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FizziksGuy

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Blog Entries posted by FizziksGuy

  1. 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.
  3. 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.
  4. FizziksGuy
    [ATTACH=CONFIG]316[/ATTACH]The Rochester Area Physics Teacher's Out Reach (RAPTOR) will hold its first meeting of 2012 at the Rochester Institute of Technology on Saturday, January 14th from 9 am-noon EST.* Physics education enthusiasts all over the world are welcome to attend this meeting live via this link.

    The meeting will feature a presentation by Dan Fullerton, author of Regents Physics Essentials, Honors Physics Essentials, and developer of APlusPhysics.com, as well as a presentation and discussion centered around physics lessons addressing New York's Common Core State Standards and how these changes will affect physics education.

    Come for the free donuts and stay for the demos, and if you can’t attend in person, join us online! Special thanks to Brendan Noon of Science With Mr. Noon for organizing this event.
  5. FizziksGuy
    I’m thrilled to announce that Physics: Fundamentals and Problem Solving has been released for the iPad today. This book, which is for the iPad only, is an algebra-based physics book featuring hundreds of worked-out problems, video mini-lessons, and other interactive elements designed for the introductory physics student.
    Topics covered include vectors and scalars, kinematics, dynamics, momentum, circular motion, gravity, rotational motion, work, energy, power, fluids, thermal physics, electrostatics, circuits, magnetism, microelectronics, waves, sound, optics, and selected topics in modern physics.
    Physics: Fundamentals and Problem Solving is integrated with the APlusPhysics.com website, which features free online discussion and help forums, student and educator blogs, interactive quizzes, thousands of supplemental problems, and even a student-created physics wiki.
    The book requires an iPad and the iBooks 2 application. The non-interactive version, known as Honors Physics Essentials, is available for other iOS devices through the iBooks store; for the Kindle and other devices running the Kindle App through the Kindle Store; for the Nook through the Barnes and Noble Nook Store; and in hard copy format from Amazon.com as well as Barnes and Noble.
    Check out some screenshots from the book below:
    http://aplusphysics.com/flux/wp-content/uploads/2012/06/photo-copy-9-150x150.pnghttp://aplusphysics.com/flux/wp-content/uploads/2012/06/photo-copy-3-150x150.pnghttp://feeds.feedburner.com/~r/PhysicsInFlux/~4/GV_sPDGouVs

    Source
  6. FizziksGuy
    I’m thrilled to announce that Physics: Fundamentals and Problem Solving has been released for the iPad today. This book, which is for the iPad only, is an algebra-based physics book featuring hundreds of worked-out problems, video mini-lessons, and other interactive elements designed for the introductory physics student.
    Topics covered include vectors and scalars, kinematics, dynamics, momentum, circular motion, gravity, rotational motion, work, energy, power, fluids, thermal physics, electrostatics, circuits, magnetism, microelectronics, waves, sound, optics, and selected topics in modern physics.
    Physics: Fundamentals and Problem Solving is integrated with the APlusPhysics.com website, which features free online discussion and help forums, student and educator blogs, interactive quizzes, thousands of supplemental problems, and even a student-created physics wiki.
    The book requires an iPad and the iBooks 2 application. The non-interactive version, known as Honors Physics Essentials, is available for other iOS devices through the iBooks store; for the Kindle and other devices running the Kindle App through the Kindle Store; for the Nook through the Barnes and Noble Nook Store; and in hard copy format from Amazon.com as well as Barnes and Noble.
    Check out some screenshots from the book below:


    Source
  7. FizziksGuy
    Not long ago I acquired a Playstation VR (PSVR) which I set up in my basement office, and was asked to evaluate the system for potential educational applications.  Beyond that, my scope was wide open, though I was provided the opportunity to sample a variety of games on the system to get a feel for the potential of the system.  What follows are some general ramblings and thoughts about the system.
    The Hardware
    Playstation VR Headset and Camera
    The tested system included a Playstation Pro console, a PSVR Launch Bundle (headset, two move controllers, camera, and appropriate cables), and external Playstation Gold headphones in place of the standard earbuds.  Included software included a Demo Disk, and Playstation VR Worlds Disk, and I utilized a store credit to try out several system games of my choosing.
    First Impressions
    Initially, I was somewhat disappointed in the resolution of the headset.  Though I had been forewarned that resolution wouldn’t be as sharp as an HD monitor, I was initially taken aback at the poor quality of the Playstation’s Main Menu rendering and the level of color aliasing I was seeing, especially in white text.  With 20/20 vision following Laser PRK corrective eye surgery nearly 20 years ago, this was a bit of a shock to the system that provided some initial disappointment.  I quickly found out, however, that this effect is especially bad in the Playstation Main Menu, and is not indicative of the system’s performance as a whole.  Further, with some time in the system, I found that placing the headset a touch lower over my nose (lower PSVR screens, higher eyes) improved sharpness considerably.  Still, though, after nearly 20 hours using the system, I would say the resolution of the system is adequate, but with substantial room for improvement in the future.
    From an immersion standpoint, however, I was blown away.  After about two minutes in my first simulation, the VR Worlds “Ocean Descent” program, I was having a blast descending in a shark cage through the ocean.  It’s hard to convey just how immersive it is, as I swiveled my head back and forth, leaned forward over the bars of the cage to look down, and eventually jumped through my seat when a shark ran into the cage.  Further, the resolution concern quickly evaporates in actual gameplay.
    From a comfort standpoint, I found the headband that holds the PSVR a bit tight, but fairly well balanced.  You don’t feel as though there is a weight on your head, and the over-the-ear headphones are a huge improvement over the included earbuds, though it is a bit of a trick to figure out how to put the PSVR headset on, followed by the earmuff-like headphones.  The cabling is a bit tricky to figure out while you are looking into the VR headset, but after a couple tries, you get a system down pretty easily.  The only lingering concern I had with the headset involved rubber nose flaps that push against the outside of your nose.  Try as I might, I couldn’t find a way to make them comfortable, and they pushed just enough on the outside of my nose that breathing was slightly impeded.  Just recently I finally decided to cut them off altogether with scissors, and am absolutely thrilled with the improvement in comfort.
    One of the primary concerns with VR systems is the potential for nausea / motion sickness.  VR systems are so immersive that they trick your brain into thinking it’s moving, which may be in opposition to your other senses, leading to motion sickness.  I didn’t have any trouble with the Ocean Descent demo, though the first time I tried the “London Heist” demo, also on the Playstation VR Worlds Disk, a car chase scene had me feeling a little bit ‘off.’  I never became overly ill, but I was also careful to discontinue use of the PSVR anytime I began to feel the least bit queasy.  Other activities that led to queasiness included Driveclub VR (regular driving was OK, but spinning out upon collision forced me to quit immediately), and a few circumstances when the dog came between me and the camera during a game, in which tracking was lost and the PSVR displayed weird motions that weren’t accompanied by my head movements.  It has been reported by many that over time the motion sickness effect lessens as your brain becomes accustomed to the VR system.  My experience was consistent with these reports.  Finally, I found upon removing the nose flaps my breathing improves, I remained cooler during use of the system, and that also appears to have contributed to reduced nausea.  I should note here that another ‘trick’ to improving comfort levels is to have a fan blowing on your face while using the PSVR system.  I tried this recently as well and found it a nice enhancement.
    Immersion
    The immersion level in PSVR, from my standpoint, is amazing.  After you get over the “wow” factor in a game or simulation, you quickly begin to feel as if you are really there.  The surround sound headphones coupled with the extremely smooth tracking truly give you the feeling of being there.  The PSVR does appear to have an issue with drift over time, where the center focus area of your screen can lead you to looking off-center.  A button on the controller can be held to re-center the system, an act that becomes second nature over time, and at regular intervals I find myself closing my eyes and relaxing for a second while pressing the button, then re-opening my eyes to a fully re-centered view.
    My most-recent PSVR expedition found me attempting the first AAA game release, Resident Evil 7: Biohazard, completely in VR.  To begin with, the shortcomings of the graphics system previously detailed is nearly non-existent in this game, which leads me to believe many of my graphics concerns can be mitigated by software.  I should also note that I’m not typically a horror fan, though I do recall playing a Resident Evil game on a Playstation some 20-ish years ago.  To say this game induced an emotional response is an extreme understatement.  Though there are several “jump scares” throughout the game, this title doesn’t rely on them, and instead does a fantastic job of creating an environment of suspense and foreboding using the PSVR hardware.  You truly feel like you’re there, and I’m not ashamed to admit I nearly had to purchase new drawers when I was playing the game one evening and the dog jumped on my lap at an inopportune time.
    With the goal of finishing a report on immersion by the end of February, I wanted to work through this entire game by mid-February, which totaled roughly 10 hours of in-game time.  Though I experienced one technical hiccup which required a reboot of the entire system, I completed the adventure yesterday.  I could continue talking about my thoughts on immersion, but I believe my habits around using the PSVR to play RE7 tell it all… after the first night, I told my wife I couldn’t play this after the kids went to bed… it was too creepy.  Instead I tried to sneak in an hour after dinner, or on weekend afternoons.  The immersion level is just that high.
    Implications
    Following this trial (which I’ll be continuing for some time), I’m now a believer that there are tremendous opportunities for the use of VR in education.  Though I don’t see this as a popular “in-class” tool in standard high school settings due to the cost/complexity/infrastructure required, I do think as an individual tool some amazing things could be accomplished.
    Imagine a history class in which students don’t just read about the Battle of Gettysburg, but actually get to “live it” from various perspectives.  Envision a biology lesson in which you are miniaturized and travel through the bloodstream to various organs, seeing the operation of the heart from the inside (remember Inner Space, anyone?)  Or a virtual dissection for biology and anatomy classes.  Picture the ability to explore a nuclear reactor from the inside, with the ability to zoom in and ‘view’ the actual chemical and physical reactions as they occur, or traveling through a circuit as an electron.  Imagine viewing a surgical procedure from the standpoint of the operating physician!  You could explore the universe at will, or dive into the geology of the Earth from the inside.  The possibilities are limitless, though I imagine tools to build such simulations must evolve to the point that content instructors have content creation and distribution tools that will make the learning curve for such projects reasonably accessible.  I haven’t investigated this in-depth, but I would believe that such accessibility is a ways off, but getting closer every day.
    Though not quite as immersive, I can also envision the use of this technology for distance learning courses, though there are challenges for this as well.  I imagine streaming or recording classes in a VR-friendly format may not be way off, but appropriate application will take significant further thought.  “Sitting in” on an MIT lecture and demonstration may be possible, but is it a significantly more engaging experience than a two-dimensional video cast of the course?  Would the VR technology and headset make note-taking and student work while participating in the class too restrictive?  What tools and interactivity would make this a positive leap in learning vs. a play area where the complexity overcomes the educational benefits?  It is extremely early, but I look forward to seeing how such amazing technology is utilized for purposes beyond just standard gaming.  And in the meantime, I’m having a blast not only trying out the technology, but envisioning potential applications for the future.
      Please let me know in the comments what potential opportunities you can envision for virtual reality in education!
  8. FizziksGuy
    As we close in on the end of our year in high school physics, I thought it'd be helpful to myself (and perhaps to others) to put together a compendium of some of the best Regents/Honors Physics resources to assist students in preparing for their final exams. Without further ado, and in no particular order:

    [ATTACH=CONFIG]417[/ATTACH]APlusPhysics: Dan Fullerton's (my) site to assist students and educators specifically around the NY Regents Physics curriculum, which has been expanding and generalizing to curricula outside the state as well. The Regents Physics section of the site, however, is by far the strongest and most complete. This site includes online tutorials covering the entire Regents Physics course, interactive quizzes pulling from a database of hundreds of old Regents Physics Exam questions, video tutorials of every major topic covered by the exam, and is also tied in quite closely with the Regents Physics Essentials review book. In addition, every Regents Physics questions from the past 16 exams has been pulled into worksheets by topic to allow for highly directed practice.

    ScienceWithMrNoon: Brendan Noon's physics site has a wide variety of great content, including topic-based interactive quizzes and tons of great physics videos. His course calendar, as well, is loaded with tons of great resources by topic!

    St. Mary's Physics: Tony Mangiacapre's site, full of great lessons and interactive simulations across the entire Regents Physics curriculum. I'm especially fond of the Photoelectric Effect simulation -- makes for a great computer-based lab activity! This site is also closely linked with Tony's 123physics.com, featuring more than 1300 Regents Physics Exam questions broken down by topic for students to practice, as well as more great videos.

    RegentsPrep.org: The Oswego City School District (with Dr. Tom Altman) has pulled together a strong collection of resources broken into Explanations, Demos, Labs, and Quizzes to assist students and educators in preparing for the Regents Physics exam.

    Altman Science: The charismatic Dr. Tom Altman provides real-life demonstrations and explanations of physics concepts in action as part of the High School Physics Project. Further, he's broken down a number of old Regents Exams and walked through solutions to each and every question in video format, page by page. In addition, his laser videos are "wicked cool" as well!

    Past Regents Exams: The name says it all -- an amazing archive of old Regents Physics exams!

    Regents Physics Essentials: I'd feel negligent if I didn't point out the Regents Physics Essentials review book I put together at student urging a few years back. *There are a number of great review books to help students get ready for the exam, but this book takes a slightly different twist by providing students a straightforward, clear explanation of the fundamental concepts and more than 500 sample questions with fully-worked out solutions directly integrated in the text.



    As stated by my physics teaching cohort in crime at our high school, "the best review book is the one students will actually use," and this was written to be friendly, fun, and concise. Plus, if students/teachers want extra problems without solutions given, the worksheets are available free online! You can check out the book's free preview on APlusPhysics or use Amazon's "Look Inside" feature!
  9. FizziksGuy
    As we close in on the end of our year in high school physics, I thought it’d be helpful to myself (and perhaps to others) to put together a compendium of some of the best Regents/Honors Physics resources to assist students in preparing for their final exams. Without further ado, and in no particular order:

    APlusPhysics: Dan Fullerton’s (my) site to assist students and educators specifically around the NY Regents Physics curriculum, which has been expanding and generalizing to curricula outside the state as well. The Regents Physics section of the site, however, is by far the strongest and most complete. This site includes online tutorials covering the entire Regents Physics course, interactive quizzes pulling from a database of hundreds of old Regents Physics Exam questions, video tutorials of every major topic covered by the exam, and is also tied in quite closely with the Regents Physics Essentials review book. In addition, every Regents Physics questions from the past 16 exams has been pulled into worksheets by topic to allow for highly directed practice.
    ScienceWithMrNoon: Brendan Noon‘s physics site has a wide variety of great content, including topic-based interactive quizzes and tons of great physics videos. His course calendar, as well, is loaded with tons of great resources by topic!
    St. Mary’s Physics: Tony Mangiacapre‘s site, full of great lessons and interactive simulations across the entire Regents Physics curriculum. I’m especially fond of the Photoelectric Effect simulation — makes for a great computer-based lab activity! This site is also closely linked with Tony’s 123physics.com, featuring more than 1300 Regents Physics Exam questions broken down by topic for students to practice, as well as more great videos.
    RegentsPrep.org: The Oswego City School District (with Dr. Tom Altman) has pulled together a strong collection of resources broken into Explanations, Demos, Labs, and Quizzes to assist students and educators in preparing for the Regents Physics exam.
    Altman Science: The charismatic Dr. Tom Altman provides real-life demonstrations and explanations of physics concepts in action as part of the High School Physics Project. Further, he’s broken down a number of old Regents Exams and walked through solutions to each and every question in video format, page by page. In addition, his laser videos are “wicked cool” as well!
    Past Regents Exams: The name says it all — an amazing archive of old Regents Physics exams!
    Regents Physics Essentials: I’d feel negligent in my feeble attempts at self-marketing if I didn’t point out the Regents Physics Essentials review book I put together at student urging a few years back. There are a number of great review books to help students get ready for the exam, but this book takes a slightly different twist by providing students a straightforward, clear explanation of the fundamental concepts and more than 500 sample questions with fully-worked out solutions directly integrated in the text. As stated by my physics teaching cohort in crime at our high school, “the best review book is the one students will actually use,” and this was written to be friendly, fun, and concise. Plus, if students/teachers want extra problems without solutions given, the worksheets are available free online! You can check out the book’s free preview on APlusPhysics or use Amazon’s “Look Inside” feature!

    Source
  10. FizziksGuy
    As we close in on the end of our year in high school physics, I thought it’d be helpful to myself (and perhaps to others) to put together a compendium of some of the best Regents/Honors Physics resources to assist students in preparing for their final exams. Without further ado, and in no particular order:

    APlusPhysics: Dan Fullerton’s (my) site to assist students and educators specifically around the NY Regents Physics curriculum, which has been expanding and generalizing to curricula outside the state as well. The Regents Physics section of the site, however, is by far the strongest and most complete. This site includes online tutorials covering the entire Regents Physics course, interactive quizzes pulling from a database of hundreds of old Regents Physics Exam questions, video tutorials of every major topic covered by the exam, and is also tied in quite closely with the Regents Physics Essentials review book. In addition, every Regents Physics questions from the past 16 exams has been pulled into worksheets by topic to allow for highly directed practice.
    ScienceWithMrNoon: Brendan Noon‘s physics site has a wide variety of great content, including topic-based interactive quizzes and tons of great physics videos. His course calendar, as well, is loaded with tons of great resources by topic!
    St. Mary’s Physics: Tony Mangiacapre‘s site, full of great lessons and interactive simulations across the entire Regents Physics curriculum. I’m especially fond of the Photoelectric Effect simulation — makes for a great computer-based lab activity! This site is also closely linked with Tony’s 123physics.com, featuring more than 1300 Regents Physics Exam questions broken down by topic for students to practice, as well as more great videos.
    RegentsPrep.org: The Oswego City School District (with Dr. Tom Altman) has pulled together a strong collection of resources broken into Explanations, Demos, Labs, and Quizzes to assist students and educators in preparing for the Regents Physics exam.
    Altman Science: The charismatic Dr. Tom Altman provides real-life demonstrations and explanations of physics concepts in action as part of the High School Physics Project. Further, he’s broken down a number of old Regents Exams and walked through solutions to each and every question in video format, page by page. In addition, his laser videos are “wicked cool” as well!
    Past Regents Exams: The name says it all — an amazing archive of old Regents Physics exams!
    Regents Physics Essentials: I’d feel negligent in my feeble attempts at self-marketing if I didn’t point out the Regents Physics Essentials review book I put together at student urging a few years back. There are a number of great review books to help students get ready for the exam, but this book takes a slightly different twist by providing students a straightforward, clear explanation of the fundamental concepts and more than 500 sample questions with fully-worked out solutions directly integrated in the text. As stated by my physics teaching cohort in crime at our high school, “the best review book is the one students will actually use,” and this was written to be friendly, fun, and concise. Plus, if students/teachers want extra problems without solutions given, the worksheets are available free online! You can check out the book’s free preview on APlusPhysics or use Amazon’s “Look Inside” feature!

    Source
  12. 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

  15. FizziksGuy
    Hi folks,
    As you may have noticed, the last 9 months or so of posts have disappeared… this occurred due to a combination of web hosting problems as well as operator (my) error in restoring backups. Thankfully, only those 9 months worth of posts have been lost, and I’m actively beginning efforts to migrate the entire site to a new host that should not only minimize the possibility of something like this recurring, but should also dramatically speed up the entire site while allowing much more room for future growth. My apologies for the inconvenience, and my thanks for your understanding.http://feeds.feedburner.com/~r/PhysicsInFlux/~4/JQxfNznEwp0

    Source
  16. FizziksGuy
    Hi folks,
    As you may have noticed, the last 9 months or so of posts have disappeared… this occurred due to a combination of web hosting problems as well as operator (my) error in restoring backups. Thankfully, only those 9 months worth of posts have been lost, and I’m actively beginning efforts to migrate the entire site to a new host that should not only minimize the possibility of something like this recurring, but should also dramatically speed up the entire site while allowing much more room for future growth. My apologies for the inconvenience, and my thanks for your understanding.

    Source
  17. 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


  19. FizziksGuy
    <p>Recently I replied to a post on the College Board’s AP Physics Teacher discussion forum, an act that always seems to be a dicey proposition. A teacher had asked other AP physics teachers for instructional physics video recommendations. I replied with links to one of my favorite video series, the MIT 8.xx introductory calculus-based physics series put together by Prof. Walter Lewin.</p>
    <p>If you are unaware, Prof. Lewin’s lectures have been immensely popular and have been in many ways the “de facto” standard for online physics lectures. His preparation was well thought out, his content coverage thorough, his demonstrations engaging, and his performances nearly flawless.</p>
    <p>Recently, however, Dr. Lewin’s lectures have been pulled from the MIT website due to an investigation in which MIT determined that Lewin “had sexually harassed at least one student online.” (<a href="http://tech.mit.edu/V134/N60/walterlewin.html">linkhere</a>). You can still find versions on YouTube.</p>
    <p>Following my post on the discussion forum, I received several responses from instructors stating that they would not recommend the videos any longer. I briefly responded that the quality of the videos didn’t change, therefore even though Lewin may have been acting in appropriately personally, the videos were not affected and retain their educational value.</p>
    <p>Several responses were quickly received, ranging from recommendations to use alternate videos to a response stating that posting materials associated with Lewin would be morally irresponsible. Though I do understand the concerns, I think disappointment in the behavior of one of our “physics heroes” is clouding the collective judgment.</p>
    <p>If referencing the works of scientists who have had personal ethical or moral failings is the “correct response,” we need to recognize how much great work must be thrown away. It doesn’t take long to research the personal lives of Albert Einstein, Richard Feynman, Marie Curie, Edwin Schrodinger, or even Stephen Hawking to find well documented evidence of significant personal life scandals. Why is it that referencing their works in the classroom isn’t morally irresponsible, but referencing Lewin’s is?</p>
    <p>This same issue surfaces again and again outside just the scientific world. Were Babe Ruth’s accomplishments less amazing (especially in relation to other baseball players of his time) knowing his personal behavior off the field? Were Pete Rose’s 4,192 hits less valuable to his team because he was later found to have a gambling addiction? Should the Cosby Show be banned from syndication due to the show’s star alleged indiscretions? In working toward my teaching certification, my class studied a book by Bill Ayers, whose past actions could easy label him a domestic terrorist. Despite his past, however, as a class we were able to explore and debate the philosophies he promoted in his book in a productive manner. We even re-elected a sitting president who lied under oath AND engaged in significant sexual misconduct. </p>
    <p>My point isn’t that any of these behaviors are anywhere close to acceptable, nor that we should excuse them. Nothing could be farther from the truth. My point, however, is that pulling Lewin’s videos punishes the many students who could benefit from them. Severing ties with the author, closing the associated discussion forums, and similar actions appear reasonable. Removing the good works done by this individual only makes a bad situation worse. Finally, to say that using the works of a public figure discredited for personal indiscretions is “morally irresponsible,” when looked at in a wider view, just becomes silly. How many library books must you pull from the shelves? How many theories and inventions must be destroyed? And where do you draw the line on what level of personal indiscretion warrants these actions? Is it a felony? A misdemeanor? Last week I received my first traffic ticket for a broken taillight (which was fixed first thing the next morning) — does that invalidate what small contributions I’ve attempted to make to my field?</p>
    <p>Let’s move back to reality. A beloved and popular teacher allegedly screwed up. Big time. We’re disappointed, and we’re hurt. One of our heroes fell. I get it, and I’m hurt too. But his mistakes don’t invalidate his 40+ years of excellent teaching. Our world is just not that simple.</p>
    <img src="http://feeds.feedburner.com/~r/PhysicsInFlux/~4/nCqfDO3dmJQ"height="1" width="1" alt=""/>

    <a href="http://feedproxy.google.com/~r/PhysicsInFlux/~3/nCqfDO3dmJQ/"class='bbc_url' rel='nofollow external'>Source</a>
  20. FizziksGuy
    <p>On Tuesday evening I had the opportunity to attend a professional development seminar on Skills Based Grading at SUNY Geneseo as part of the NYS Master Teacher Program. Below are some of my musings / quick notes as I participated in the seminar. I very much enjoyed hearing about how others have utilized SBG and comparing to my program.</p>
    <p>Goal for the session is for the presenters, George Reuter and Amy to provide a snippet of what Standards Based Grading is and how it can be implemented, coupled with a work session in which a structure is implemented with a SBG philosophy.</p>
    <p>Use SBG as a communication tool — highlight strengths as well as opportunities for improvement.</p>
    <p>SBG as a process. Learn a new skill, practice that skill, test that skill, receive feedback, practice needed skills, etc.</p>
    <p>Analogy — just like runners have multiple opportunities to practice and show their skill, so will students have multiple opportunities to demonstrate their learning.</p>
    <p>Work on progressions toward mastery — set up rubric to support your end-goal.</p>
    <p>Ways of determining scores — average all scores, decaying average, most recent, other? (I keep the two most recent).</p>
    <p>Presenter spends hours and hours grading assessments — I mentioned Remark OMR and opportunities to automate that work, specifically how I’ve significantly reduced my workload using SBG. Presenter also spent many hours in parent presentations about the grading system. I side-stepped that by creating a flipped classroom video explaining my grading system.</p>
    <p>After a bit more discussion, we split into various groups to talk about various ramifications, issues, concerns, and successes using SBG. Overall, a valuable evening!</p>
    <img src="http://feeds.feedburner.com/~r/PhysicsInFlux/~4/UCJTlxSVdyc" height="1" width="1"/>

    <a href="http://feedproxy.google.com/~r/PhysicsInFlux/~3/UCJTlxSVdyc/" class='bbc_url' rel='nofollow external'>Source</a>

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