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This will be the most scientific and precise post regarding Winston Churchill’s belly you’ll read today. Maybe all week. Today, we’ll be analyzing the following video: After randomly embedding the preceding video while thinking about Hooke’s Law and the spring constant in my last post, what I, and I’m sure you as well, immediately [...] In a recent post, I strongly suggested that a physics class should be a place where students are actively involved in the exploration of the relationships that exist between different variables (force and mass, for example)- not a place where students are simply given a list of equations they are told explain how the world [...] These aren’t brand new items, as they’re things I came across awhile ago and am just getting around to posting now. In addition, I realized that the anniversary of this blog just passed. My first post was published January 12, 2008. As I look back at my first posts, it’s clear that I’ve come a [...] I took three physics classes through a local community college last semester. From how the content was presented in each class, it would be fair to say Physics is primarily concerned with learning a set of equations and then figuring out which equation you need to use in order to find the right answer. This [...] Welcome back. If you haven’t joined us for the last two posts, let me recommend that you first read about determining rolling friction on the coaster and the project overview. On to the assessment… Assessment is extremely important. It explicitly informs students what things we value (and thus the things we value). If we assess [...] The Hazard Zone team with their coaster I like projects. I really liked this project. The pipe insulation roller coaster project is one of the most enjoyable projects I’ve ever used in class. History It was my second year teaching physics. During the unit on energy, the book we were using frequently used roller [...] In the 1960s Walter Mischel performed studies involving preschoolers and marshmallows. The “Marshmallow Experiment” involved sitting kids in a bare room and setting a marshmallow1 in front of them, then telling the preschoolers they could either eat the marshmallow now or wait 15 minutes. If they successfully waited 15 minutes then they’d get a second [...] Fair warning: This isn’t a description of the pipe insulation roller coaster (a.k.a. PI Coaster) project. It is the activity we did immediately before starting on the roller coasters. The PI coaster project was one of those quality projects that students enjoyed while still requiring solid content knowledge. I last used this project in [...] I know I’m late to the game. Rhett Allain, John Burk, Frank Noschese, among many others have been sharing how they use Tracker (or a similar tool) to analyze the physics of videos. Since I’m working on picking up my teaching certification in Physics this year, I figure this would be a nice [...] A few years ago I gave a brief overview of what I do on the first day of school, but since then I’ve rethunk and revamped my thinking on how to best organize those exciting/nervous/nerve-wracking first days. The vision: The instructional and inter-personal interactions you have with students tell them (either explicitly or implicitly) what [...] |
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