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Forensic Bloodstain Pattern Analysis

A Practical Experiment For Learning Kinematics and Other STEM Concepts

Dr. Theresa Stotesbury, Research and Product Development, Trent University

I am part of a research group out of Trent University (Peterborough, Ontario) that has developed a teaching kit that provides a 60-minute problem-based experiment that is suitable for high school science students. The activity connects forensic science and kinematics through the analysis of blood spatter. I will be presenting the kit at the OAPT conference at 9:30 on Friday May 12th. Read More...

A Simple Vector Development of Centripetal Acceleration

Dave Doucette, OAPT Vice-President

While teaching uniform circular motion in high school, I struggled with developing the ac = v2/r relationship in an intuitive and cognitively meaningful way. Geometric arguments do not resonate with students. They accept on faith but often with little interest or insight. Here is an approach that may do a better job. Read More...

Assessment for Learning: The Check Up

Ryan Thompson, OAPT Treasurer, Physics Teacher Newmarket HS

When the Growing Success document came out in Ontario, the terms “Assessment as, for and of learning” were introduced. Even after teaching for 13 years, I still have to pause and stare into space as I try to differentiate between the three types. Time dilation is easier than that!

I believe in timely feedback and having direct involvement in each student’s success but I am also managing a schedule that is very limited on time (time dilation again!). As a result, I try to do what I can in the classroom.

This article will be about one technique that helps me reconcile the Growing Success document’s expectations, my own philosophy of teaching and limited time in the school day. This tool is called The Check Up and it helps the teacher get quick feedback about your past lesson. Read More...

Rockets: A Beginners Guide Part 3

John Berrigan, Teacher Oakville Trafalger H.S.

In the previous article we found the main factors that determine the thrust of a rocket engine. We rearranged the formula and determined the Impulse of the formula for rockets.EQN1 With Elon Musk discussing his Mars rocket last week, http://www.spacex.com/mars, now is a good time to discuss how Impulse can be used to eventually determine the efficiency of a rocket engine. Read More...

Rockets: A Beginners Guide Part 2

John Berrigan, Teacher Oakville Trafalger H.S.

In the previous article we learnt how to find the largest possible delta-V that a rocket can experience. In this article, we are going to find the thrust of a rocket by using the fundamentals of conservation of momentum. This will be similar to what we did in the last article, however this time we will use variables instead specific masses and velocities. Furthermore, the cart is now a rocket, as this is rocket science! Read More...

A Browser-Based No-Fuss Gravitation Simulator

Michel Enns, Teacher Runnymede CI

I have been frustrated with gravitation simulators over the years because they stop working when the computers are updated. To avoid this, I have made one that is browser-based and will run on any device. You can find it at www3.sympatico.ca/michael.enns. One non-standard thing that it can do is simulate the formation of a solar system with a thousand random masses. Read More...

Relative Motion Demo: The River Question

Ryan Thompson, OAPT Treasurer, Physics Teacher, Newmarket HS

I purchased this little magnetic moon rover at Masterminds for $6 a few years ago because I thought it was cool. I didn’t have any specific ideas on how to utilize it until a few years later when I was teaching the famous river question to students. You know how it goes: Alice is crossing a river that has a velocity with respect to the shore of 4 m/s [East] and Alice swims with a velocity of 3 m/s [South] with respect to the water. If the river is 60 m wide, how long does it take Alice to get to the other side? The concept that is hard for students to reconcile is that even though Alice is being pushed to the right from the shores frame of reference, the amount of time to get to the other side is independent of the river’s velocity. This is when I had a Eureka moment. I grabbed the moon rover and put it on our whiteboard. I then wound it up and let it go south, just like Alice would. Read More...

Two-Minute Impromptu Demos

Ed van den Berg and Rosea van den Berg, University of San Carlos, Talamban Campus, Cebu City, Philippines

This article was excerpted (with the authors’s permission) from a longer article in The Physics Teacher (Sept. 1998, p.356-8).

What can we do to have clear and exciting lessons without a great amount of demonstration apparatus and hours of preparation each day? We present here a collection of small and quick demos that require no equipment beyond what is present in a classroom (chalk, chairs, students, books, paper, backpacks and their contents). Some are to prove something, but most are to illustrate, visualize, or simulate. These basic and well-tried ideas will stimulate students and revive the instructor who has spent a late night checking student papers. Have fun! Read More...
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