Day 162: Snell’s Law & Half Life

Physics: Snell’s Law

I got out the refraction dishes and showed students how to use them to find a refracted angle. Then, I asked them to get me a graph where the slope is the index of refraction of water. This is the first time I asked students to start with an equation (in this case, Snell’s law) and pick their axes to get a certain value as the slope, but they were pretty successful.

IMG_1899

Chemistry: Half Life

Students measured the “decay” of pennies by shaking them up, then setting aside any that came up tails. Each group make a graph of pennies remaining vs. half lives and submitted their results via a Google Form so we could produce a graph of the class average. Tomorrow, we’ll use that to have some conversations about randomness.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s