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FizziksGuy

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  1. FizziksGuy
    [ATTACH=CONFIG]45[/ATTACH]From NPR: Link Here
    A few years ago, physicist Jeff Harvey invited Eduard Antonyan to a game of poker at a friend's house. Antonyan was a graduate student of Harvey's at the time, in the physics department at the University of Chicago.

    "I invited Eduard to play because we're always looking for new victims," Harvey tells NPR's Guy Raz. "But it didn't exactly work out that well."

    It turned out Antonyan was pretty good.

    "He took my money," Harvey says. "We didn't invite him back after that."

    Antonyan would eventually find other ways to play. Today he plays online, where he says he hauled in $10,000 on his best night. But what's interesting about Antonyan and Harvey is not how much they win — but why.

    Big Game Theory

    Science writer Jennifer Ouellette (who was interviewed last year for the Physics In Action Podcast!) is married to a physicist herself. Like Harvey and Antonyan, her husband also plays poker — a connection that piqued her interest.

    "At first I thought it was just a fluke," she tells Raz.

    But a little research revealed there are a lot of poker-playing physicists, some of whom are pretty serious about the game.

    Physicist Michael Binger placed third in the 2006 World Series of Poker, winning $4 million. Two others, Michael Piper and Liv Boeree, competed last spring in a tournament in San Remo, Italy. Piper placed fourth, and Boeree won, racking up $1.6 million. Ouelette's husband, CalTech cosmologist Sean Carroll, entered a Chicago tournament in 2004 and, to his surprise, met three other poker-playing physicists, including Harvey.

    In a recent article for Discover Magazine, Ouellette says one reason so many physicists are playing poker — and playing well — is that their brains are particularly attuned to thinking about probability, statistics and modeling. In physics, those things are crucial. And in poker, they just might give you a leg up.

    "I mean — when you think about it — they build models of the world," Ouellette says of physicists.

    When her husband plays, she says, he's trying to model his opponents based on their style of play — from betting patterns to "tells."

    "He's using that to build a model — to predict them a little bit better." That model, Ouellette says, can help physicists make better decisions about their own play.

    Not Just Counting Cards

    Ouellette says that one reason poker is so intensely complicated — and thus suited for physicists — is that it's largely a game of probability.

    "If you think about throwing one die, for example, you've got six possible outcomes," she says.

    But add a second die? Suddenly your probabilities are a lot more varied: 36 possible outcomes to be exact.

    Now take your model 52 cards, Ouellette says, and you've got more than 2.5 million possible five-card combinations. And if you're playing Texas Hold 'Em — which uses seven cards? Around 133 million combinations.

    "The numbers get really big really fast," Ouellette says.

    Of course, there's no human brain capable of crunching those numbers mentally. But Ouellette says training in physics does help a player think about complex probability models in a deeper and more realistic way.

    Harvey, whose specialty is string theory, says there's another advantage that physicists might hold over their opponents. It's called "tilt" and refers to the way players let emotions get the better of them when things are going badly.

    "In physics, you have to be able to sit down and work on a long complicated calculation that may often take you weeks or even a month," he says. And sometimes, physicists have to throw that work out and start again when they realize their calculations are incorrect.

    "Being able to deal with extended periods of bad luck or things not going well is something that's also required to be a physicist," Harvey says. "I think there is an element of emotional control that perhaps physicists learn."

    Math Folds, Physics Holds

    It's been mathematicians, historically, who've held sway at the poker table, Ouellette says.

    John von Neumann, the famous Hungarian mathematician and founder of game theory, based his work on two-handed poker.

    "He was fascinated by the art of the bluff," Ouellette says. "And he founded game theory based on 'What do I think the other man thinks that I'm going to do?' "

    When it comes to physics, she says, mathematicians have done a lot of the groundwork. "Physicists are kind of catching up, and realizing that there's a lot of interesting theory at play here."

    And even though you may not have heard of most of the physicists playing poker today — there's one you probably have.

    "Einstein actually enjoyed gambling," Ouellette says.

    As legend as it, the father of relativity loved to play craps and blackjack in Las Vegas, where he once met Nick the Greek, one of the greatest poker players of all time.

    "Nick introduced him to all his gambling buddies — knowing that they wouldn't know who Einstein was — as 'Little Al from Princeton, controls a lot of the action around Jersey.' "
  2. FizziksGuy
    Had a busy weekend with lots of small successes on the APlusPhysics front... First off, finished up the first draft of the Regents --> Graphing Motion page (http://www.aplusphysics.com/courses/regents/kinematics/reg_graphmotion.html) with a couple more sample problems and an interactive Flash mini program demonstrating the relationship between d-t, v-t, and a-t graphs (thanks to Tom Schulte for the great graphics!!!).

    Also, spent some time on the phone with a physics teacher in Illinois working on an article that details our forensics and physics day activity -- received some terrific input and ideas that will definitely improve the article. Plus, it's always nice to make another friend in the physics teaching field.

    Then, got a start on the Regents --> Kinematic Equations page... lots of blanks to fill in and still tons of editing and re-organizing to do, but I'm feeling good about getting first drafts created and posted. Hopefully I can keep this momentum going with some time off during the holiday week.

    Finally, I'm pleased to see the "Homework Help" section of the website getting some use... not only are those asking questions getting the help they need without having to wait for class time, but those who are providing the help are reinforcing physics concepts. "The best way to learn is to teach!"
  3. FizziksGuy
    I had the opportunity to meet with a colleague, teacher, friend and peer on Wednesday, and I'm thrilled with how our breakfast (and work meeting) progressed. Having known each other professionally for close to 10 years now, from a time back before either of us entered education, it was a tremendous experience to sit down and talk about what's working in our classrooms, what we envision for the future, and start putting plans together to achieve that vision.

    Following breakfast, we settled down to work by looking over what had been completed so far at APlusPhysics.com. I was amazed at how closely our visions aligned... although I probably shouldn't have been since this colleague, in many ways, provided some of the grounding for this website project in the first place. We then spent the better part of four hours working on various parts of the website, each of us contributing in our own ways. I look forward to seeing what we can build together, and am very excited to have another viewpoint for input, contribution, and criticism as we move forward. Thanks Tom!
  4. FizziksGuy
    Recently Frank Noschese, a NY physics teacher (Cornell) with a strong background in modeling and standards-based grading and author of the popular blog "Action-Reaction," was nominated for "Most Influential Blog Post" in the 2010 Edublog awards. The post, "The $2 Interactive Whiteboard," is a great resource for teachers looking to get into modeling and white boarding cheaply and easily. Help him win the award and, more importantly, spread the message about modeling in physics education by voting at: http://edublogawards.com/2010awards/most-influential-blog-post-2010/

    :einstein)
  5. FizziksGuy
    APlusPhysics Blogs and Forums have now been integrated with Facebook! Not only can you link your accounts, but you can simultaneously post any forum messages, blog entries, and comments to your Facebook wall by checking the "Publish to Facebook" checkbox at the bottom of your entry. Further, you also have the ability to "Like" blogs and forum posts... I'm interested to see if this encourages discourse and engagement by integrating a student favorite social networking site with classroom content.
  6. FizziksGuy
    A colleague and respected writer from the physics blogosphere asked me this morning if I could explain what APlusPhysics is all about, and why it's worth the effort. Wanting to build up the APlusPhysics community, of course I jumped on the opportunity to distribute information about the project, especially to someone who has a significant following on her blog -- we can use all the targeted advertising we can get!

    I had many convoluted answers to the request, but realized I hadn't truly put them together into a "big picture" view of my vision and goals for the site. So, with the help of several friends who graciously offered their critical thinking and editing skills, I believe I have a reasonably complete answer to her question. My response, which I also posted on my personal A+ Physics blog, may be of general interest to readers here, so I'm including it below:



    My goal with APlusPhysics is to create a friendly, coherent and dynamic online resource with a consistent theme; an integrated toolset which can be easily customized to meet the needs of a diverse student and educator constituency while incorporating best known practices in physics education research. The site is designed for easy integration with physics modeling strategies, standards based grading (SBG), mastery learning, and “alternate pathway” programs which support students who, for various reasons, aren’t able to fit into the standard classroom educational model.

    It’s a work in progress. I’m learning as I go, refining, expanding, deleting and rebuilding. And then doing it all over again. I’m thankful for the support of the physics community as they provide feedback, ideas, opportunities, and constructive criticism that allow for continual refinement and growth from a variety of perspectives, and whose thoughts and ideas are the foundation of this online conglomeration. I hope you find APlusPhysics a useful web resource, and this blog an insightful journal of a developing teacher’s successes, failures, challenges, struggles, and achievements.

    Welcome one and all!

    WHO AM I?
    I’m a high school physics teacher learning something new every day. I was an engineer in industry for more than 10 years, and an adjunct college professor for eight, yet after three years teaching standard introductory (Regents) as well as AP-B and AP-C physics classes, it is obvious to me that student learning styles are changing rapidly… the standard “by-the-book” pedagogy is no longer the optimal method for teaching all students. I need to find a way to differentiate across a wide range of abilities, interests, backgrounds and habits if I want to help each of my students grow to their maximum potential in the brief time I have with them.

    I don’t have all (or many of) the answers — I don’t even have all the questions! What I do have is the energy and ability to learn, make changes, take risks, succeed, fail, and ultimately, grow. This blog details my journey.

    WHY GO TO THE TROUBLE?

    Writing is thinking. Writing forces you to organize your thoughts, to make mental connections — analyzing what’s worked, and what hasn’t. It forces you to think through your next steps, to reflect on why your experiments succeed and fail. It helps to recognize what you do and don’t know, providing a well-lighted path toward “filling in the gaps.”

    No single text or resource completely matches the way you teach. Our class text is a wonderful resource for our students, and I was even lucky enough to serve on the committee which selected the book during my second year in the classroom. It’s accurate and thorough. It aligns nicely to our district outcomes and state standards. But it’s not designed specifically to the course I teach and the method in which I teach it.

    Further, students are reluctant to learn and read independently from our text. This is troubling. The most important skill I can teach my students before they leave my classroom and go on to bigger and better things is the ability to teach themselves. Empowering them as learners requires technical reading, critical thinking, and discipline. I struggle with this throughout the entire year, and each year set a goal to extend my students’ independent learning skills through guided inquiry, discovery, and practice. Still, though, in many cases, even with our text, there are gaps.

    BRIDGING THE GAPS

    I have embarked on a project to create my own online physics resource, tailored specifically to course objectives, with as little extraneous information as possible, and consistent with the methods and organization I use in my classroom. I’m learning and changing every day, so this resource has to be dynamic. Problem solving practice with immediate and constructive feedback should be integrated into every unit. Most importantly, students should learn at their own pace. With a tremendous span of abilities, backgrounds, and learning styles, it’s obvious that one size and speed doesn’t fit all.

    Key aspects of this resource, APlusPhysics, include online discussion forums promoting discourse about concepts, applications, and new developments in science; online homework help where students can assist each other (the best way to learn is to teach!); student and educator blogs for learning logs and self reflection; course content distilled down to the “need-to-know” facts with a variety of sample problems, designed specifically to meet course objectives; built-in quizzes to allow students to test their understanding; and resources for physics instructors focusing on student-centered active learning activities.

    Many of these resources can be found, in whole or in part, elsewhere on the web. The Physics Classroom is a terrific online resource covering a wide variety of topics in physics; Cramster is a terrific resource for homework help and problem solving; Physics Forums is a terrific bulletin board system discussing physics developments and problems; Castle Learning offers students a tremendous repository for problem solving practice; and of course there are many others.

    I’m not trying to rebuild or re-create any of these terrific resources… they all have tremendous potential for the students who take the time to learn and use them productively. However, the learning curve for this expanse of resources can seem insurmountable to the new physics student already exhibiting the classic “deer-in-headlights” shock I’m sure all physics teachers are familiar with. This project is an ongoing method of delivering, refining, and reflecting upon high school physics education.
  7. FizziksGuy
    Over the river and through the words, to grandmother's house we go...
    the horse knows the way to carry the sleigh through the white and drifting snow - oh!

    [ATTACH=CONFIG]67[/ATTACH]
    As part of our family's holiday season festivities, we went on a horse-drawn sleigh ride through the woods in northwest Pennsylvania. It was a terrific time, with low winds, just a very light dusting of now coming down, and 28 degree temperatures.


    As Miss Micro-APlusPhysics (aged 16 months) drove the sleigh, I couldn't help but think what a terrific multi-faceted physics problem our trip would make... finding the force of friction the horses had to overcome to keep us moving at a constant velocity through the woods, the power supplied, and the energy consumed.




    Of course, being a physics teacher, I couldn't just leave it there:


    With nine people on the sleigh, all bundled up, I think we can estimate an average mass of about 70 kg per person (we had a couple lightweights, including the baby.) So, the mass on the sleigh was probably on the order of 650kg. The sleigh itself was made out of fairly solid boards with steel runners, and a quick attempt at lifting up a corner provided a feel for its weight -- let's estimate the sleigh at 550kg, giving us a total load of 1200kg. The weight of the load, then, settles in a 12,000N.


    The horses pulled the sleigh from a horizontal tether, so that given the equilibrium condition of the sleigh, we know the normal force had to offset the weight, so the normal force of the snow on the sleigh is 12,000N. Now, to estimate the coefficient of friction. From the NY Physics Regents Reference Table, we find the coefficient of kinetic friction for a waxed ski on snow as 0.05. This seems like a reasonable esimate for the frozen runner on the snow. Using we find the force of friction as 600N.


    For most of the 20-minute (1200s) journey the horses pulled us at a leisurely constant speed of approximately 1.5 m/s. Therefore, we can assume the applied force of the two LARGE Belgian horses as 600N. The power supplied can be calculated from P=Fv, or (600N)*(1.5 m/s) = 900W. And since they applied that power for roughly 1200s, the work done by the horses can be found from W=P*t=(900W)(1200s)=1,080,000 Joules, or the equivalent of 258 food calories (roughly the nutritional equivalent of one slice of pizza)!


    A fun holiday activity providing another opportunity to highlight physics in the world around us.
  8. FizziksGuy
    In his Dec. 17 Action-Reaction blog post titled "Falling Rolls," one of my heroes of physics instruction, Frank Noschese, details an exercise from Robert Ehrlich's book Why Toast Lands Jelly-Side Down.

    The exercise, a rotational motion problem that challenges students to find the ratio of heights at which you can drop two identical toilet paper rolls, one dropped regularly, the other dropped by holding onto the end of the paper and letting it unroll, such that the two rolls hit the ground at the same time. It's a terrific, easy-to-replicate and demonstrate problem that pulls together a great number of rotational motion skills --> finding the moment of inertia, applying the parallel-axis theorem, identifying forces and torques from free body diagrams, and converting angular acceleration to linear acceleration. My students dove into the challenge with zest!

    To begin the exercise, we set our variables (H=height for dropped roll, h=height for unrolled roll, r = inner diameter, R = outer diameter), then identified the time it takes for the dropped roll to hit the ground using standard kinematics:



    Next, we did the same thing for the unrolling toilet paper roll:



    Of course, if we want them to hit at the same time, the times must be equal, therefore we can show:



    Obviously, what we really need to focus our efforts on is finding the linear acceleration of the unrolling roll. To save ourselves some time, we started by looking up the moment of inertia for a cylinder:



    Using the parallel-axis theorem to account for the unrolled roll rotating about its outer radius we find:



    Next, we can use a free body diagram to identify the net torque on the roll as MgR, and use Newton's 2nd Law for Rotational Motion to find the angular acceleration:



    Since linear acceleration can be found from angular acceleration multiplied by the radius of rotation ®:



    Finally, since we're looking for the ratio of the dropped height to the unrolled height:



    This conflicts with the results from Noschese's class, where they derived

    However, their demonstration based on their results is very convincing. Let's take a look at the difference in ratios using the two derivations:

    For a toilet paper roll of inner diameter .0095m and outer diameter R=.035m (our school rolls from the janitor supply closet):





    It appears that our derivation is correct, per our visual confirmation with a high speed video camera:




    You can follow the original blog response at Physics In Flux.
  9. FizziksGuy
    [ATTACH=CONFIG]68[/ATTACH]
    A colleague and friend of mine has offered a $20 Starbucks gift card to the student who can provide the simplest, clearest explanation of why the angular velocity and angular acceleration vectors point in the directions they do... check out the details and submit your entries in our Forums section!

    http://bit.ly/guQV0L


  10. FizziksGuy
    Whew! It’s been a long and challenging project, but I am thrilled to announce that the APlusPhysics.com Regents Physics course tutorial has been completed (well, at least the first revision). I’ve been done with the tutorial less than 20 minutes, and already I’m making notes on additions, modifications, and enhancements, but I think it’s worth taking a moment to step back and look at everything that’s been accomplished.
    [ATTACH=CONFIG]96[/ATTACH]
    A year ago I had never created a web page, and didn’t know the difference between HTML and ELMO. But, with a vision to create a resource specific to the needs of the students I see every day, and with the support of friends and family, I started picking up books, reading web articles, and making many, many designs on paper to script out what I wanted to build.

    As of this morning, with the upload of a question bank of more than 500 Regents Physics questions from past years, I’m amazed at how much has been created. The APlusPhysics Regents Tutorials include objectives, explanations, sample problems, FLASH animations, integrated quizzes, videos… just about everything you could ask for in an online resource tailored to a specific course. Further, as the projected progressed, I began to see potential for this resource being used outside my classroom and even outside the scope of NY’s Regents curriculum, and have begun building in further topics of interest to many introductory physics students. Even better, I learned the Regents Physics material better than I could have ever imagined (there’s nothing like digging through 10 years of old exams to help you really learn a course inside and out).

    I wanted this website to be an original work, so not only did I learn webpage design, I also had to learn vector and bitmap graphics, flash animation, basic flash programming, and even a little bit of PHP to make everything work in the background. For an artistically-challenged science guy, I’m pretty amazed with the quality of illustrations I was able to create after reading a few books on the modern tools available!

    In support of the static web tutorials, the site also features a discussion forum based on the latest version of vBulletin, integrated student and educator blogs, course notes, calendars, project activities, and even hosting for old episodes of the Physics in Action Podcast. So what’s next?

    I’ve said from the beginning I want to follow up the Regents Physics tutorials with the AP-1 and AP-2 curricula, but with delays from the College Board, we’re all still waiting to find out exactly what those courses will entail (and to what depth). I have been considering creating a tutorial for AP-C physics, but I’m not certain I see as great a need for such a site, as the AP-C course mirrors many introductory university physics courses, and that material is already widely available throughout the web. With these challenges in mind, I think I’m on hold for creating static tutorial pages for the time being.

    This feels like a blessing in disguise, however, as I’ve been quite excited to dive into several other projects. First, I want to expand the build out the Semiconductor Technology Enrichment Program (STEP), a program designed to take the weeks in class after the AP Physics exams and introduce students to basic semiconductor physics and micro/nano technology. Second, I need to spend time planning on the details of the Skills Based Grading (SBG) program I’m planning on implementing in my Regents Physics courses next year. Third, I’d like to continue my work to pre-record video lessons of all the major topics in the Regents Physics course, with the ultimate goal of spending in-class time working on hands-on lab activities, as well as supporting students individually and in small groups, and minimizing the less-effective entire-class-instruction time. Finally, several students have inquired as to whether I might take the course content material on APlusPhysics and expand it into a written mini-book / synopsis for the Regents Physics course. Though initially hesitant, the more I think about it, the more I find value in creation of the written “APlusPhysics’s Guide to Regents Physics.” And oh, by the way, did I mention the list of website enhancements I’ve already started on?

    The question, then, is where to start. I oftentimes prioritize items both by “bang for the buck” as well as cost to implement. SBG work will largely occur in late spring and early summer due to some outside interests and external timing constraints. The STEP program may find some external funding in a month or so, and if I can get paid to work on something, why not wait until there’s a bit of income for my time? That really leaves the printed physics guidebook, video mini-lessons, and website revisions. As much as I try to deny it, I know I’ll be working on website revisions by tonight, in tandem with my next project. So which to tackle next, the video mini-lessons, or the printed guidebook? Or both? Would love to hear your feedback and thoughts!

    And, as with any endeavor of such scale, allow me to again thank all my supporters, colleagues, family members and contributors. This is a huge milestone for APlusPhysics and the culmination of hundreds of hours of frustration and effort, which has already paid for itself in learning and confidence. I’ve come out all the better for it, and I hope this resource helps others say the same.
  11. FizziksGuy
    [ATTACH=CONFIG]125[/ATTACH]The first APlusPhysics course guide book, APlusPhysics: Your Guide to Regents Physics Essentials, by Dan Fullerton (aka FizziksGuy) is now available for direct order, and will be available in early May from major book retailers such as Amazon.com and Barnes and Noble. From the book's description:

    APlusPhysics: Your Guide to Regents Physics Essentials by Dan Fullerton is a clear and concise roadmap to the entire New York State Regents Physics curriculum, preparing students for success in their high school physics class as well as review for high marks on the Regents Physics Exam.

    Topics covered include pre-requisite math and trigonometry; kinematics; forces; Newton's Laws of Motion, circular motion and gravity; impulse and momentum; work, energy, and power; electrostatics; electric circuits; magnetism; waves; optics; and modern physics.

    Featuring more than four hundred questions with worked out solutions and detailed illustrations, this book is integrated with the APlusPhysics.com website, which includes online question and answer forums, videos, animations, and supplemental problems to help you master Regents Physics essentials.

    Advance Praise for APlusPhysics Regents Physics Essentials: "Very well written... simple, clear engaging and accessible. You hit a grand slam with this review book." -- Anthony, NY Regents Physics Teacher.


    "Does a great job giving students what they need to know. The value provided is amazing." -- Tom, NY Regents Physics Teacher.


    "This was tremendous preparation for my physics test. I love the detailed problem solutions." -- Jenny, NY Regents Physics Student.


    "Regents Physics Essentials has all the information you could ever need and is much easier to understand than many other textbooks... it is an excellent review tool and is truly written for students." -- Cat, NY Regents Physics Student
  12. FizziksGuy
    [ATTACH=CONFIG]142[/ATTACH]Prof. Allain has taken his Dot.Physics introductory blog posts and formed them into a fun and entertaining e-book covering the basic principles of mechanics. From his initial advice not to use the e-book as a table leg prop to his discussion of differential equations in chapter 15, Just Enough Physics provides students a light, simple, and concise explanation of algebra-based physics.

    Further, Just Enough Physics actually includes directions on basic VPython programming for simple physics simulations… if you’re like me and have been reticent to dive into simulation and programming, this text provides several code snippets with clear explanations that entice you to see what you can do by way of numerical simulation and computer modeling.


    As a high physics teacher and engineering professor, I highly recommend this book for beginning physics students of any age.
  13. FizziksGuy
    [ATTACH=CONFIG]144[/ATTACH]For those anticipating the upcoming Regents Physics exam on June 15th, APlusPhysics: Your Guide to Regents Physics Essentials is a book designed to give you everything you need to score well on the exam in a simple, easy-to-read manner. Filled with sample problems and full solutions, the book is now only $10.07 from Amazon!
  14. FizziksGuy
    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.
  15. FizziksGuy
    [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!
  16. FizziksGuy
    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]
  17. FizziksGuy
    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

  18. FizziksGuy
    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.
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