Used my pull back Chevy Silverado to to trigger a washer dropping which lands in the box as it passes through.

Had an hour of good comet viewing before it went below the horizon

After 2 days of hard work with my physics classes the balloon popping Rube Goldberg was finally successful! This had to set a record for most failed attempts. A test of perseverance! My advice is to place your slowest item at the end, long after the stuff that often fails.

While the entire Saturday night aurora was not quite as exciting as Friday in Northern Minnesota, there was a spike of activity around 11:30 Saturday night that was magnificent. It only lasted about a minute but it was the brightest I’ve ever seen.

I’m generating a list of basic principles that students can reference in paragraph length responses for AP Physics 1…such as conservation of momentum etc. Anyone have a list like this already?

Spinning lead a cube on a desk top. As the angular velocity slows the lead cube travels in larger circles.

I believe I had shutter speeds of 1/160, 1/320, 1/800. Man 4 minutes goes fast. The traffic on the way back to St. Louis was not so fast. Got back home to Minnesota at 5:45. Just in time to go to work.

Clear skies! 4 minutes sped up to 30s. It was dark….note star to bottom right.

I have a canon 5D mark IV with a 100-400mm telephoto. I’m going to try to get some photos during totality on Monday. What should I use for aperture, shutter speed, and iso? I just want to be in the neighborhood of the right settings when my 4 minutes start.

The initial translational acceleration of the end of the rod is 3/2g so it leaves the outer ball behind. Since the 2nd ball is less than 2/3 the way out, it stays in contact with the rod.

Idea for AP Physics 1 review activity is for them to describe the difference between the pair of terms. Then the partner decides which concepts are being contrasted. I haven’t got to rotation or shm yet. Is there some I’m missing? Maybe negative acceleration vs. deceleration?

Today in physics…Mass vs sledding speed…1st a small scale model…then to the hill.

Rollerblade demo…Sideways motion doesn’t affect vertical.

I have students calculate the angle the dart makes with the wall on impact. Sometimes they want to use x and y displacement from the barrel instead of x and y velocity at impact. The string helps them see the dart doesn’t drop much until the end.

Red, blue, and green light sources at slightly different angles cast different shadows. If all 3 shadows overlap we see black, 2 shadows lining up gives a primary (the color not shadowed). Where there is a single color shadowed we get the secondary of the other 2.

I made this sheet for uniform acceleration practice. There is pattern to the answers, but it also forces them to use all the equations. I believe I will also have them right a question for each row to get them using the words.

While the students are taking their static electricity quiz, I’m busy building a static electricity elevator.

Electric field fun!

Only 10 minutes left of the Beaver Moon.

2) My ideas were: A cv buggy A car rolling down a hill A falling yo yo A disk coasting on a lab table A falling coffee filter A falling mass on elastic cord We can use tape timers, motion detectors, photogate, video Are there others I should do? Thoughts on the activity?