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What is Physics?
The goal of Physics is for you to learn how to think. Physics is just the context in which that learning happens. Your end goal is that you know how to solve problems when faced with situations for which you were not specifically prepared. (Papert, 1988).
I describe my physics class as "a challenging, engaging and cortex-stimulating course that introduces you to physics concepts and the mathematics used in studying those concepts." As part of the learning, students use a variety of learning tools: laboratory experiments, whiteboarding, video analysis, and modeling to develop their understanding of basic and advanced physics concepts.
The goal of Physics is for you to learn how to think. Physics is just the context in which that learning happens. Your end goal is that you know how to solve problems when faced with situations for which you were not specifically prepared. (Papert, 1988).
I describe my physics class as "a challenging, engaging and cortex-stimulating course that introduces you to physics concepts and the mathematics used in studying those concepts." As part of the learning, students use a variety of learning tools: laboratory experiments, whiteboarding, video analysis, and modeling to develop their understanding of basic and advanced physics concepts.
Activities and Labs
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Physics Labs
Wakelets
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Projects
AP Physics with Service Learning
From the College Board: "AP with WE Service combines college-level learning from the Advanced Placement® Program with WE’s service learning model to create an opportunity for AP students to apply their classroom work to the real world. In the AP with WE Service program, students engage in service learning activities to strengthen their understanding of AP course content and skills, using what they’re learning to tackle real-life social issues."
In AP Physics C: Mechanics, students will be designing physics-based walkSTEM/talkSTEMs for Central Park (and for their lcal Target store). A walkSTEM "provides customized experiences in any setting that promote the development of a STEAM lens on the lived world. Designed to stimulate inquiry and spark curiosity, walkSTEM reveals the wonders of mathematics embedded in our everyday environments. walkSTEM was developed in partnership with National Museum of Mathematics’ Founder Dr. Glen Whitney."
This year's walkSTEMs, which included interactive tours of Central Park, the Central Park Zoo and Target, may be found here. More information on walkSTEM is available at their website.
From the College Board: "AP with WE Service combines college-level learning from the Advanced Placement® Program with WE’s service learning model to create an opportunity for AP students to apply their classroom work to the real world. In the AP with WE Service program, students engage in service learning activities to strengthen their understanding of AP course content and skills, using what they’re learning to tackle real-life social issues."
In AP Physics C: Mechanics, students will be designing physics-based walkSTEM/talkSTEMs for Central Park (and for their lcal Target store). A walkSTEM "provides customized experiences in any setting that promote the development of a STEAM lens on the lived world. Designed to stimulate inquiry and spark curiosity, walkSTEM reveals the wonders of mathematics embedded in our everyday environments. walkSTEM was developed in partnership with National Museum of Mathematics’ Founder Dr. Glen Whitney."
This year's walkSTEMs, which included interactive tours of Central Park, the Central Park Zoo and Target, may be found here. More information on walkSTEM is available at their website.
- Summer Planning Guidelines
- walkSTEM Worksheet
- Creating Your Virtual walkSTEM
- walkSTEM: The Final Walk
- CoSpaces Guidelines
- Project Rubric
Physics, Design and Social Justice
In this project, students seek to develop a physics-based solution to a local, regional, national or international social justice problem. Using the Columbia Business School’s Designing for Growth Field Book as a guide, students research their issues, design a prototype and present their ideas to a panel of venture capitalists and designers. Projects over the past three years have included the Teddy Text, AquafyKenya, PlayWater and the Disposa-Cozy.
In this project, students seek to develop a physics-based solution to a local, regional, national or international social justice problem. Using the Columbia Business School’s Designing for Growth Field Book as a guide, students research their issues, design a prototype and present their ideas to a panel of venture capitalists and designers. Projects over the past three years have included the Teddy Text, AquafyKenya, PlayWater and the Disposa-Cozy.
Physics, Design, Data Collection and Coding
While silos are perfect for storing grain on a farm, they are not so good in education. Silos keep learning compartmentalized, organized, and safe. Yet the world requires us be collaborative problem-solvers. So how do teachers thoughtfully and purposefully make interdisciplinary learning an active component of the curriculum? How can the study of physics be enhanced through the effective infusion of design, data collection, and coding? In this project, students design a low-resolution miniature golf course hole, coded a Sphero Mini as their golf ball, collected data as the ball traveled the course, and then analyzed that data to demonstrate their understanding of work & energy, momentum & impulse, and rotational dynamics & kinematics.
While silos are perfect for storing grain on a farm, they are not so good in education. Silos keep learning compartmentalized, organized, and safe. Yet the world requires us be collaborative problem-solvers. So how do teachers thoughtfully and purposefully make interdisciplinary learning an active component of the curriculum? How can the study of physics be enhanced through the effective infusion of design, data collection, and coding? In this project, students design a low-resolution miniature golf course hole, coded a Sphero Mini as their golf ball, collected data as the ball traveled the course, and then analyzed that data to demonstrate their understanding of work & energy, momentum & impulse, and rotational dynamics & kinematics.