We had a four-day student week for a professional development day on Friday.

AP Physics 1: Waves

This week week we worked on developing and using the wave equation, as well as a few other concepts on mechanical waves. We started with a standing wave lab in Pivot Interactives. On a few labs this year, students haven’t taken the time to get good quality data, which has made it tough to make sense of the slopes during the board meeting. As students are getting better at constructing new ideas from lab results, they are starting to really see the value in having good results to discuss and this lab was a place I saw it really pay off. Students worked through linearizing their graphs and figuring out units of their slope with very little intervention from me partly because they knew those steps would help their sense-making and partly because they are getting more skilled and need less support. Every group had beautiful data for the board meeting and, as we worked on problems later in the week, I heard a lot of students referring back to their graphs or their qualitative observations to think through a problem. All around, this was a really fun week to watch and listen to my students.

Physics: Momentum Transfer Practical

Students worked on applying conservation of momentum to problems, including a lab practical. For the practical, students had to determine an unknown mass using photogates and a dynamics track. The groups that were able to sketch momentum bar charts that matched the collision they decided to do were typically able to find their mass pretty quickly, but a lot of students struggled to connect their bar charts to what was happening on their lab table. As we move into energy, I need to think about how I’m going to make sure students are connecting representations like bar charts to things they can observe or interact with in the lab and beyond. I did enjoy seeing the different approaches groups took to the practical. One based their approach on cart explosion lab and added mass to their empty cart until both carts had the same velocity after the explosion.