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People’s Physics Book

People’s Physics Book. James H. Dann James J. Dann Kim Knestrick. Why We Started This Project. We need a coherent theme for the course that brings out universality US texts too thick and unreadable US texts far too costly US texts have too many subtopics for each chapter

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People’s Physics Book

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  1. People’s Physics Book James H. Dann James J. Dann Kim Knestrick

  2. Why We Started This Project • We need a coherent theme for the course that brings out universality • US texts too thick and unreadable • US texts far too costly • US texts have too many subtopics for each chapter • Solved problems counter-productive • Need more problems at the AP B level • Need to refer text to lab problems

  3. What We Did • The five Conservation Laws are the basis for the book • Energy is a measure of the amount of, or potential for, dynamical activity in something. The total amount of energy in the universe is always the same. This symmetry is called a conservation law. Physicists have identified five conservation laws that govern our universe.

  4. What We Did • Our book is a similar size to texts in other countries • Giancoli has 1020 pages • French text “Physique”(2-year course) has 350 pages; typical of Europe • Ours is comparable to international texts

  5. What We Did • Our text goes for just copying cost; between $15 and $20 • Compare with $120 + • Beautiful, original art work by Jason P. Murphy

  6. What We Did • Kept each chapter to the essentials • Momentum/Giancoli: 9 subtopics and 20 pages • Momentum/PPB: 1 1/2 pages all on topic • Students get more understanding and less confusion

  7. What We Did • We count on teachers to model problem solving • Solved problems in the text can’t substitute for good teaching

  8. What We Did • Variety of problems: conceptual, plug and chug, graphical analysis, multi-step AP style

  9. Conceptual Problem Below are images from a race between Ashaan (above) and Beatrice (below), two daring racecar drivers. High speed cameras took four pictures in rapid succession. The first picture shows the positions of the cars at t = 0.0. Each car image to the right represents times 0.1, 0.2, and 0.3 seconds later. • a. Who is ahead at t = 0.2 s? Explain. • b. Who is accelerating? Explain. • c. Who is going fastest at t = 0.3 s? Explain. • d. Which car has a constant velocity throughout? Explain.

  10. AP Style Problem A positron (same mass, opposite charge as an electron) is accelerated through 35,000 volts and enters the center of a 1.00 cm long and 1.00 mm wide capacitor, which is charged to 400 volts. A magnetic filed is applied to keep the positron in a straight line in the capacitor. The same field is applied to the region (region II) the positron enters after the capacitor. a. What is the speed of the positron as it enters the capacitor? b. Show all forces on the positron. c. Prove that the force of gravity can be safely ignored in this problem. d. Calculate the magnitude and direction of the magnetic field necessary. e. Show the path and calculate the radius of the positron in region II. f. Now the magnetic field is removed; calculate the acceleration of the positron away from the center. g. Calculate the angle away from the center with which it would enter region II if the magnetic field were to be removed.

  11. What We Did • There are problems that refer to experiments, including design your own

  12. Lab Problem

  13. Design your own Experiment • You are to design an experiment to measure the average force an archer exerts on the bow as she pulls it back prior to releasing the arrow. The mass of the arrow is known. The only lab equipment you can use is a meter stick. • a. Give the procedure of the experiment and include a diagram with the quantities to be measured shown. • b. Give sample calculations using realistic numbers. • c. What is the single most important inherent error in the experiment? • d. Explain if this error would tend to make the force that it measured greater or lesser than the actual force and why.

  14. Our Experience • Used successfully with a variety of students at both private and public schools

  15. How to Use the PPB • Big Idea • Key Concepts • Key Equations • Key Applications • Problem Set • Selected Answers

  16. You Can… • Copy the PPB in whole or in part and… • Use it as a text • Use it as a supplement • Use selected parts and/or problems

  17. You Can… • Contribute your own problems, text, equations,etc. • Special Needs: • Calculus-based physics • Lab problems • Graphing and graphical analysis

  18. You Can… • Correct our mistakes • Check our answers • Send us criticisms, suggestions, comments • Website: http://nova.menloschool.org/~jdann/PPBweb/PPBhomepage.htm

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