**AP Physics: 2nd Law Lab**

Students started collecting data for a relationship between force and acceleration. A few students took out their formula sheet to get a preview of what the equation should be; it was interesting to listen to their conversation on what they expected the graph to look like and whether their data was consistent with the equation they expect to need.

**Physics: Board Meeting**

Students whiteboarded their results for the spring lab. They are getting better at “translating” lines of best fit into physics by selecting meaningful variables and putting units on slope and intercept. It was also clear in the discussion that students are gradually making more connections between the graphs and the reality of the lab. When discussing the intercepts, there was a great moment where a student speculated whether gravity could be contributing to the intercept, which lead nicely into comparing the vertical and horizontal springs.

**Chemistry Essentials: Atomic Models**

Students worked on a jigsaw for the history of atomic models. This was a nice opportunity to talk about what we mean by a model in science since we are looking at how models of the atom evolved over time. I asked groups to name some of the evidence used to support each atomic model, and students had a lot of trouble with that. I think part of the issue is a lot of students are still shaky on what makes something evidence and part of it is there’s a lot of background knowledge required to make sense of the evidence used in many of the atomic models.

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