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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
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 designed and created a four stop walkSTEM (an interactive physics-based walking tour) for any location (specifically your favorite location) in the world. Students used Google Earth to create their tour and then embedded videos for each location that described a physics concept highlighted by that location.. A walkSTEM "provides customized experiences in any setting that promote the development of a STEAM lens on the lived world." More information on walkSTEM is available at their website.
This year's walkSTEMs feature virtual, interactive tours of several international locations, including Paris, Warwick Castle, and Las Vegas. Your can view all of the 2022 walkSTEMs at the Marymount walkSTEM 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 designed and created a four stop walkSTEM (an interactive physics-based walking tour) for any location (specifically your favorite location) in the world. Students used Google Earth to create their tour and then embedded videos for each location that described a physics concept highlighted by that location.. A walkSTEM "provides customized experiences in any setting that promote the development of a STEAM lens on the lived world." More information on walkSTEM is available at their website.
This year's walkSTEMs feature virtual, interactive tours of several international locations, including Paris, Warwick Castle, and Las Vegas. Your can view all of the 2022 walkSTEMs at the Marymount walkSTEM website.
Final Project: Video Analysis Lab
For their final project in Honors Physics, students designed and wrote a video analysis lab to demonstrate a specific physics concept learned in class. As noted in the project guidelines, "you may both discover and uncover physics concepts anywhere in the world simply through observation. You should also be aware that you may record your observations and then analyze your video using Vernier Video Analysis. For your final project, you will use video footage to produce your own video analysis lab."
For their final project in Honors Physics, students designed and wrote a video analysis lab to demonstrate a specific physics concept learned in class. As noted in the project guidelines, "you may both discover and uncover physics concepts anywhere in the world simply through observation. You should also be aware that you may record your observations and then analyze your video using Vernier Video Analysis. For your final project, you will use video footage to produce your own video analysis lab."
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.