1. Year 2 Physics, Term 1 Joseph Rendall
Experiment to Theory 5
Year 2 Physics, Term 1
Joseph Rendall

2. Quiz
Describe how to do the brainstorming technique “Falling Leaf” - brainstorming we did last week.

3. Reactions to presentation with experimental apparatus or equipment
Topics didn’t need to be limited to one per group
Limit removed
Need more background knowledge in experiments
Notes, groups share with one other group
More time to research about experiments
Gave 1 week to research topic for NTC Physics Experiment

4. Group Name
3 Brilliant Jumpers
A Group of Success
AAC Group
Avengers
Cranes
Crested Crane
Elite Group
Excel
GNL Group
Group Q or 2
HardLiners
NAF Group
Ostrich
SEE
Spiders Group
Steel Group
The Expendables
The Experts
The Triplets
Tracers' Group
Trust Group
X Group

5. Highlights from notes given
Independent Variable
x-axis, usually measured a systematic manner
Dependent Variable
y-axis, depends on the independent variable
Hypothesis
Statement of the ‘guesses’ relationship between independent and dependent
Constants
Things that cannot change in the experiment or the results are not valid
Control
Variables or experimental trial that are consistent to prove results are valid
Randomization
Experimenter bias should not influence results
Replication
Another experimenter should be able to obtain the same results as you do

6. What NTC experiments are doing (in general)
Independent Variable and Dependent Variable
Are measured and theory is applied to determine the relationship between the two. Sometimes one or both variables are manipulated for graphing.
Slope
From the graph and the manipulated theoretical equation the slope has physical meaning and is solved. The slope is an type of average of the data collected. The theoretical equation can be solved at each point but isn’t as accurate using all the data points.
Intersection of x or y axis
Sometimes, the theoretical equation is manipulated such that the intersection with the x or y axis has physical meaning.
Constants
Are given or are pulled from initial readings
Sometimes the theoretical constant in an equation is the object of interest

7. What makes a good class long (2 hr) experiment
What makes a good class long (2 hr) experiment? (Student Responses Last Class)
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

8. Teachers addition to students responses
Physics’ concept clearly relatable to experimental data
Critical thinking questions the students can use the results to answer
Have minimal sources of error

9. Todays Tasks (in groups)
Review handout in your group
Hand in material list for quick-review
Revise material list after review
Brainstorm sources error in experiment (falling leaf method)
Hand in procedures for quick-review
Revise procedures
Manipulate and show how the equation from theory (law or governing equation) is related to the data plotted
Hand in revised material list, revised procedures and derivation of the theoretical equation
Hand in Experimental Design Diagram as shown on 6/23 “Designing an Experiment”