The second draft of the Next Generation Science Standards have come and gone (comment period was in January 2013). The January 2013 draft version has been removed from the official website, but you can still find it here.
Category: Professional Development
David Kagan, CSU Chico All of David’s material related to the Physics of Baseball are available on his website: Phys.csuchico.edu/baseball David demonstrated the Physics of the Baseball bat including the progression of the baseball bat. He explained how to find the center of percussion of the baseball bat as well as the center of vibration. The “sweet spot” of a bat is where the center of percussion and the center of vibration meet which means that the player will minimize the jarring force of the bat. David showed us many high speed videos from the playoffs that show the compression…
Tom Woosnam, Crystal Springs
Tom showed us a conducting experiment (picture to come) with two cans and a two copper wires that do not touch and attach to a coup of water. After the cup of water is filled a small neon bulb that that is connected to one of the two copper wires can discharge repeatedly. Tom’s best guess as to why it flashes is that one of the metal cans becomes randomly charged, say negatively, and that negative charge travels up the conducting materials to the water and repels electrons through the other wire to the other side that builds up potential.
Dan Burns, Los Gatos High School
Join us at Sierra College in Rocklin, CA (just 20 miles NE of Sacramento) for the fall conference of the Northern California/Nevada Section of the American Association of Physics Teachers. Starting with a social and planetarium and museum tour, followed by a full day of physics education speakers and workshops on Saturday.
Logistics
Lee Trampleasure, Carondelet High School – deriving the kinematics equation experimentally
Students use TI calculators to derive the kinematics equations. Students graph a linear position-time graph for different constant velocity cars. Student graph the data by hand and then uses linear regression to calculate the slope which will vary from student to student as their best fit lines differ. Students then plot a constant acceleration car and graph that data in their calculators. By taking various tangent lines students create a separate graph of the velocity-time for the car. Using the equation supplied by the calculator they begin to see the relationship between their y-intercept on the y=ax+b equation from the velocity-time graph matches the b in their equation for the position to time graph (x=at^2+bt+c).
David Talcott, Carlmont High School (c/o Bree) – Planck’s constant apparatus