# Monthly Archives: June 2013

## Modeling the NGSS Physics Course

As this year draws to a conclusion, and I look ahead to the coming changes in physics education (yes I’m looking at you college board and NGSS), I’m beginning to look ahead to how I might change what I’ve done to meet these new standards. Please note, I’ve only taught with Modeling Instruction for one year now, but maybe my fresh eyes will be beneficial in bridging the between the traditional modeling curriculum and what will be needed in the future courses.

Over the next few weeks, I’m hoping to add more posts to fill in more details, but here’s what I’m thinking so far the what I can put together for a physics class (assuming there is still such a thing) from the NGSS:

### Unit I: Scientific Methods/Intro to Modeling/Constant Velocity Particle Model

Objective: to determine the graphical and mathematical relationship between position and time for a toy buggy.

### Unit II: Constant Acceleration Particle Model

Paradigm Lab: Cart on incline plane

Objective: to determine the graphical and mathematical relationship between position and time for a cart moving down a ramp.

Here’s where I possible get a little crazy. In an effort to break up two big projects I think I’ll need to do for NGSS, I’m splitting momentum from energy. The two big projects are an Egg Car project and a Rude Goldberg project. I’m thinking by doing this, I’ll have 1 project each quarter instead of two very close together. I’m not definite about this, but figured I’d throw it out there and see if I can get any feedback positive or negative from more experienced modelers.

### Unit III: Momentum Transfer Model

Objective: to determine the graphical and mathematical relationship between the ratio of velocities to the ratio of masses when two carts explode apart.

### Unit IV: Balanced Forces Particle Model                         (w/ universal gravitation)

Activities: bowling ball games, Universal Gravity Simulation

Objective: to determine the graphical and mathematical relationship between mass of an object and its weight.

### Unit V: Unbalanced Forces Particle Model

Activity: Ball toss

Objective: to determine the graphical and mathematical relationship between Force, mass, and acceleration

### Unit VI: Energy Transfer Model

Objective: to determine the graphical and mathematical relationship between compression of a spring, maximum velocity, and maximum height of a cart launched up an inclined plane.

### Unit VII: Oscillating Particle Model

Paradigm Lab: Bouncing mass on spring

Objective: to determine the graphical and mathematical relationship between amplitude, mass, and spring constant with period.

### Unit VIII: Mechanical Wave Model

Objective: to determine the graphical and mathematical relationship between pulse length, pulse amplitude, and tension with wavespeed in a snakey spring.

Activities: water tray waves, speaker interference

### Unit IX: Electrically Charge Particle Model

Activities: Sticky Tape

Objective: to determine the graphical and mathematical relationship between charge, distance, and electric force

### Unit X: Magnetic Particle Model

Paradigm Lab: Field cause by a current carrying wire

Objective: to determine the graphical and mathematical relationship between current, distance from the wire, and magnetic field for a wire carrying a direct current

Activities: Mapping the magnetic field of a bar magnet

### Unit XI: ElectroMagnetic Wave/Particle Model

So far, I’m stuck. I’m not sure what lab to do. From what I can tell, NGSS doesn’t have any focus on optics, rather on using EM waves to transmit information. In the end, to me this unit needs to show that we need both a particle and a wave model to show different aspects of EM behavior, but other than specifying interference, diffraction, and the photoelectric effect, all other standards are about information.

## Modeling the AP-2 Course

As this year draws to a conclusion, and I look ahead to the coming changes in physics education (yes I’m looking at you college board and NGSS), I’m beginning to look ahead to how I might change what I’ve done to meet these new standards. Please note, I’ve only taught with Modeling Instruction for one year now, but maybe my fresh eyes will be beneficial in bridging the between the traditional modeling curriculum and what will be needed in the future courses.

Over the next few weeks, I’m hoping to add more posts to fill in more details, but here’s what I’m thinking so far the AP-2 Course:

### Unit I: Computer Modeling

Students will be introduce to the vPython programing language, and will work through a series of situations as they try to build a computer model that matches the given situation. The situations will review most of the major concepts from mechanics as they build up a computer model. The end product will be a program that models multiple equal-mass balls moving inside a box that show elastic collisions with the boundary and each other. They will use this program to predict the results of the gas law experiments.

### Unit II: Thermodynamics/Ideal Gas Particle Model

Objective: to determine the graphical and mathematical relationship between pressure, volume, number of particles and temperature

### Unit III: Fluids

Objective: to determine the graphical and mathematical relationship height of fluid above opening, pipe radius, hole radius, flow rate, and exit velocity

### Unit IV: Electric Charge/Field

Objective: to determine the graphical and mathematical relationship between charge, distance, and electric force

### Unit V: Electric Potential

Paradigm Lab: Mapping the electric field and equipotential lines

Objective: to determine the graphical and mathematical relationship between position and potential between two charged plates

### Unit VI: Electric Circuits

Objective: to determine the graphical and mathematical relationship between potential and time for the charging and discharging of an RC circuit.

### Unit VII: Magnetism

Paradigm Lab: Field cause by a current carrying wire

Objective: to determine the graphical and mathematical relationship between current, distance from the wire, and magnetic field for a wire carrying a direct current

Activities: Mapping the magnetic field of a bar magnet, Force on a current carrying wire in a magnetic field

### Unit VIII: Particle of Light Model

Activities: Image in a flat mirror, image in a curved mirror

Objective: to determine the graphical and mathematical relationship between distance to the screen and area of shadow

### Unit IX: Wave Model of Light

Activities: Diffraction Grating

Objectives:

• to determine the graphical and mathematical relationship between object distance and image distance.
• to determine the graphical and mathematical relationship between the ratio of image distance to object distance with the ratio of image height to object height.

### Unit X: “Quantum” Model

Objective: to determine the graphical and mathematical relationship between intensity of light, color of light, incident metal, and stopping voltage

Activities: Determining the Rydberg Constant for Hydrogen Emission

### Unit XI: “Standard” Model

Objective: to determine the graphical and mathematical relationship between incident wavelength, reflected wavelength, angle, and momentum of scattered electron

## Modeling the AP-1 Course

As this year draws to a conclusion, and I look ahead to the coming changes in physics education (yes I’m looking at you college board and NGSS), I’m beginning to look ahead to how I might change what I’ve done to meet these new standards. Please note, I’ve only taught with Modeling Instruction for one year now, but maybe my fresh eyes will be beneficial in bridging the between the traditional modeling curriculum and what will be needed in the future courses.

Over the next few weeks, I’m hoping to add more posts to fill in more details, but here’s what I’m thinking so far the AP-1 Course:

### Unit I: Scientific Methods/Intro to Modeling/Constant Velocity Particle Model

Objective: to determine the graphical and mathematical relationship between position and time for a toy buggy.

### Unit II: Constant Acceleration Particle Model

Paradigm Lab: Cart on incline plane

Objective: to determine the graphical and mathematical relationship between position and time for a cart moving down a ramp.

### Unit III: Balanced Forces Particle Model

Objective: to determine the graphical and mathematical relationship between mass of an object and its weight

### Unit IV: Unbalanced Forces Particle Model

Objective: to determine the graphical and mathematical relationship between Force, mass, and acceleration

### Unit V: 2D Particle Model

Objective: to determine the graphical and mathematical relationship between horizontal position, vertical position, and time for a ball tossed through the air.

### Unit VI: Energy Transfer Model

Objective: to determine the graphical and mathematical relationship between compression of a spring, maximum velocity, and maximum height of a cart launched up an inclined plane.

### Unit VII: Momentum Transfer Model

Objective: to determine the graphical and mathematical relationship between the ratio of velocities to the ratio of masses when two carts explode apart.

### Unit VIII: Central Force Particle Model

Objective: to determine the graphical and mathematical relationship between mass, radius, period, and tension.

### Unit IX: Rotating Particle Model

Paradigm Lab: Atwood Machine with attached spinner bar

Objective: to determine the graphical and mathematical relationship between the torque caused by a falling object, mass on bar, the location (radius) of the masses on the bar, and the angular acceleration.

### Unit X: Oscillating Particle Model

Paradigm Lab: Bouncing mass on spring

Objective: to determine the graphical and mathematical relationship between amplitude, mass, and spring constant with period.