Passion for Physics and Pedagogy

Each year I talk to my AP Physics C students about information in the Course & Exam Description  that they should know. They get a handout of the objectives from each unit and at the start of the year they also get an extra packet of information about the course. I redid this packet after the 2024 revision and realized there was a lot more information all at once then students had gotten in the past.  The packet consists of this  select CED information for students and a  Science Practices handout. So last year I broken them up into groups, they each read one section then discussed what they read with the rest of their group that had not read the same section. This is commonly called a Jigsaw activity  because the "big picture" comes together as each student contributes a piece of information.  This year I scaffolded the activity a bit more using this slide deck . The four walls of my classroom are labeled with directions North, East, West and South. ...

 One of the interesting things about teaching long term is seeing how your activities, labs, tests, et. all grow over time. You learn new strategies, prescribed content changes, you mature and you change how you want to teach. I judge my past self harshly when I read old questions: "This was so ambiguous!" or "No wonder the students missed that part of the instruction, there is too much text." I try to save myself heartache in the future by saving files with next year's date with whatever changes I have made, so sometimes I find these time capsules of former versions. (And we won't talk about the feels of opening up files that pre-date my students date of birth.) A lot of that growth from year to year is incremental, sometimes activities start out much smaller, sometimes as a single question. The first year I taught AP Physics C (2017) I wrote this warm-up question:  a. A block is suspended from a string; does the gravitational force do any work on it? b. Ex...

 A few years ago I changed the order of activities and my introduction notes for Newton's Laws in my college prep physics class and it has been a lot of fun. We do a few days of activities and labs before I even start notes, this is day 1. I start off by asking students to take some blue painter's tape and make part of a track on the floor that goes all the way around the room. They get this image for inspiration and they end up adding a lot of difficult turns, loops, etc. I don't tell students why yet, but if they ask I just tell them we will need it later.  Then each group gets a lab basket that has two tennis balls in it. I ask them to make observations. The first observation is usually that when they pick them up, they are surprised to find one tennis ball is quite heavy compared to the other. I give students this prompt: You have two tennis balls, not to be thrown. Holding them in your hands, what do you notice that is different about them? Hold them a few inches above...

There are days when the demands on my time from obligations outside of my teaching responsibilities are too great. It means that I don't prep as much as I should, that I try to rush through things or that I default to talking too much. All of that happened this week.  Monday, AP Physics needed to review an in-class problem set from Friday and their weekend "Opportunity for Physics Practice" aka OPP (suggested HW) and I felt rushed. I wanted to make sure they had time for an in-class practice problem of a different sort. Usually, when we review work they have completed individually or in small groups I'm still calling on students. They can help explain an answer that is already shown or be asked about some hypothetical that is related like "In this problem the force was up the incline but what if it was down instead?" I realized afterwards that I felt so rushed getting through the review that I hadn't included students in the conversation. It's not ne...

I was so excited to try this, I've thought about doing it for years but seemed to never have the time. My AP C students do an Atwood's Machine lab that I've adapted over the years. The original lab came from my predecessor who had students use two identical hanging masses and one small mass. I've been using 200 grams for the "identical masses" and a 20 gram mass as the small one. The students used a known fall height and stopwatch to determine the acceleration with the small mass on one of the larger masses and then with the other in case the two identical masses weren't actually the same. They used a smart pulley with a Vernier photogate so the second part of the lab asks them to find the slope of the velocity-time graph as another way of finding the acceleration. The second day challenged students to find the mass of one penny using the same method. Instead of the small mass, students used a stack of four pennies (being sure to have them all before or af...

There is a problem in my 10th edition of Halliday, Resnick & Walker that asks students to determine the force read by the spring scale in this image: Prior to trying this problem, students are asked to complete this desmos card sort , originally written by Brian Frank. I asked students to complete it individually, without collaboration, which is hard for them. I tell them that I'm not grading it for accuracy. Then students attempt this textbook problem in groups. The salami in the problem is 11 kg , which I start the discussion by putting in context for them. We joke its more like a holiday ham than a salami.  As we review the problem, students have no problem agreeing the scale reads 110 N (when g is 10 m/s^2) in the image (a) and (b) but start to disagree with their answers for (c). I ask students to raise their hands to vote if they think the spring scale will read 0 N (the misconception that the forces balance and therefore the scale reads 0 N), 110 N (the weight of one sal...