Find two other people to work with. Get out some paper for your one group write-up and follow the instructions below. You may work these tasks (and record them) in any order. On each one:

  • Read and follow all instructions. Note that some stations require a response from each person in the group while other stations do not.
  • Number and/or letter each response so it matches that given in this document.
  • Use short-answer responses and combine parts when it is logical. The goal here: your brains thinking deeply

about physics and the mysteries of the universe. Use proper units on all numbers, and write a complete thought.

  • Work quickly so others can get on station.
  • At the end of each day, hand in both this unmarked sheet and your written group responses for safekeeping.
  1. Pick a recorder (you can alternate to share duties)
  2. List the names (first and last) of each member of your group.
  3. Next to each name, list that person’s response to the following, “What is one thing you did this summer related to physics?”HINT: Everything relates to physics, but make it interesting.
  1. Locate the place where metersticks are kept.
  2. Describe where the meter sticks are located in the room, using a rectangular (x,y) coordinate system, relative to the center of the Smart Board. For convenience, the floor tiles are 1 foot square so work in tiles or feet. Use the cardinal direction (N,S,E,W) assuming the walls pretty much point in those directions.
  3. Find your height in metersto the nearest centimeter. Each person should record their own height on the group paper and also memorize it
  1. Go to one of the computers with a microphone and tuning fork. For future reference, whenever we take data using the computer and the LabPros (little greenish boxes), we will use a program called LoggerPro.
  2. One of you should hold the microphone, one should operate the tuning fork while another gets ready to press the Collect button. Timing is important here. Tap (that means rather lightly) the tuning fork on the green thing, hold it up to the microphone and press the collect button. You should see a graph that is recognizably a sound wave. You may have to repeat the procedure especially if it is noisy in the room. Make a reasonable facsimile of the graph you create.
  3. Next repeat the procedure, but this time replace the tuning fork with someone attempting to sing the same pitch. Again, make a reasonable facsimile of the graph you create. (That means a scale, title, labels and units on the axis)
  4. Now calculate the frequency of the tuning fork wave using the top sine graph. Find one wavelength (ie crest to crest). Highlight this wave and notice the time in seconds for the section at the bottom of the graph. Using your calculator take 1/ this number and record it. The units are called Hz. How does this compare to the frequency labeled on the tuning fork?
  1. Come to my desk and introduce yourselves. (If I am occupied, go on and come back to this item a bit later). The time-honored way of introducing yourselves is to say, “Hello Mr. ______, my name is (first) (last)”. I’ll shake your hand and welcome you. I’ll probably have you repeat your name and then I’ll mark my attendance and give you the code for Google Classroom.
  2. Go get a computer. Record on your paper which one you used. Log on and go to my web site:

Answer the following questions: How many kids do I have? How long have I been teaching? What periods am I off? What is your user name for the online textbook? Besides the textbook and your assignments, what else can be found under the physics tab?

  1. Register for Google Classroom using the code I gave you.
  2. Register for Remind if you would like text messages about assignments being due. I would only send them out for big assignments like tests and lab reports. The class code is: or text @mrjmegto the number81010
  3. Shut down and return the laptop to the appropriate location and make sure it is plugged in.
  1. Where in the room is a pencil sharpener? Describe its location using a bearing (a direction using an angle) and a range (a distance in feet) relative to the center of the Smart Board.
  1. Find the rather large horseshoe magnet. Go play with the magnet and the items located in a box near it.
  2. Some of the items near the magnet do not “stick” to the magnet. Offer a short explanation.
  3. Attach the hook of the force probe (spring scale) to the magnet. Watch the force values as you slowly pull the scale away. How much force does it take to remove the force probe?
  1. Find the Van deGraaf generator (a silver ball on a blue base). Turn it on for two seconds and then turn it off. Reach out with your hand and touch the ball. Describe what happened. Estimate how much voltage you experienced. Each inch of a spark represents 50,000 volts!
  1. A light year is a long distance. Find “something” in the room that is about 2x106 light years away.
  2. What is the “something”?
  3. What is a light year? Can you calculate this distance? Light travels at 3x108 m/s, and a year is 365.25 days.
  1. Let’s say you needed to borrow a conveniently sized straight edge (one much shorter than a meter stick).
  2. Where would you go to find one? (Hint: supplies are easy to find, no opening of anything is needed to find them)
  3. List at least two other things you could borrow from me (also in easy place to find)
  4. Go toone of the computers with a force plate (a black box that looks like a bathroom scale without a display). Again, for future reference, whenever we take data using the computer and the LabPros (little greenish boxes), we will use a program called LoggerPro. Place the force plate on the floor. Zero the EMPTY force plate by clicking the Ǿ icon near the upper right next to the Collect button.Each of you should do each of the following steps:
  5. Standstill on the force plate while another person presses the Collect button. Record your weight in the SI (or Systeme’ de Internationale) units of Newtons. Record your weight in Newtonsand memorize it. Put in your lab book under height entry.
  6. At this point (resting on the plate) there are two forces acting upon you. What are they?
  7. READ this step completely BEFORE you do it! While standing still on the force plate, press the Collect button and then jump up and off of the force plate onto the floor. Jump off as hard as you can but DO NOT land back on the plate! Record the maximum apparent weight while jumping (value of highest peak).
  8. Twice your resting weight would be a 2-g acceleration; three times that weight would be a 3-g acceleration; etc. Calculate the number of “g’s” you jumped with and record that on your paper. Return the force plate to the counter.

Record the number of g’s that you were able to obtain in your lab book too.

After reading this, make a data table to record data for your whole group!

  1. Go stand in the corner such that you can see your reflection in all three small mirrors. (maybe not all at the same time!)
  2. List the similarities as well as the differences you see in the three images? (upright, flipped left right, relative size)
  3. Now move closer and closer to the concave mirror (like looking into a cave) until your nose is nearly touching the surface. What happens to your image as you moved closer to a concave mirror (list at least two things)? (upright, flipped left right, relative size)
  4. Make a drawing which explains what is happening to the incident (incoming) and the reflected light to create this image.
  1. Locate the galvanometer and induction coil (box with needle attached to a copper wire coil). Take the stack of magnets and quickly plunge the magnet into the hollow cylinder of the induction coil. Observe how this affects the needle on the galvanometer. What happens to the needle when the magnet moves down? Up? The needle moves when electrons flow through a circuit. Attempt to come up with a single statement that predicts how the direction of the current affects thedirection of the magnetic field
  1. Go find the big red timer box. Have one member of your group close their eyes and attempt to guess how long 30 seconds is while another member uses the timer to actually time the closed-eyed persons guess.
  2. How far were they off in seconds?
  3. How far off were they as a percent error? If you can’t figure out the math on this, ask around until you come up with the correct method. Show your math here. Memorize this formula!
  4. Why are you so far off? How does your guess compare to others in the class?
  1. Find the rollingequipment cart that has a clear, liquid-filled, inverted jar on top of it containing an invertedpendulum inside. (Don’t you just love adjectives?)
  2. Predict what will happen to the pendulum bob (ball) if you were to push the cart away from you.
  3. Carefully push the cart away from you briefly but sharply and record what direction the pendulum bob travels while you are accelerating the cart.
  4. Repeat if necessary. Suggest a reason why the bob behaved this way.
  1. How many tigers are visible in room B210? Record the number of tiger you found and an answer to the very important science question HDYK? (which stands for “How Do You Know?”)
  1. Find the solar panel that is hooked up to Logger Pro. At this station you will design an experiment that measures the voltage output of a solar panel (the dependent variable) as you change an independent variable of your choosing. Use lamp as your light source. (be careful not to put the lamp too close to the panel) Turn all the classroom lights off as you start to collect data. Turn them back on when you are done. Make sure to manipulate only one variable and gather enough data to comment on any trends that arise between the independent and dependent variable. Carefully control all other variables.

Next, come hand in this unmarked question page (next to the basket) as well as your lab groups very marked response paper (into the basket) on the front table.