1. Demonstration-Experiment
Further Discussion
Actually
Presentation using an experimental apparatus

2. 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

3. 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)

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. Questions about assignment?

12. 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

13. 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?

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