College-Prep Physics: Today the students presented their mini-posters to each other. Rather than having each group present to the whole class, I had students rotate through the posters “speed dating” style. Each student got to present their poster to a small group of peers, with the groups rotating through the posters. Students also had to fill out an anonymous evaluation for each poster: Experimental Design Poster Checklist 2014. Presentations/evaluations lasted 5 minutes each with 30 seconds to rotate to the next poster.
College-Prep Physics: We’re wrapping up constant velocity motion, but have 1 week left before Christmas break. So to help prepare students for their midterm projects (which is a student-designed lab experiment), I asked them to design an experiment for a pull-back toy truck. Later in the week they will create a mini-poster and present their poster to peers.
I also gave students some scaffolding with an experimental design packet. While they probably didn’t need it for this activity, I found that last year’s students had a hard time with experimental design for the midterm and final projects because it was a lot more open ended than today’s activity. They’ll use the packet again for their midterm project proposals.
- No microwaves
- No baking
- No experiments you were capable of doing back middle or elementary school
- No “Do heavy objects fall faster?” because we already did that in class
- No objects rolling down ramps to see which rolls faster
Essentially, the project will have to be something they were only capable of doing this year because the project utilizes either:
- new data collection techniques (e.g., video analysis, Vernier probes, etc.)
- new physics concepts (e.g., calculating energies, analyzing momentum, etc.)
Hopefully, this will raise the bar for the projects. I want to simultaneously engage my kids in scientific inquiry AND see the world through a new lens by using their new physics tools and concepts.
College-Prep Physics: A student project relating candle height to burn time. I particularly like her conclusion, in which she makes reference to the slopes of the graphs and what they mean. She did this on her own, with no prompting from me or a handout. I wish more students reasoned this way, rather than simply saying things like “when X increases, Y decreases.”
AP Physics C: A student used pygame, a python-based programming language, to make this animated gif of a series Julia Sets. Beautiful, isn’t it?
Here’s the how the c values progress to make the sets:
c = (-1-i); c = (-1-0.9i); c = (-1-0.8i); … c = (-1+i)
c = (-0.9-i); c = (-0.9-0.9i); … c = (-0.9+i)
c = (-0.8-i); c = (-0.8-0.9i); … c = (-0.8+i)
c = (1-i); c = (1-0.9i); … c = (1+i)
He posted his project on GitHub: https://github.com/jazztext/physics-final