] [TD]Computer Science[/TD] [TD]$56,600[/TD] [TD]$97,900[/TD] [/TR] [TR] [TD]Nuclear Engineering[/TD] [TD]$65,100[/TD] [TD]$97,800[/TD] [/TR] [TR] [TD]Biomedical Engineering[/TD] [TD]$53,800[/TD] [TD]$97,800[/TD] [/TR] [TR] [TD]Economics[/TD] [TD]$47,300[/TD] [TD]$94,700[/TD] [/TR] [TR] [TD]Mechanical Engineering[/TD] [TD]$58,400[/TD] [TD]$94,500[/TD] [/TR] [/TABLE]
  23. [ATTACH=CONFIG]149[/ATTACH]Steve Warner’s 32 Most Effective SAT Math Strategies is more than a book of secrets to help students maximize their SAT math scores… it’s also a guide to problem solving and learning strategies that extend considerably beyond the bounds of the SAT exam itself. As a physics teacher, I can strongly assert that the most effective review book for any test is the book the student will use, and that requires a friendly, concise text that is clear, easy-to-read, and well paced. Warner’s book does this and more, coaching students to maximize their results while minimizing effort. Outside the context of SAT exam preparation, the strategies detailed in The 32 Most Effective SAT Math Strategies provide a pathway to grow the reader’s general problem solving skills. Readers are encouraged to solve problems, learn independently, and attempt higher level challenges, enhancing their mathematical and logical maturity levels as they attempt to not only solve, but understand, the given problems. I highly recommend this book for anyone preparing for the SAT exam, as well as those looking to refresh their basic mathematical skills and enhance their ability to think logically. And make sure to check out his website, which has free problem sets, tips, and videos!
  24. Although by no means an exhaustive list, these 10 quick tips may help you secure that extra point or two on your upcoming Regents Physics exam. Mass and inertia are the same thing. To find the resultant, line your vectors up tip-to-tail, and draw a line from the starting point of the first vector to the ending point of the last vector. Any object moving in a circular path is accelerating toward the center of the circle. Acceleration of an object is equal to the net force on the object divided by the object’s mass. The normal force always points at an angle of 90° from the surface. Opposite charges and magnetic poles attract, likes repel. Gravitational forces and electrostatic forces both follow an inverse square law relationship, where the strength of the force is related to one divided by the square of the distance between the charges/masses. The force of gravity on an object, commonly referred to as weight, is equal to mg, where g is the gravitational field strength (also referred to as the acceleration due to gravity). The mass-energy equivalence can be calculated using E=mc^2. If a mass is given in universal mass units, however, you can do a straight unit conversion using 1u = 931 MeV. Protons and neutrons fall into the category of baryons, which are hadrons. Smaller particles, such as electrons, fall into the category of leptons. Mesons are rare, weird particles you probably haven’t heard of. Most importantly, use your reference table. When in doubt, write down the information you're asked to find, what you're given, and use your reference table to help you narrow down what you should be doing. In the free response part of the test, make sure to show your work in detail with a formula, substitution with units, and an answer with units. Find these and many more tips for success at APlusPhysics.com.
  25. FizziksGuy

    Musing

    Way to dive in to a new and challenging topic... I can't wait to hear your analysis of the frequency of mass and the deBroglie Wavelength!

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