Patrick H Sears Physics 690 Buffalo State College Appendix B assignment description student handout Physlet Review Objective Examine 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 Process Step 1 Find 1 or 2 partners 2 bonus points for working in pairs Get a Group and set of Content Standards from Mr Sears Step 2 Pick a contextual event that demonstrates the physics in your Content Set Draw diagrams to show the concepts in context Step 3 Find a Physlet Describe the Physlet in writing Write an explanation of the connection between the Physlet and the content standards Step 4 Make 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 5 Present the lesson to the class Step 6 Write a reflection of the experience including What went well during the lesson and how do you know What went poorly during the lesson and how you could make it better What you understood better after the process Appendix C Grading Rubric Name Step 1 Find group Get set of Content Standards Step 2 x2 On time due Appropriate Context Diagram Neat and well drawn Labels on objects Title and key Labels and vector arrows on any relevant measurements Step 3 x2 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 4 x2 On Time due 4 part Lesson Plan Pt1 ID of Standards Define terms Questions for class Pt2 Explain Concept Explain Physlet Adjust controls Ask for predictions Run Physlet Discuss results Present alternative context Pt3 Appropriate regents question Explain connection to standards Pt4 Complete accurate solution Closing Step 5 x2 On Time due Face class Speak clearly All partners speak Integrate Physlet smoothly Pt1 Pt2 Pt3 Pt4 Stay focused Step 6 One reflection from each team member due On Time On Time On Time What went well What went well What went well What went poorly What went poorly What went poorly What you learned What you learned What you learned Content Standard Review Sets Electric and Magnetic Phenomena Set 1 4 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 battery Set 2 4 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 circuit 4 1 xiii Draw and interpret circuit diagrams which include voltmeters and ammeters Set 3 4 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 element 4 1 x interpret graphs of voltage versus current Set 4 4 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 5 4 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 6 4 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 pole Set 7 4 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 8 4 1k b The relative motion between a conductor and a magnetic field may produce a potential difference in the conductor Set 9 5 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 10 5 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 11 5 3f Among other things mass energy and charge are conserved at all levels from subnuclear to cosmic Motion Set 1 5 1 i Construct and interpret graphs of position velocity or acceleration versus time 5 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 Testing of acceleration will be limited to cases in which acceleration is constant Set 2 5 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 3 5 1a Measured quantities can be classified as either vector or scalar 5 1b A vector may be resolved into perpendicular components 5 1 vi resolve a vector into perpendicular components both graphically and algebraically Set 4 5 1 iv determine the resultant of two or more vectors graphically or algebraically 5 1c The resultant of two or more vectors acting at any angle is determined by vector addition Set 5 5 1 vii sketch the theoretical path of a projectile 5 1f The path of a projectile is the result of the simultaneous effect of the
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