Files posted by FizziksGuy
Students roll various objects down an inclined plane and use their knowledge of rotational motion to determine the moment of inertia of the objects. Two equally valid paths to the answer make this a great inquiry lab, and you can differentiate easily by having advanced students search for BOTH paths to the answer, verifying both paths give you equivalent solutions.
Diagnostic Guide for the June 2013 Regents Physics Exam
I use these to help students prepare for the Regents Exam each spring. Students take the exam, which is scored by the instructor, then students are directed to use the diagnostic guide to determine the percent of questions they answered correctly under each topic. This information is then used to develop a personalized action plan to help each student focus their review efforts in areas that will return the biggest "bang for the buck."
A brief worksheet reviewing order of magnitude in a fashion targeted toward answering NY Regents Physics Exam standardized questions. From Mike Powlin.
Room poster emphasizing the GUESS Problem Solving Methodology
Students are presented a d-t graph and asked to create the corresponding v-t graph and formulate an appropriate story around it. Then they are given a v-t graph, asked to produce a corresponding d-t graph, and formulate an appropriate story.
An end-of-kinematics / beginning-of-dynamics concept mapping exercise in which students build a concept map to create a "big-picture" look at what has been studied so far. The current version assumes students have access to Inspiration software, though I have also done this with index cards and string, poster paper, etc. The end-of-activity group discussion typically centers around transitioning from describing motion to causing motion, which introduced the concept of forces, making this a great transition activity from kinematics to dynamics.
From Barry Hopkins at Severna Park High School
"I use the inexpensive clear plastic storage containers (shoe box size) from the dollar store and a couple of 9 volt batteries. Small pieces of copper wire and aluminum strips are placed into the tubs and water in the various configurations shown on page 3 of the Word document. We eventually print out each group’s results and make copies for everyone, and they use the equipotentials to help them trace out the electric fields.
If you’ve never done this before, you’ll find it’s extremely tedious and time-consuming, so I usually get them to come after school (for some extra credit) to collect the data, rather than waste valuable class time."
Students will independently determine the resistivity of an unknown material (Play-Doh) using common electrical equipment available in the lab. Students have been introduced to Ohm’s Law and the Resistance of a Resistor formulas previously, and have had a very brief introduction to building electrical circuits from a schematic from the “Resistivity” Lab. Students have also used ammeters and voltmeters in the resistivity lab, though all the equipment is still quite unfamiliar.
The goal of this activity is to reinforce Ohm’s Law and the resistance equation in a practical sense, while guiding the students to develop their own experimental procedure and analysis in an inquiry-based format. The added challenge of students working with circuit schematics to design and build their own circuits will also provide them a head start into our next activities, focused on series and parallel circuit analysis.
Objectives: CIR.A2 I can utilize Ohm’s Law to solve for current, voltage, and resistance.
CIR.A3 I can calculate the resistance of a conductor
CIR.B3 I can use voltmeters and ammeters effectively
DC Power Supply
Students are presented with a number of problems and solutions that have subtle mistakes. It is their job to find the mistake, fix it, and present their solution to the class.
Designed as a pre-exam review activity.
A Magnetic Flux simulation lab from Frank McCulley.
Student Directions: https://sites.google.com/site/mcculleyapphysics1/home/energy/magnetic-flux-lab
From my review quizzes, which spanned almost 300 of the 966 MC questions since 2002. (I had many versions. I don't make the kids do 300 questions!) I compiled a list of the 40 most missed questions (by my students anyway) in order.
I also made a youtube video explaining how I think about each question with a little review snuck in.
The most missed topics by my students were
Min and Max values of Vector Addition
Energy Problems with Internal Energy
Diffraction (slit size/wavelength relationship)
Displacement from Area of VT
Estimation (of Weight Force)
Thanks to Dan Hosey for creating this.