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FizziksGuy

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Everything posted by FizziksGuy

  1. One of the goals of APlusPhysics.com is to provide students with the resources they need to be successful. As I'm sure you can all imagine, as educators we struggle with finding ways to set our kids up for success. And today's students face a wide variety of challenges that hamper their ability to learn through traditional means. Students who aren't in attendance, for reasons that may range from illness to family issues to special needs, are immediately at a disadvantage in technical classes in which content continues to build throughout the year on an ever-expanding foundation. Throw in the challenges of large class sizes (I'm outnumbered by students by more than 100:1), and regardless of how much time I'd like to devote to each of my kids, there's no way to meet everyone's needs all the time. Toward this end, APlusPhysics is designed to provide a "home base," of sorts, for all students to begin to learn to teach themselves. The forums provide an opportunity for discourse and an online student-supported "help desk," of sorts. Plus, any time you can get a student writing about what they know, they're solidifying their understanding and building critical thinking skills. If you can get them to teach others while they're at it, you've really built something special. The blog portion of the website is a great way to get students to develop their metacognition, writing about what they do and don't understand, creating an ongoing journal of their learning. It's also a great way to get them to really think about the essential questions in physics, organizing their thoughts to develop "big picture" conceptual understanding of what they're learning, and why. The main website, still under construction, will house key material central to each of the supported physics courses. I'm starting my work with the NY Regents Physics Curriculum, first, because I currently teach four sections of that course and the material I develop is directly useful to the majority of my students, and secondly, it's the simplest of the physics courses I teach, which provides a terrific sandbox for me to grow my web development skills, hopefully limiting my struggles to the technical side of web building, so that by the time I build the AP-C section out, I can balance content / pedagogical challenges with the (hopefully) less daunting technical challenges. I also see APlusPhysics as a great resource for the upcoming introduction of the AP-1 and AP-2 courses, being expanded out of the current AP-B curriculum. Currently it appears many of us AP physics teachers are holding in a quasi-limbo state waiting to understand exactly what will be included in each course, to what level, and how we can best integrate it into our school's offerings to provide the best possible learning experiences that will most benefit our students. But the College Board has been slow to disseminate information, updates promised in the fall have not been received, and the teachers continue to wait, as patiently as we can. My goal is to build up the AP-1 and AP-2 sections of the website so that when final announcements are made, we all have a resource we can turn to and utilize as we re-tool our physics programs. Finally, I want APlusPhysics to be a repository of materials for educators to share the best of our ideas, activities, challenges and successes. The Forum already has an Educators Only section, but I also want to populate the website with activities we can use to bring physics to life for our students, encompassing everything from projects and challenges to mini-programs such as the Semiconductor Technology Enrichment Program (STEP), providing students an introduction into the world of semiconductors, a discipline quite regularly neglected in educational communities despite its profound influence on our daily lives. So with that, allow me to welcome you to APlusPhysics. I'm hoping to continue utilizing this blog to document my progress in building this resource, both so you as customers / consumers / contributors can see what progress is being made and perhaps even help guide my work to make this a better resource for us all, to allow you to learn from my mistakes, and to organize my own thoughts around what I want to accomplish, and how I can make the vision I have for APlusPhysics a reality. Make it a great day everyone! --df
  2. IRONDEQUOIT, Nov. 1, 2010 -- Students in physics classes taught by Dan Fullerton and Mike Powlin at Irondequoit High School were outside most of the day Friday, Oct. 29, testing the catapults they built by applying physics principles and concepts. Teams of students launched softballs from their catapults on the school's track, then measured their projectiles' range and time in the air. Based on those measurements, students will then apply their physics principles to calculate maximum projectile height, launch velocity and launch angle. The event was the first of a series of four "championship of physics" competitions during the current school year. [ATTACH=CONFIG]40[/ATTACH] Article available here.
  3. 2. Captain Jack Sparrow launches a cannonball from the deck of “The Black Pearl” (assume ground level) toward Davey Jones, sitting on a beach exactly 1 km away drinking his bottle of rum completely unaware of the impending attack. If the cannon ball is launched at an angle of 33 degrees with the horizontal at a velocity of 103 m/s, how close will it get to hitting Davey Jones? How long will it stay in the air? What is the cannonball’s maximum height? [ATTACH=CONFIG]39[/ATTACH] First you must break up the initial velocity of 103 m/s at an angle of 33 degrees into its components: Next, we can set up our horizontal and vertical tables for motion. Horz:Vert: vi = 86.4 m/s vf = 86.4 m/s d = ? a = 0 t = ? Vert: vi = 56.1 m/s vf = ? d = ? a = -9.81 m/s^2 t = ? To solve this, I need to know one more variable in the vertical direction. Let's say I cut the motion of the cannonball in half. At its highest point, halfway through its motion, it's vertical velocity is 0. Now, my vertical table (for half the motion) looks like this: Vert: vi = 56.1 m/s vf = 0 d = ? a = -9.81 m/s^2 t = ? From here, I can solve my vertical table for the time that the cannonball is in the air on the way up. To get the total time in the air, I just double my answer. To get the Cannonball's maximum height, solve for d in the vertical direction. To get the Cannonball's range, take the TOTAL time in the air and solve for the horizontal displacement. Use this to tell you how close the cannonball gets to hitting Davey Jones. Good luck!
  4. What would you expect to be "off" if the video were faked? How could you measure / confirm this? Helpful Links: http://access.aasd.k12.wi.us/wp/baslerdale/2009/09/20/using-loggerpro-for-video-analysis/ http://access.aasd.k12.wi.us/wp/baslerdale/2010/09/16/video-analysis-on-your-ipod/
  5. FizziksGuy

    Noticed?

    We lost the text formatting when we upgraded the forum software. Anything other than plain text was transferred with funky symbols. It should look better on the new stuff.
  6. From Youtube: Kobe Bryant Jumps Over a Pool of Snakes!!!
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  8. Do you think you really received faulty information? What else could have accounted for the large error?

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