Physics: Right Hand Rule
I introduced students to the right hand rule, then had them work through some problems applying it. Next year, I need to get some concrete, first-hand examples; I’d love to find a beefy enough horseshoe magnet to deflect a length of wire. Students did make some nice connections to projectile motion when looking at the path of a charged particle.
We had some post-lab discussion on yesterday’s solubility lab. I tried to focus the conversation on evidence, since my students often get caught up in focusing on the answer alone. We also talked about some graph interpretation, such as what their sugar dissolved vs. temperature graphs should look like if there were no relationship and why many of their graphs look linear, while the “real” graph is a curve.