# Physics Sheets from Fig

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United States - Massachusetts - Whitman
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 Most things easily done are hardly worth the bother.

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A car rolls down an incline, across the flat, then up an incline. Acceleration is given for each motion. Students are asked to solve for using motion equations and then construct velocity and acceleration graphs.
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Students solve several motion problems in 1D. The first question explicits lists the motion variables for students to identify.
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A ball is kicked straight in the air. The velocity and position is calculated for several times. The motion is graphed. Algebra based motion problems are introduced.
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Students are given a velocity-time graph with both positive and negative acceleration. Students are asked to determine the displacement for several time intervals and calculate the accelerations. Students are asked to draw conclusions about the
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Worksheet asks student to plot and relate the position-time, velocity-time, and acceleration-time graphs for a cart accelerating down an incline. The concept of instantaneous velocity as the slope of a position-time tangent is also discussed.
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Practice drawing velocity-time graphs from position-time graphs, position-time graphs from velocity-time graphs. No acceleration.
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Worksheet involving position-time and velocity-time graphs. No acceleration. Students are asked to describe in words the motion depicted on a position-time graph and then create the corresponding velocity-time graph. Students are then asked to
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Students calculate and compare distance traveled with displacement, speed with average velocity. Introduces reference frames and graphing motion.
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More practice identifying correct metric prefix and using the factor label method to convert units.
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\$2.50
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Worksheet to practice making measurements with correct precision and using correct significant figures. Practice reading measurements, identifying number of significant figures, practice calculating with significant figures.
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\$2.50
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Worksheet reviewing the range of metric prefixes and how they relate to scientific notation.
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Practices identifying the fundamental SI units and performing conversions using the factor label method.
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TEACHING EXPERIENCE

I have taught high school chemistry, physics, and AP physics for 18 years.

MY TEACHING STYLE

I try to strike a balance between conceptual and traditional algebraic techniques.

HONORS/AWARDS/SHINING TEACHER MOMENT

MY OWN EDUCATIONAL HISTORY

BA Physics - Boston University MS Physics - Penn State