I live under a rock and just saw the announcement that Trinket is shutting down in August. Anyone know of a work-around, or is something in the works, for student-friendly access to VPython/Glowscript? Hoping @wbrianlane.bsky.social or @rhettallain.bsky.social might know of something? #iteachphysics
Hey there physics π’π teacher friends! If you teach AP physics 2 or C E&M or have an Electricity & Magnetism component to your intro class, and want some well-tested strategies & moves for teaching E&M, Kris Newton and I are running a weekly online #modphys E&M class for teachers
I am doing a #teach180 blog now, in concert with @barnettdreyfuss.bsky.social. Days -4 & -3 are about our professional days. lerner180.posthaven.com/day-4-convoc... and lerner180.posthaven.com/day-3-profes.... Shout out to @afreeparticle.com for the link hub template.
@lernerphysics.bsky.social reminded me how great daily reflection can be for teaching when he facilitated the Q&A after my award. I hope to move to a blog format but #Teach180 posts here will do for a start! π§ͺπ’
Our students are *awesome*, our faculty is friendly and collaborative, and our school is a warm and tight-knit community. Please pass on to anyone who might be interested! #eduSky #teacher
Teachers have a lot of autonomy at my school and we have flexibility in teaching project-based, phenomenon-based, Modeling-based, incorporating engineering, etc. There is also flexibility in teaching both Middle School and Upper School Science, depending on your interests.
My school is looking for a Middle School Science/STEAM teacher for this coming Fall! We are a small, independent, all-girls boarding/day school (grades 6-12) in Simsbury, CT. We have faculty housing available. I am the Dept. Chair; reach out if interested!
www.ethelwalker.org/about/career...
I do an activity where I put this whole thing on a scale, then have students draw force diagrams and predict whether the scale reading will change when the floating globe is removed.
I forgot I previously made this SHM @desmos.com comparing UCM, pendulum, and mass on a spring side by side until I was getting ready for class this evening. #iTeachPhysics www.desmos.com/calculator/e...
Join Jess Dykes and me this January for a course on integrating physics Modeling and computational thinking. #modphys #iteachphysics #cmpfb
Built on a fluids unit I made during a modeling workshop with @secaurphysics.bsky.social and @emmaphys.bsky.social phenomena->paradigm lab->model->test model->break model #iteachphysics π’ #ModPhys
This is so cool!
Sometimes you make something just to prove that you can. Behold, a 3D printed physical model of double slit wave interactions! π #iteachphysics π’
Pinning this to remind myself to do it with my class! π
Finding saved twitter links and crossing fingers the link works until I can save the info. #iTeachPhysics
Today, @danhosey.bsky.social's lab to find Β΅ from v & Ξx:
I know, Iβm loving being able to use force as an independent variable in the N2L lab so easily!
I love the ability of the Vernier fan cart brackets to hold multiple fans. Such a game-changer!
Instructions written on the whiteboard. 0) Identify the system. 1) Draw & annotate relevant physics diagrams: FBD & VAD, v-t graph. 2) Make indicated measurements. 3) Add measured values to your diagrams. 4) Use annotated diagrams to solve. 5) Use instructions to check your solution. --> Troubleshoot as needed. 6) High five! (optional)
A station with a triple-fan cart, track, and instructions.
A station with a ramp, cart, spring scale, motion detector, and instructions.
A station with two instruction cards and a force sensor.
Unbalanced Forces problem solving stations this week in 10th grade Physics. A favorite day every year! #iteachphysics #modphys #scichat
Final unbalanced force lab for my honors physics class- 1) derive an expression for the kinetic friction coefficient of socks on tile using only times and distances. 2) Take data and numerically solve. Required whimsy makes this a favorite activity! Mass independence always stuns. #iTeachPhysics π’
Sure :)
My 9th graders find them extremely fun. But theyβre basically big middle schoolers who find pretty much everything extremely fun. Except for things that are extremely not fun.
Probably a difference between 9th and 11th grade! We focus on motion maps much less in my 11th/12th-grade class. Students are much more comfortable with graphs by then.
π€£ Itβs a great transition sequence!
100%. And motion maps really help them to understand graphs better, the way we use them to physically build a graph for the first time. Saw that for the first time in the #ModPhys CMPF-B workshop with the great @mrsgphysics.bsky.social! Works so well for 9th graders.
of the ballβs motion on the ramp. From those motion maps, they made a P-t graph. And then they placed a mini-photogate at each motion map dot, in turn, to collect data for a V-t graph. So motion maps are our touchpoint. For my higher-level classes (>9th), they can use graphs right away. (3/3)
Later, we make motion maps out of Play Doh dots and a whiteboarded position axis, and then shift them over onto a perpendicular time axis to make our first P-t graphs. Yesterday, we did our paradigm lab on acceleration, and the very first thing they suggested we do is collect a motion map (2/3)
Motion maps for me are higher, but thatβs specifically for my 9th-grade physics classes and not my higher-level classes. In 9th grade, thatβs our foundational diagram for our model of motion. We use motion maps (not P-t graphs β¦ yet) to represent our constant-velocity buggy data. (1/3)
Not sure how I missed knowing this for so long! If you want to link to just one part of a phet simulation then add ?screens=1 or ?screens=2 or ?screens=2,3 to the end of the URL e.g. phet.colorado.edu/sims/html/en...
Keep students on task more easily
#ITeachPhysics
#SciTeachUK
See, if they had just included units in their thinking, this whole tragedy could have been avoided.
