The Physics Of A Physics Class For Four Years Now

I have always excelled at math and science. Sophomore year, I had to decide whether I would take regents or honors physics in my junior year. I was already going to take AP biology, and I had planned on signing up for regents physics so that I wouldn't get too overwhelmed by science courses. Everyone warned me that honors physics was a tough class. However, I ended up taking the honors because my friend didn't want to be alone in that course. This is one of the best choices I've made in my life. I loved my honors physics class. Physics allows me to apply my math knowledge into real world situations that I can visualize and even test experimentally. Additionally, it requires me to problem solve and think problems through meticulously, which I love.

I began teaching as a graduate teaching assistant and project assistant at the University of Wisconsin-Madison. As a teaching assistant, I conducted labs, discussion sessions, and some honor sessions for introductory physics courses in electromagnetism, thermal dynamics, optics, and modern physics. As a project assistant, my responsibilities included grading homework, discussing it with students, and prepare some homework solutions in quantum mechanics, quantum field theory, and an introductory physics course. In teaching physics, my main goal is to have my students actively thinking like physicists. I believe that the ability to think like a physicist is valuable to everyone, whether physics graduates, physics majors or non-physics majors.

1. Find the westward component of a resultant vector 85.42 unit, 23º W of N.

created in a moment of spontaneity. He begins to define what occurrences are due to chance

In this experiment, the signal generator was set so that the frequency meter showed a reading of 1,803 Hz. The microphone was moved to a distance from the speaker so that the oscilloscope displayed a straight diagonal line. This position was of the microphone was recorded as the initial position, or beginning of a wavelength. The microphone was then moved farther in the same direction until the oscilloscope displays the same horizontal line. This position was recorded as final position, or the end of the wavelength. The distance between the two positions represents one wavelength for this frequency. This was repeated for frequencies of 2,402 Hz, 3,002, Hz, 3,602 Hz, and 4,201 Hz.

I always read and follow all directions prior to starting any of my work. I tether my work because I have enough time to check the work at the end. My precision pattern is also in the use first level. I take pride in never waiting until the last minute to do my assignments. I tether my work in recognizing that it will not be perfect. I have realized that I think of something similar related to understand some assignments. I avoid using my technical reasoning by forging this pattern, I have learned to make the topic find a purpose in writing my discussions. I am one of those as needed confluence users. During the class readings, I would intensify my readings to stay on task. I honestly just went with the flow of what was being asked to

On a two-hour bus ride to a small, rural town in New Zealand with my school, we passed by numerous beautiful rolling hills and forests. While my classmates chatted, listened to music, and watched the landscape, I kept my eyes focused downward on my AP Physics binder. It was the summer before senior year, and instead of fully enjoying the month-long community service trip to a foreign country, I also focused on self-studying AP Physics 1 and 2. Because my school requires a prerequisite physics class before enrolling in AP Physics C, I had to learn an entire year’s worth of material over the summer. At the end of my Junior year when I was contemplating taking the harder physics class, one of the physics teachers told me, “No one has jumped straight into Physics C in many years, but I think you can do it.”

The “feature” I selected for the book, helps us realize it does not only matter about how fast you can come up with a solution, or how you can improve your chances of finding a correct solution if you look at it in a certain way. Instead,

There has not been safety professional at Podunk University for a year and half, leaving the prestigious university to fend for itself in the world of safety. Since no one was actively filling this position, the subsequent safety professional will have a lot of catching up to do. The primary focus of the safety professional will be the hazardous material and hazardous waste issues on the campus. While conducting the preliminary tour of the campus, it is noticed that there is a lot of issues that are effecting safety around the campus. The biology department and the chemistry department will need to have all chemicals inventoried to include hazardous waste. The physics department’s use of high voltage and the use of lasers in their department. The automotive technology department has more than a few issues that will need to be addressed while developing the safety program. The last major issue that was identified was the Massive Arena, the building is one of the oldest buildings on campus and is currently under renovation. The problems with many older buildings is the presents of asbestos insulations and the dangers that it presents even while being removed.

On the first day of my AP Physics class, my classmates and I were presented with a challenge: we had to build a spaghetti tower that could support a marshmallow with limited supplies, limited time, and limited knowledge of optimal spaghetti tower structures. The class was divided into groups, with each group competing to build the tallest tower possible. After several spaghetti towers ended in devastating crashes, our teacher told us how those who often do the best with the challenge are kindergarteners rather than adults. He explained that overthinking and excessively planning the structure not only wasted time but also prevented the creativity necessary to construct a tower that would accomplish the goal. Creativity was the key to the challenge,

During my junior year golf career I was forced to make a decision. My AP physics teacher was offering a review session for the upcoming test on the same date that I had a golf match. It was obvious for me to prioritize my schoolwork before golf. I knew that I was already struggling in physics and that going to my teacher's generous review session would benefit. Unfortunately, my coach and teammates did not agree with me. They were furious that I was not dedicating myself to the team. He told me that I was being selfish and letting him and my teammates down. I was conflicted because I valued their opinions but as a math and science oriented student, succeeding in my physics class was crucial to me. As a student athlete, I learned that my choices

Mr. Stepien stated that the reason he has the students formulate questions and writes them on the board is to help the students see the process. He stated the as profesionals we often skip the chart making because we've already developed a pattarn of calling in our minds the important questions we want to consider. He then stated if you watch a really good expert problem solver at work it almost looks invisbale,that thinking process. However, if you watch a good problme solver who gets stuck, you can almost see thier brain go back and say what did I miss. This metacognition thinking about the way they're thinking, has really gotta be devloped in kids. The chart process is a great way for kids to give explicit attention to what thier brain ought

I am proud of the fact that I am the youngest student my AP Physics 2 teacher has ever had in his class in his 20 plus years of teaching. Of course, I don't get a plaque for this achievement because it is not conventional one, but it makes me proud to know that despite my age, I can keep up with some of the smartest seniors at my

Another strategy this student may benefit from is breaking down the steps at each center. When given an assignment, students may feel overwhelmed and confused. By putting an activity in steps, students won’t become overwhelmed and thinking destructively (Bernstein, 2010). Young children learn this skill from teachers’ explanations and modeling the skill.

Some nights I will get home from school and have a homework assignment that is incredibly difficult. Usually in math, I will struggle with a large question that involves oodles of work and thinking. I always want to quit and jot down a random answer because I tell myself it’s just one question and it can’t affect my grade too severely if I miss it, but I keep working at it and try to find different ways to figure it out. Whenever I finish a problem that I know I got wrong, I go back through the problem and correct my mistakes. I will start at the top row of the problem and look at them one by one until I get to the end. If my answer is still wrong and I didn’t discover a mistake, I will go back to the top of the problem