Patrick H. SearsPhysics 690Buffalo State CollegeAppendix B (assignment description student handout)Physlet ReviewObjectiveExamine a group of physics ideas (known as “content standards”) and lead the class in a short review session of those ideas with the aid of on-line animations like the ones Mr. Sears has used during the year. ProcessStep #1 Find 1 or 2 partners (+2 bonus points for working in pairs)Get a Group # and set of Content Standards from Mr. SearsStep #2Pick a contextual event that demonstrates the physics in your Content SetDraw diagrams to show the concepts in contextStep #3Find a PhysletDescribe the Physlet in writingWrite an explanation of the connection between the Physlet and the content standardsStep #4Make a step-by-step lesson plan for each of 4 sections:1. Introduction (what are your standards)2. Physlet presentation (What do the standards mean)3. Typical question (Present an actual regents question)4. White boarding (Discuss solution after class attempts to solve question)Plans for parts 1 & 2 should include at least 4 questions to ask the class during the lesson.A complete solution should be prepared for parts 3&4, even if the example is multiple choice. Step #5Present the lesson to the classStep #6Write a reflection of the experience including:What went well during the lesson and how do you knowWhat went poorly during the lesson and how you could make it betterWhat you understood better after the processAppendix C (Grading Rubric)Name ____________________________Step #1 ____________________________ Find group (____) Get set of Content Standards ____________________________Step #2x2 On time (due:_________________) Appropriate ContextDiagram Neat and well drawn Labels on objects Title and key Labels and vector arrows on any relevant measurementsStep #3x2 On Time (due:________________) URL and name of appropriate Physlet Written Description Visual appearance Animation Variables (quantities) User Controls What physical actions are represented What do the standards say about those actions qualitatively? What do the standards say about the quantities displayed?Step #4x2 On Time (due:_______________) 4 part Lesson Plan Pt1 ID of Standards Define terms Questions for classPt2 Explain Concept Explain Physlet Adjust controls/Ask for predictions Run Physlet/Discuss results Present alternative contextPt3 Appropriate regents question Explain connection to standardsPt4 Complete/accurate solution ClosingStep #5x2 On Time (due:_________________) Face class Speak clearly All partners speak Integrate Physlet smoothly Pt1 Pt2 Pt3 Pt4 Stay focusedStep #6 (One reflection from each team member) (due:__________________)__________________ _____________________ ______________________ On Time On Time On TimeWhat went well What went well What went wellWhat went poorly What went poorly What went poorly What you learned What you learned What you learned(Content Standard Review Sets)Electric and Magnetic PhenomenaSet #14.1b Energy may be converted among mechanical, electromagnetic, nuclear, and thermal forms. 4.1p Electrical power* and energy* can be determined for electric circuits.4.1.vi. Recognize and describe conversions among different forms of energy in real or hypothetical devices such as a motor, a generator, a photocell, and a batterySet #24.1n A circuit is a closed path in which a current* can exist. (Note: Use conventional current.) 4.1.viii. Measure current and voltage in a circuit4.1.xiii. Draw and interpret circuit diagrams which include voltmeters and ammeters Set #34.1l All materials display a range of conductivity. At constant temperature, common metallic conductors obey Ohm’s Law*. 4.1.ix. use measurements to determine the resistance of a circuit element4.1.x. interpret graphs of voltage versus current Set #44.1m The factors affecting resistance in a conductor are length, cross-sectional area, temperature, and resistivity.* 4.1.xi. Measure and compare the resistance of conductors of various lengths and cross-sectional areas Set #54.1o Circuit components may be connected in series* or in parallel*. Schematic diagrams are used to represent circuits and circuit elements. 4.1.xii. Construct simple series and parallel circuits 4.1.xiv. Predict the behavior of lightbulbs in series and parallel circuits Set #64.1k(a) Moving electric charges produce magnetic fields. 4.1.xv. Map the magnetic field of a permanent magnet, indicating the direction of the field between the N (north-seeking) and S (south-seeking) poleSet #74.1j Energy may be stored in electric* or magnetic fields. This energy may be transferred through conductors or space and may be converted to other forms of energy. Set #84.1k(b)The relative motion between a conductor and a magnetic field may produce a potential difference in the conductor.Set #95.1s Field strength* and direction are determined using a suitable test particle. (Notes: 1)Calculations are limited to electrostatic and gravitational fields. 2)The gravitational field near the surface of Earth and the electrical field between two oppositely charged parallel plates are treated as uniform.) 5.1u The inverse square law applies to electrical* and gravitational* fields produced by point sources. 5.1t Gravitational forces are only attractive, whereas electrical and magnetic forces can be attractive or repulsive. Set #105.3b Charge is quantized on two levels. On the atomic level, charge is restricted to multiples of the elementary charge (charge on the electron or proton)Set #115.3f Among other things, mass-energy and charge are conserved at all levels (from subnuclear to cosmic).MotionSet #15.1.i. Construct and interpret graphs of position, velocity, or acceleration versus time5.1.ii. Determine and interpret slopes and areas of motion graphs 5.1d An object in linear motion may travel with a constant velocity* or with acceleration*. (Note: Testingof acceleration will be limited to cases in which acceleration is constant.)Set #25.1.iii. Determine the acceleration due to gravity near the surface of Earth 5.1e An object in free fall accelerates due to the force of gravity.* Friction and other forces cause the actual motion of a falling object to deviate from its theoretical motion. (Note: Initial velocities of objects in free fall may be in any direction.)Set
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