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Frank McCulley

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Just did a complete rewrite of my magnetic field from a wire simulation to turn it from a qualitative lab only to a lab in which students can study the field qualitatively or quantitatively.  

Students can change amount of current, the location of the probe, and the direction of the current.

All comments and suggestions are welcome.
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its amazing Sir.
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Frank McCulley

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Here is the first offshoot program from my wave on a string lab.  This one is designed to look at superposition of waves.  Students will have control over the frequency, amplitude and # of waves for two waves (one approaching from the right and one from the left).  Students can observe the pattern changes that occur as these two waves interact.  

There is an auto slo-motion feature that you can activate that will slow the progress of the waves when they first start to overlap and then return to normal speed when the waves are no longer interacting.

There is a ghosting feature that can be activated so that students can see what the two waves would have looked like had they not interfered.  

Students can invert one or both waves.

Students can change the waves from sine curves to square waves to triangle waves.

Once students pause the action they can slowly step the action forward and backwards.

http://www.tandftechnology.com/Physics/Programs/Labs/InterferingWaves/index.html
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Doug Holton
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How Do Sunglasses Work?

Did you know that sunglasses are a demonstration of a variety of physics principles? With physics in mind, sunglasses have been designed to reflect, selectively absorb, and polarize incident light. Reflection, absorption, polarization, color filtering - these are all physics concepts. You can learn more about how physics is used in the design of sunglasses at our Pinterest page: 

https://www.pinterest.com/pin/487373990898695084/

With summer approaching and more time being spent outside, it's time to make the sunglasses part of the daily wardrobe. The next time you reach for the sunglasses, remember that your reaching for "Physics in Everyday Life."

To learn more about the physics of light and color, visit the Light and Color chapter at our Physics Classroom Tutorial:

http://www.physicsclassroom.com/class/light
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Doug Holton
owner

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A new set of ebooks on Teaching High School Physics by our very own +Rebecca Vieyra and her father, +Carl Wenning 
See also the corresponding Google+ community on Teaching High School Physics: https://plus.google.com/communities/108629095235535972693

And see the many free android sensor apps she and her husband +Chrystian Vieyra have developed: https://play.google.com/store/apps/developer?id=Vieyra%20Software&hl=en

along with her Mobile Sensor Apps for Learning Google+ community: https://plus.google.com/communities/117493961647466126964
 
Check out our website for detailed abstracts and outlines for each of our 40 chapters across three volumes!
--------------

Teaching High School Physics is a work in 3 volumes. Its authors are an accomplished university physics teacher educator and a distinguished high school physics teacher.

With an emphasis on pedagogical content knowledge in physics education, this publication helps to prepare physics teachers with a solid philosophical and practical foundation. It includes specific strategies and guidelines for physics teacher education. 

This book includes guidance for teachers throughout their career, from student teaching to advanced professional growth. It can serve as a textbook for prospective high school physics teachers, and as a detailed reference for in-service physics teachers and physics teacher educators.

This publication summarizes research associated with physics teaching and learning, while incorporating broad topics, researcher, and resources associated with general educational practices that might be taught in departments, colleges, or schools of education. This book includes a myriad of examples of effective instructional activities in high school physics. A father-daughter team, the authors bring the theoretical and the practical together in a 3-volume publication.
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Rebecca Vieyra

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Join us on Monday, April 13th at 8PM EDT for the eMentoring webinar with PhysicsClassroom.com developer Tom Henderson. Visit http://ementoring.aapt.org  for more info.
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Additionally, please feel free to message me directly if you would like to join this webinar without registering through the website (although we'd love to have you as an eMentee or eMentor, there is certainly no obligation!)
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Frank McCulley

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I have gathered together 50 of the programs I have created for my AP Physics students onto a single page.  I selected each of these programs because they were connected to one of the learning objectives in the AP 1 Curriculum Framework.  

All of these programs will allow students to check their understanding of a skill or their ability to work through a certain type of problem.

Each program will provide feedback to the student to let them know if they did it correctly.  Many (soon all) have you tube videos attached to them that will help if a student is stuck.

Feel free to share this link with your AP students.

http://www.tandftechnology.com/Physics/APPrograms/AP150.html
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Thanks !!
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Frank McCulley

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Here is a guided prelab for all students to do before doing the actual lab for determining the specific heat of a fluid.  

http://www.tandftechnology.com/Physics/Programs/Labs/SpecificHeatGuidedLab/index.html

When the students have successfully demonstrated competency with the procedure and calculations, they will get a certificate they can share with their teacher and then start the actual lab.

A video overview of the lab can be found here:

http://youtu.be/pxL-_mxuOZQ

Can also be used as a replacement lab for those who miss lab for whatever reason.
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My students completed this lab today and I was very pleased with the results.  I have never had fewer errors with this actual lab.  

After successfully working through the guided simulation all students seemed to have a good grasp of the steps needed to determine specific heat of the liquid and frustration and errors were all but eliminated before students ever touched the actual equipment.
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Chris Bruce

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New at www.simbucket.com:

"Circuit Electron Flow" is now available at http://www.simbucket.com/simulation/circuit-electron-flow/.

Inspired by the work of Professor Bruce Sherwood to create a new, more intuitive way to teach electrical circuits, "Circuit Electron Flow" simulates the flow of electrons through a wire caused by electric fields created by surface charges.  Four different situations are presented, in order of increasing complexity:

1. Electron flow through a straight wire
2. Electron flow through a wire with a 90 degree bend
3. Electron flow through a simple circuit
4. Electron flow through a "snaky" circuit

This simulation deviates from traditional Ohm's Law-based circuit analysis approach, and shows students behavior of the individual electrons in a circuit.  Students no longer are asked to merely accept that electrons flow along a wire, but rather are asked to show why electrons would flow along a wire rather than merely away from the negative end of a battery and toward the positive end of a battery.

The simulation is designed to be simple enough to understand by itself, while the corresponding worksheet walks students through a set of increasingly complex scenarios to build their understanding of the physics behind electron flow in a circuit.  For an introduction to the mechanics of electron flow through metal, please see our "Drude Model Conduction" simulation.
An HTML5 simulation showing the relationship between surface charge, electric field, and circuit electron flow
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Bruce,

I'm planning on using the 2D version side-by-side with the 3D glowscript version next week in AP Physics C.  We'll see how it goes!
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Frank McCulley

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The final offshoot of my waves program.  This program lets students explore standing waves in an air filled tube.  Students can find fundamental frequency and a few higher harmonics.  Students can work with a tube with one capped end or two open ends.

http://www.tandftechnology.com/Physics/Programs/Labs/ResonanceTubeLab/index.html
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Looks great Frank!
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Frank McCulley

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2nd Offshoot of waves on a string.

This #html5  simulation lets students explore standing waves by sending two identical waves from different directions along a string. 

Students can change the tension and the linear density of the string.  They can adjust the amplitude and frequency of the oscillator creating the waves.

Ghost waves, slow motion, pausing and frame by frame options are all available.

Students can explore the space needed to fit 1st and 2nd harmonics for standing waves for situations were nodes are on each end, antinodes are on each end, and for situations where a node is on one side and an antinode is on the other.

http://www.tandftechnology.com/Physics/Programs/Labs/StandingWaves/index.html
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Frank McCulley

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Here is an html5 lab for a wave on string:

http://www.tandftechnology.com/Physics/Programs/Labs/ReflectingWaves/index.html

Can look at reflections from fixed ends vs. loose ends.

Can look at how tension influences velocity

Can look at how frequency and velocity influence wavelength

Here are the directions I created for my class:  

https://sites.google.com/site/mcculleyapphysics1/home/energy/motion-with-time-varying-force/reflection-of-wave-lab
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You are welcome.  You are doing all the hard work! 

I've been meaning to tweak on the Slinky Lab simulation, but you beat me to the punch and did everything beautifully.  We are just finishing up standing waves, and this should come in very handy today. 
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Doug Holton
owner

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See also the calculus explanations at http://betterexplained.com/cheatsheet/
What is the derivative and why do you need it in physics? Here is a very quick introduction to derivatives to get you through your first physics course.
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Frank McCulley

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Here are 4 html5 programs I just finished to check that students can work through series/parallel and combination circuits.  Each time the page is launched a new set of values get generated.

http://www.tandftechnology.com/Physics/whatsnew.html
Series in Parallel Circuit (4/2/2015) Series in Parallel Circuit. Determine the amount of power dissipated in a resistor in a complex circuit. YouTube video describing the problem. Parallel in Series Circuit (4/2/2015) Parallel in Series Circuit. Determine the amount of power dissipated in ...
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Frank McCulley

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An html5 game where students have one minute to estimate the center of mass of as many particle systems as possible.  

http://www.tandftechnology.com/Physics/Programs/Games/CenterOfMassTimed/index.html

Scores for each guess are calculated based on the number of particles in the system and the distance the students are from the real center of mass.  

Other activities involving center of mass, torque and rotational equilibrium have been added to the "What's New" Page found here:  

http://www.tandftechnology.com/Physics/whatsnew.html
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I am, on the whole, not particularly fond of the idea of "Complex ideas explained in a simple and understandable way". Not at all. The universe, for example, is complex, too. To explain it on an easily understandable level is to explain it in trivial terms.

"You see, in the beginning it all exploded." contains information, but zero amount of explanation. In other words: Tell the story if you must, but do not pretend to explain. The story of the universe is beautiful, after all. :)

Here is a link to some primary school resources by ESA.

http://ow.ly/JyVMg

+European Space Agency, ESA

#teaching #space #universe
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Chris Bruce

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Chris Bruce originally shared:
 
The Simbucket development team has arrived in Anchorage, where they will be featured speakers for the 2014 ASTE Conference “Game On!”.  They are looking forward to showing off their HTML5 creations and introducing teachers from all over Alaska how to…
The Simbucket development team has arrived in Anchorage, where they will be featured speakers for the 2014 ASTE Conference “Game On!”....
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Frank McCulley

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As a followup to the previous two labs (Work to KE) and (Work to PEg), here is a Work to PEe lab.

Now that students have learned what work is and how to calculate work, I am going to use this to have them figure out the formula for energy stored in a stretched spring. I will have students do this virually and then live.  Below is a link to the virtual simulation I have created and am sharing with all interested parties.  Here is how the students will complete the virtual part of the lab:

1.  Record the original length of the spring.

2.  Stretch the spring to 5 new lengths.

3.  For each new length, students will get a graph of force vs. stretch.  They will find the area under the graph to get the work done to the spring.

4. They will record the stretch of the spring for each trial.

5.  They will create a graph of energy vs. stretch.  It will come out to be a squared graph showing PEe is proportional to stretch squared.

6.  They will stretch the spring one more time and get the slope of the Force vs. stretch graph to determine the spring constant of the graph.  They should see that the constant for their squared graph is very close to 1/2 of the spring constant.  

http://www.tandftechnology.com/Physics/Programs/Labs/WorkToPEeLab/index.html
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