Re: [Phys-L] labs/projects

[Anthony Lapinski <alapinski@pds.org>]

The issue wasn't getting the exact angle. It was more about rotating bricks
to get higher elevations. They were baffled. They did not think about
rotating bricks wit the longest sides vertically.

And I won't even go into them not knowing how to read a protractor on a
thick board to get the angle...

On Fri, Aug 31, 2018 at 2:46 PM, brian whatcott <betwys1@sbcglobal.net>
wrote:

> Far too literal I know: but using blocks to provide a slope of known angle
> is rather difficult to arrange.
> Here is one arrangement - the sine bar. (A slide show)
>
> <https://www.wisc-online.com/learn/technical/measurement/msr2202/sine-bar>
>
> Brian W
>
>
>
> On 8/31/2018 12:31 PM, Anthony Lapinski wrote:
>
> > The question came from a biology teacher here, thinking about projects,
> > group work, and collaborative learning.
> >
> > In my physics classes, kids struggle with how to "figure things out." A
> > classic example is my acceleration lab. Kids work in pairs and get a
> > track,
> > 4 bricks, and a toy car. Have to measure acc times for 10, 20 and 30
> > degrees. How to increase the angle using the bricks? Many kids, even my
> > brightest, can't figure out how to manipulate/rotate the bricks to elevate
> > the track. Unfortunately, growing up with smartphones has not helped kids
> > become problem solvers for lifelong learning.
> _______________________________________________
> Forum for Physics Educators
> Phys-l@mail.phys-l.org
> http://www.phys-l.org/mailman/listinfo/phys-l

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