**What is your favorite physics lesson? **

I really enjoyed talking to the kids about Velocity’s direction.

**What is your favorite physics demonstration? **

Same deal, I took a ball and pretended it was the Earth going around the Sun and how, after a year, it’s velocity “Resets” itself since it’s at the same start point.

**What is your favorite physics activity? **

I used hula hoops to do the timing of velocity lab. We have a hill next to the gym that was perfect for measuring how long they went in what time, and also demonstrating that the bigger hoop went longer with less energy. Though they had to take my word on that last bit.

**What changes have you made to any of the STC-provided ideas for any of the above, in order to use in your classroom? **

I think everything I have changed I’ve already let you all know. I figure you guys are more concepts, less math oriented, but graphing Acceleration has really been interesting and I sort of wish I had done it with velocity since a lot of what they are tested on during the ACT is ability to figure out data

**What is your students’ involvement/engagement like with STC-provided activities? **

15/16 are always really into it!

**What are your students’ favorite physics activities? **

They definitely loved when we raced different things in the velocity labs.

**What connections to standards can you share with other teachers that you have made between your standards and STC lessons? **

Graphing (x/y and coordinate planes for 6th, slopes for 7th/8th), fractions (adding, multiplying, dividing), been kicking around trying to fit probability in, but been having a harder time with that. Pythagorean theorem for 7th/8th and displacement as well.

**What connections to other subjects (Math/ELA) have you made to specific STC lessons that you could share with other teachers? **

I didn’t add ELA exactly, but after teaching them how to graph accelerations I gave them a graph with lines, they had to label the numbers, write down the points, then write a story of what happened (Shelly was running 10 m/s then she slowed down to 5 m/s over 1 second, so her acceleration was -5 m/s/s. She then kept that pace for 10 seconds, meaning her acceleration was 0 m/s/s. Etc.

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