20. Ways to teach… Displacement, Velocity and Acceleration

The second “Ways to Teach” episode where we channel tips from our wonderfully generous contributors.  Teachers of Physics are heroes as we never tire of saying, and they have been so generous with their time, sharing a wealth of wisdom on helping students get to grips with displacement, velocity and acceleration.  

Timestamps

  • Vacuum cannon back in stock (and new t-shirts) @ 01:38
  • General advice on teaching displacement, velocity and acceleration @ 2:56
  • Measuring real things in the real World @ 07:56
  • Using an ultrasound displacement sensor @ 22:15
  • Data on real things in the real World/ worksheets @ 23:57
  • Maps and treasure hunts @ 25:18
  • Simulations @ 31:01
  • Videos @ 34:50
  • Plenary Yoga @ 36:05

Summary

Thomas announces that there is a new t-shirt design and the vacuum cannon is back in stock. Thomas and Robin chat about the suggestions sent in by Physic teachers on how they teach displacement, velocity and acceleration. After a few tips they break the suggestions down in to:

Blue toy car
Not constant velocity car, but close enough
  • Measuring Real Things in the Real World: toy cars, woodlice, the teacher, the students…
  • Live graphs with an ultrasonic position sensor
  • Using data from the real World. e.g. The Usain Bolt vs Stephen Hawking PowerPoint.
  • Simulations and sensors: Simulations such as echalk.co.uk, the PhET moving man and the Universe and More are all useful. PhyPhox is a really useful app for exposing the sensors on your phone.
  • Maps and Treasure Hunts: google maps allows you to measure distances if you right click.
  • Videos: e.g. the ISS video below
  • Yoga.

Here are some more details:

  • Use x for position and Δx for displacement instead of d and s which are confusing (thanks @PhysGal)
  • USE GRAPHS A LOT!! – thanks to Paul Reynolds, Imogen, Matt Harding and others – all graphs tell a story (chocolate versus happiness etc), Dan Twomey leaves the numbers out of it until later so that the shape of the graph is discussed first 
  • Explicit teaching of “per” “÷” and “/” all being the same – Tom Norris star of episode 19 and don’t use formula triangles – controversial – may be a last resort for kids as they approach their exam. 
  • Most popular – measuring real things in the real world – constant-velocity cars, woodlice, students on the athletics track all help students to relate real-world motion to the graph story.  There are loads of good descriptions in the podcast and I guarantee you’ll hear something new to try (thanks Molly Ann, Dan Hannard and Brian Lane).
  • John Hamilton told us about falling cupcakes (here’s an A-level practical that uses cupcake cases): simple, cheap and reliable.   What’s not to love? 
  • Thomas’s friend Sylvia joined us to describe the human ticker timer and how it helps students to understand how a ticker timer works. 
  • Cara, Mr Holliday, Paul Reynolds and one of Robin’s lovely former colleagues (thanks James!) all talked about live graphs with motion sensors – the software that comes with the sensor will help to get your students acting out motion and so thinking carefully about what story the graphs are telling.  Really popular with the students this one! 
  • Tom recommended some analysis of car chases and 100m races on video, while @e=mc2andallthat has a tongue-in-cheek PowerPoint that details a race between Usain Bolt and Stephen Hawking.
  • Fabio di Salvo introduced the idea of using a real map (and don’t forget Google Maps could be a good homework here!) to compare ‘crow flies’ displacement to ‘path taken’ distance travelled. 
  • Nigel from Essex joined us to talk about using superhero The Flash in his lesson to get  students thinking about and measuring their speed and thus saving the Academy from a bomb attack.
  • Dan Toomey shared the PhET simulation “The Moving Man” as a way for students to see a graph plotted in real time.  Thomas liked it but thought Bernard Rand’s suggestion “TheUniverseandMore.com” was really special with a graphing challenge
  • Robin’s favourite are the apps that access the internal sensors in mobile phones such as https://phyphox.org/ and Google Journal, that will measure acceleration and allow students to analyse their motion (for example on the bus to school) and tell the story of the motion. 
  • Don’t forget videos!  Thomas and Robin loved one shared by Ruben Calverd showing acceleration in the ISS (you can watch it below if you are on the web site) – thanks Ruben!  Please remember to share any nice videos on @physicsTP 
  • Paul Reynolds wrapped things up with a description of “graph yoga”  A great bit of fun as a plenary… Namaste, Paul! 

Fancy hearing something on a future “Ways to teach…”?  Just let us know via the usual channels!  Thanks for listening. 


Please share ideas or successes – or indeed questions – on our Facebook Page: https://fb.me/physicstp .  You can also message us via our website contact form at the.physicsteachingpodcast.com, Twitter @physicstp, email using  the address given in the podcast (if we remember) or by leaving a voice memo using WhatsApp or Telegram to the phone number in our Twitter profile, +44 7898 814716 (don’t call the number, nobody will answer, just hold down the microphone icon and speak your message). Don’t forget to tell us your name because we may use your audio in a future episode.

The music we use remains One legged equilibrist polka by Circus Homunculus.

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15. Water, Waves and Woodlice

Sea slugs use physics to move up to 90 km a day. Who’d have known? In the main body of the podcast Robin talks to Nicky Thomas about teaching diffraction. She has much to share so we released an extended interview podcast Finally woodlice can also assist in physics teaching by being a source of real distance/time data.

Timestamps

  • Our secret plans @ 00:30
  • Plea for people to share their ideas about how to teach distance, speed and acceleration @ 1:54
  • Physics in the News: Sea Cucumber escape strategy @ 2:55
  • Nicky Thomas on Diffraction @ 5:09
  • Biologist Sylvia and using Woodlice to teach Physics @ 19:07

Summary

Robin and Thomas are excited about their secret plans for the weekend that are related to the future “Ways to teach…” episode on distance, speed and acceleration. Thomas then tells Robin about escapologist sea slugs that use their deep knowledge of physics to move up to 90km a day. The main guest this week is teacher Nicky Thomas. Her favourite thing to teach is diffraction and she describes how she tries to make it a progressive subject through the key stages. Nicky told Robin how she explores diffraction with different age groups and give some context for how it is used in industry by Panalytical. Thomas from the future appears to tell the listener that the interview had to be cut hard, but you can hear the whole half hour on a special bonus podcast that has been released The last part of the podcast is an idea linked to distance, speed and acceleration: using woodlice as a source of real distance time information. This is described by an old colleague of Thomas’, Sylvia Gummery.

Ways to teach… Distance, Speed and Acceleration

Episode 20 (assuming we make it) will be all about ways to teach distance, speed and acceleration (or displacement, velocity and acceleration). How do you do it and what works best for you?

Please share ideas or successes on our Facebook Page – https://fb.me/physicstp .  You can also message us via our website contact form at the.physicsteachingpodcast.com, Twitter @physicstp, email using  the address given in the podcast (if we remember) or by leaving a voice memo using WhatsApp or Telegram to the phone number in our Twitter profile, +44 7898 814716 (don’t call the number, nobody will answer, just hold down the microphone icon and speak your message). Don’t forget to tell us your name because we may use your audio in a future episode. Please do leave a voice memo: Thomas thinks nobody loves him.

The music we use remains One legged equilibrist polka by Circus Homunculus.

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