**AP Physics 1: Bouncy Balls**

*My article on this lab is in the Jan 2018 issue of The Science Teacher.*

Students wrapped up their video analysis of a bouncy ball’s motion and started working on CER statements to answer what interaction dissipates the energy. I ended up doing more coaching than I usually do; I usually manage to squeeze this in before winter break, so I think it was just too long since students had been using free-body diagrams or velocity vs. time graphs. Nevertheless, students got to an answer today which was my goal.

**Physics: Kinetic Energy**

We had a pre-lab discussion and students collected data to work on a relationship between kinetic energy and speed. I found that a lot of students were confused about how to figure out the kinetic energy of the cart once they got into their lab groups. We went through the calculation during the whole class discussion, but I’m wondering if it would have been worthwhile to get students sketching some diagrams on whiteboards with their lab groups to figure out how they could find kinetic energy to get everyone wresting with those ideas, rather than just the students who spoke up.

**Chemistry Essentials: Board Meeting**

We held the board meeting for both of the gas laws labs students completed on Pivot Interactives this week. This trimester, my co-teacher and I have been trying to ramp up the graph interpretation we ask students to do, and today was a nice opportunity to see it pay off. Students were very successful at attaching conceptual meaning to the slopes of their graphs and, with a few questions to nudge them along, were also able to connect the intercept of the pressure vs. time graph to absolute zero.

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