# Day 1: Whiteboard Problem Solving

*AP Physics C: *After playing the lab grouping game, we solved a problem on whiteboards to prepare for tomorrow’s quiz on the summer assignment. (This is my largest AP Physics C class ever with 26 students!)

##whiteboarding

*NGSS Science & Engineering Practice 5: Using Mathematics and Computational Thinking*

# Day 6: Which Graph Do You Like Better and Why?

*College-Prep Physics: *This is a revision of Friday’s graphing lesson that I was able to use with another class today. We compared individual attributes of two handwritten bouncy ball graphs. Compared titles, axes labels, axes scale, BFL, graphing all data vs. average, etc. Because not everyone voted when we did show of hands, I had kids stand on opposite sides of the room to vote on which graph they liked best for each attribute.

Students then made their own Bouncy Ball graph in light of the previous discussion.

NOTE: I need to make a better handout next year. Plus, I never got around to writing the BFL equation and slope calculations for the first graph.

# Day 5: The Dreaded ZigZag

*College-Prep* *Physics*: In two of the CP classes, students graphed their ball bounce data. Part of it was for me to see were they are with their graphing skills and help correct mistakes. The classroom arrangement isn’t very conducive to walking around and looking at their work, so I was just talking from the front of the room as questions arose. It wasn’t a great lesson, and I need to revise it for my third CP class on Monday.

I tried using the above visual to show why “zigzag” breaks on graph axis can be bad. The paper folds over to show how the zigzag part is eliminated and creates a false y-intercept. (Thinking about this now, it would be even better if the graph was a parabola or square root. You couldn’t tell if the trend curved or not if the beginning of the graph was zigzagged out.)

# Day 4: Feynman, Petals on a Rose, and Ball Bounce

*College-Prep Physics:* Feynman says doing physics is like figuring out the the rules of chess by watching the chess games be played. It’s a great analogy for doing science and modeling:

Then we did our own version of this, with a little game called Petals on a Rose. To make the game go quicker, I just rolled two dice (live) instead of five. The kids were *really* into it. It was great watching them build their mental models for the how the game worked. Even better was when, after several successful predictions, a roll would NOT match their prediction. “WHAT?!?” they’d say. But after a few minutes, just about everybody came around.

For the remainder of the period, students worked on collecting and analyzing data for the ball bounce lab. Last year I limited students to just 10 minutes with the ball. Big mistake. This year they had about 30 minutes … gave them lots of time to take lots of data points and do repeated trials. How/what data they collected was up to them. Tomorrow I’ll bring out the hoop and they’ll get one chance to drop the ball so it rebounds up to the height of the hoop — not any higher or lower.