You have no items in your shopping cart.

$50.00

$40.00

Learn why modeling physics is the hottest way to learn physics and what this course is all about.

A short lab to practice scientific data taking, graphing, and extracting mathematical models from data.

Discussing the Spaghetti Bridge Lab results and analysis

In this lab we study a vehicle that moves at a constant speed.

Here we discuss the lab results and develop a general mathematical model for motion at constant velocity.

My friends at TheUniverseAndMore.com create free games. There are two that help you get an visceral feel for constant velocity graphs, depending on what device you're using to access these lessons.

1) Action Graphing, which is iOS only (iPad, iPhone, etc) available free on the app store.

2) The Super Ultimate Graphing Challenge, which is a flash game playable on computers. Android doesn't support Flash from the Play Store, but you can probably install it manually and play it on android tablets or phones.

There is one video for iOS (Action Graphing) and one for The Super Ultimate Graphing Challenge (flash for browsers and Android).

Work does have 4 letters, but it's hardly a dirty word. In fact, this digitally downloaded paper is squeaky clean with learning excitement. Or something like that.

Please read the reading and do the worksheet before watching the video. This video reviews the answers to the worksheet and you'll learn much more if you try to do your very best before watching it.

Velocity vs Time graphs

A fun little test to make sure you are getting the hang of what we've been doing so far. The answer video is posted as an attachment.

Position and velocity vs time graphs

Given a position vs time graph, can you describe the object's motion, determine its average velocity, write a mathematical model, and use the model to determine (extrapolate) its position at a later time?

Velocity vs time graphs and displacement

Multiple representations of motion

Review Sheet

Lernsys doesn't allow you to put pictures or anything besides text for the questions, so attached to this item is the actual test. The official test thing will basically just auto-grade your questions to give you feedback.

**Course Description**

An online version (Units 1 and 2 ) of an honors-level US physics course taught using the acclaimed modeling method of instruction. While not claiming to cover every topic on the AP exam, the topics that are covered are at the level to prepare a student for taking the exam. The course is broken down into units so that students seeking tutoring can just purchase a given section or you could take the entire course sequentially. This also allows my course to be detailed enough for you to actually learn the material unlike other courses that skim the surface to cover everything.

Come try my fun but challenging physics course, taught using the modeling method of instruction. Including hands-on labs to introduce new paradigm models using low-cost materials or alternative technology labs, this course covers the key principles needed to undertand physics and then builds on that foundation to help you learn how to solve problems with confidence. This course uses guided instruction to have students learn for themselves, as research shows students often only retain about 10% of what they hear in lectures.

**Course Goals**

Upon course completion, students will be prepared to move on to increasingly challenging 6 and 7 grade math concepts, and to learn how to analyze, rationalize and apply problem-resolution methods to different situations depending on the specific circumstances they come across.

**Target Audience**

This course is primarily intended for Grade 10-12 students (typically ages 15+).

**Course Requirements**

While math concepts will be reviewed, students need to have a solid understanding of graphing lines and slope.

**Course Topics **

- What is Science?
- Measurement
- Graphical Analysis of Data
- Position and Velocity Graphs
- Motion Maps
- Mathematical Models of Motion

**Course Skills**

- Determining the average velocity of an object:
- from the slope of an x vs. t graph
- using the equation

- Determining the displacement of an object:

- finding the area under a v vs. t graph
- using the equation

- Describing the motion of an object:

- In words (starting position, direction of motion, velocity)
- By drawing a velocity graph from a position graph
- By drawing a position graph from a velocity graph
- By drawing a motion map from a position or velocity graph
- By writing a mathematical model (equation)

- Teacher: Brian
- Areas of expertise: Physics and Mathematics
- Education: MS Physics, Brigham Young University
- Interests: Church, Technology, Gardening, Family
- Skills: Electronics, Web Design, Public Speaking
- Associations:
- Issues I care about: One of the great struggles in teaching science is to help students understand that science is not merely a collection of memorizable facts but rather a process by which human beings do their best to acquire new knowledge. Because I decided to pursue a Masters' degree in Physics I have become well acquainted with the nature of science and how real research is done. While it has certainly been important to take the science courses where I learned the foundational principles of science upon which we build today, I gained a far more important education actually learning the process of science (i.e., problem solving, communicating data and its interpretation clearly, etc.) during my Masters' work. Because high school physics is often a terminal course, learning the process of science rather than simply learning about science will likely be even more valuable the majority of the students I teach. For example, the take-home value for the eventual athlete, housewife, or farmer is not to remember which law of thermodynamics is which; concepts like the efficient use of energy in daily life are far more important. But knowing what to teach is really irrelevant without having the ability to convey pertinent knowledge to a particular audience. By tailoring the required curriculum to the interests of the students, teachers can create a thirst for learning rather than causing students to be fed up with it. And there's no content more closely matched to the happenings of real life than physics or mathematics. Rather than doing exercises on paper about quadratic formulas, students can build and launch rockets. How about programming robots with equations and building web sites using matrices? There's simply so much real life application and fun in science and math that students won't want to stop learning.

I’ve spent 6 years as a life-changing high school teacher licensed to teach physics, math, and technology in Ohio. I raised $25,000 in external grants over two years to start a FIRST Robotics team, which won the prestigious Rookie All-Star award for school and community outreach and positive effect on school curriculum. Every physics student I taught passed the ACT Quality Core End-of-Course Exam. I am an internationally published physics author and effective presenter, receiving four winning research presentation awards as I presented at over 12 conferences during graduate school. I write software and build electronics as a hobby, which helped me modernize curriculum for Architectural Drawing, Web Technologies, and Global Technologies to replace a decade old program, leading to enrollment increases of 50% in a single year. Students and parents alike love my classes and my programs.

Students sometimes resist the modeling method of instruction. Like dentistry, vegetables, and medicine, some good things are tricky to get kids to love. Here's some tips.

Two documents are attached showing the results on why it's worth it to help your student persevere.

- Effect on ACT scores
- Effect on physics take-aways

Answer Keys:

- Spaghetti Bridge lab Progress Checkpoint
- Mid-unit Progress Checkpoint
- Final Checkpoint