Demonstration-Experiment Further Discussion Actually Presentation using an experimental apparatus

Marks (common mistakes) Forgetting simple things on the graph Solving for wrong half-life (halving over 2 seconds, 10, etc.) Getting the wrong mass, not using the correct equation

What makes a good presentation using experimental equipment? Prior preparations (carry out the experiment before hand) Having enough equipment's to use (whole class) All learners able to see what you are doing Equipment working (calibrated) Having clear instructions Having prior knowledge about the experiment (relating the experiment it to the knowledge the students know) Enough time (not too much time) Using learners experience (gauging students knowledge level)

What makes a good presentation using experimental equipment? A demonstration should be visible by the whole class Multiple setups and student helpers may be used in a large class setting Something is clearly seen (visually) to confirm, portray or related a concept

Reactions to presentation with experimental apparatus or equipment Topics didn’t need to be limited to one per group Need more background knowledge in experiments More time to research about experiments

What makes a good class long (2 hr) experiment? Collecting data not just observations Visual representation of setup of apparatuses (diagram) Time with interaction with the lab attendant (familiarity with the lab) Prior discussion between the lecturer and the students Enough apparatuses should be available (workstations can help) Motivation in the form of fair marking Instructions given should match with the time allowed Apparatus should be tested before class begins Apparatus should be appropriate for the experiment Relevant to the program of the learners (exams) Having enough knowledge about the apparatus

What makes a good class long (2 hr) experiment? Physics’ concept clearly relatable to experimental data Clarity of instructions Enough time to collect data Graphing and data analysis required Critical thinking questions the students can use the results to answer

Task: Develop a two hour long experiment to try later in the term (NTC-Kaliro level) The report will include Introduction to the physics concept Stating how the physical concept is shown clearly by the experiment Showing how the equation(s) are derived List of materials Procedure Equipment calibration Equation(s) used in analysis Graphing instructions Results Marking guide Questions about significance of the results

Today, in your groups Pick a topic and subtopic from year 1 and/or year 2 topics Pick from the list that is coming or from your own heads Brainstorm an experimental procedure and list of materials Falling Leaves Method Each student writes down a procedure or material they think will be required for the experiment on a small piece of paper The paper is then dropped on the table/ground Each student writes down another procedure or material they think will be required for the experiment on a small piece of that isn’t already on the table/ground Repeat until all ideas for a procedure or material are over Collect all the materials in 1 group and the procedures in another group Try to use some of the ideas to make a coherent procedure and material list

Demonstration of falling leaves I need 2 volunteers Class, pick a sub-topic First, we try to think of materials Then we try to think of steps that will need to be completed

Questions about assignment?

Acceleration Due to Gravity Linear Dynamics Collision of rigid objects Suggested Topics Suggested Sub Topic Statics Friction Rectilinear Motion Acceleration Due to Gravity Linear Dynamics Collision of rigid objects Elasticity Hooks Law Surface Tension Capillarity Kinetic Theory Brownian Motion Change of Phase Method of Mixtures Waves Ripple Tank Sound Speed of Sound Electrostatics Charges Electric Current Conductors/Nonconductors Resistance Capacitors Discharging/Charging Harmonic Motion Effective mass of spring Fluid Flow Stream lines Viscosity Refraction Hugyen’s theory Dispersions Rainbow Physical optics Young’s slits Magnetism Earths field Field due to moving charges Name Sub Topic Choice 3 Jumpers Success AAC Group Avengers Crested Crane Elite Group SEE Excel GNL Group Group Q or 2 HardLiners NAF Group Spiders Group Steel Group Expendables The Experts The Triplets Tracers' Group Trust Group X Group Ostrich

Questions to keep in mind What equation can you derive measurable variables from? Can that materials be found for the experiment? If not, brainstorm by the falling leaf method local materials Brainstorm by moving around the college/center looking for things that might work How will the student calibrate the apparatus? Is the experiment safe? If not, how can you make it safer? Switch materials? Change procedure?

Homework Review the subtopic you have chosen Find new information about your topic