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True False All of the pucks feel a force to the right. True D. False The puck in C feels a greater force
to the right than the puck in True False The puck in E feels a force to the right that is four times
greater than that felt by the puck in B. Short questions should guide students about which ideas to
focus on, not tell students how they should go about doing things in the sim. The direct download
link has been scanned by our antiviruses and has been found 100% clean. Which direction do electric
field lines point for positive charges Away from the charge 2. This is a continuation of the activity
and we need to find the resultant E vector at each point. PhET can also be used to prepare students
for a laboratory activity -- see our recommendation on using PhET in a lab setting. The impact of
these demonstrations is greatly increased when students are given the opportunity to interact with
the simulations. Share to Twitter Share to Facebook Share to Pinterest. The questions from these
answers are found on activphysics. This is an illustration from an extended charge distribution. This
is a clone of the popular simulation of the same name marketed by Physics Academic Software and
written by Prof. Ruth. At the University of Colorado, we have used a combination of conceptual
multiple choice, true-false, and numeric answer questions. Which one of the above charge
distributions would be a helpful guide in thinking about the electrostatic forces in the following
scenarios. This situation doesn’t preclude the use of simulations, but does require being creative with
homework questions. This will familiarize students with the controls, and let them focus on your
questions rather than understanding the simulation. ( Podolefsky, Rehn, and Perkins 2013 ).
Eliminating any explicit instructions on how to use the simulation often helps to keep the questions
concise. For example, in a simulation exploring color vision, have them relate the ideas in the
simulation to how a color television works. The editors will have a look at it as soon as possible.
Plus, when students to record responses to open-ended questions in tables, it’s easy for graders to
quickly see if students are getting the key ideas. The questions avoids telling students how to
complete each challenge, which include qualitative conceptual investigation, and collecting data and
examining relationships. Overly detailed directions typically result in students limiting their
exploration of the simulation, and focusing on the instructions rather than on understanding what
they see. ( Chamberlain et al. 2014; Adams, Paulson, and Wieman 2008 ) To help students explore,
consider starting your homework question with the instructions to explore the simulation first, to see
what it can do. These values are for the electric field vector from two point charges activity. These
values are for the electric field vector from two point charges activity. This is because PhET
simulations are designed to help students explore cause-and-effect relationships and make sense of
what they see. You can also incorporate sim images and representations into the questions
themselves. These four statements are ideas related to experiments found in the notes. This is the
integral and solution to solve for E by relating the magnitude of the electric field. This is the integral
and solution to solve for E by relating the magnitude of the electric field. This is the solution to find
the size of the electric field 3.80 mm above the origin. Thus, PhET is ideal for use in homework, and
homework using PhET can use minimal directions, due to the implicit guidance in the sims. You can
find example homework problems on the PhET website, under each simulation page, and on our
Teaching Resources page.
This is the integral and solution to solve for E by relating the magnitude of the electric field. Overly
detailed directions typically result in students limiting their exploration of the simulation, and
focusing on the instructions rather than on understanding what they see. ( Chamberlain et al. 2014;
Adams, Paulson, and Wieman 2008 ) To help students explore, consider starting your homework
question with the instructions to explore the simulation first, to see what it can do. Students learn
more when they can see that science is relevant to their everyday life. This is a continuation of the
activity and we need to find the resultant E vector at each point. True False All of the pucks feel a
force to the right. True D. False The puck in C feels a greater force to the right than the puck in True
False The puck in E feels a force to the right that is four times greater than that felt by the puck in B.
This can be done in two main ways: In class or lab environment, or on their own in homework
problems. This page discusses the use of PhET in homework. The direct download link has been
scanned by our antiviruses and has been found 100% clean. It’s best to include at least a few short
essay questions which require students to explain their reasoning. This is an illustration from an
extended charge distribution. Did the (positively charged) puck always move in the same direction
as the field lines it was passing over NO. The questions from these answers are found on
activphysics. This will familiarize students with the controls, and let them focus on your questions
rather than understanding the simulation. ( Podolefsky, Rehn, and Perkins 2013 ). These values are
the given and the results for the extended charge distribution activity. Keep conceptual questions
focused on the simulation, to encourage students to view the sim as a useful resource. Thus, PhET is
ideal for use in homework, and homework using PhET can use minimal directions, due to the
implicit guidance in the sims. You can find example homework problems on the PhET website, under
each simulation page, and on our Teaching Resources page. The impact of these demonstrations is
greatly increased when students are given the opportunity to interact with the simulations. For
example, in a simulation exploring color vision, have them relate the ideas in the simulation to how a
color television works. Challenge prompts encourage students to engage with the sim and explore
ideas more deeply. ( Chamberlain et al. 2014; Adams, Paulson, and Wieman 2008 ) To come up with
such challenges, sit down and play with the simulation yourself, to see what it can do. This is the
integral and solution to solve for E by relating the magnitude of the electric field. Share to Twitter
Share to Facebook Share to Pinterest. This situation doesn’t preclude the use of simulations, but does
require being creative with homework questions. The questions avoids telling students how to
complete each challenge, which include qualitative conceptual investigation, and collecting data and
examining relationships. It may help to use the Electric Field Hockey Simulation to consider these
arrangements, but notice that here the puck has a negative charge (!) You can CHANGE the charge
on the puck in the simulation by checking the box at the bottom. Eliminating any explicit instructions
on how to use the simulation often helps to keep the questions concise. To support this effort, please
update your profile! Thank you, for helping us keep this platform clean. These four statements are
ideas related to experiments found in the notes. This is a clone of the popular simulation of the same
name marketed by Physics Academic Software and written by Prof. Ruth. Student exploration can
then be used as a foundation for discussion in class -- as in Just in Time Teaching, especially when
PhET is used within the lecture itself.
This is the solution to find the size of the electric field 3.80 mm above the origin. You can find it in
the Education category, specifically Science. HOCKEY.EXE is the most popular installer of the
software. This is a continuation of the activity and we need to find the resultant E vector at each
point. Make the game harder by placing walls in front of the goal. The editors will have a look at it
as soon as possible. Thank you, for helping us keep this platform clean. Save extension questions,
that reference examples or values from outside of the simulation, for the end of the assignment.
Which one of the above charge distributions would be a helpful guide in thinking about the
electrostatic forces in the following scenarios. Overly detailed directions typically result in students
limiting their exploration of the simulation, and focusing on the instructions rather than on
understanding what they see. ( Chamberlain et al. 2014; Adams, Paulson, and Wieman 2008 ) To
help students explore, consider starting your homework question with the instructions to explore the
simulation first, to see what it can do. To support this effort, please update your profile! This is a
clone of the popular simulation of the same name marketed by Physics Academic Software and
written by Prof. Ruth. This is the integral and solution to solve for E by relating the magnitude of the
electric field. The direct download link has been scanned by our antiviruses and has been found
100% clean. The questions from these answers are found on activphysics. These values are the given
and the results for the extended charge distribution activity. This is the solution to find the size of
the electric field 3.80 mm above the origin. Challenge prompts encourage students to engage with
the sim and explore ideas more deeply. ( Chamberlain et al. 2014; Adams, Paulson, and Wieman
2008 ) To come up with such challenges, sit down and play with the simulation yourself, to see what
it can do. Thus, PhET is ideal for use in homework, and homework using PhET can use minimal
directions, due to the implicit guidance in the sims. You can find example homework problems on the
PhET website, under each simulation page, and on our Teaching Resources page. The questions from
these answers are found on activphysics. When thinking about these arrangements, you should be
sure you understand how Coulomb’s Law works to tell you how the force the puck feels under each
of the circumstances will differ. That just indicates acceleration: it can be going in one direction and
accelerating in another. 5. What happened (or would happen) if you changed the charge of the puck
from positive to negative The direction of its acceleration would change to the opposite of the
positive puck's. 6. What happened when you increased the mass of the puck Was more difficult to
move—slower acceleration. This is an illustration from an extended charge distribution. At the
University of Colorado, we have used a combination of conceptual multiple choice, true-false, and
numeric answer questions. The questions avoids telling students how to complete each challenge,
which include qualitative conceptual investigation, and collecting data and examining relationships.
Please add a comment explaining the reasoning behind your vote. Keep conceptual questions
focused on the simulation, to encourage students to view the sim as a useful resource. This is
because PhET simulations are designed to help students explore cause-and-effect relationships and
make sense of what they see. University of Colorado, Department of Physics provides this program
for free. To accomplish this, simulations are designed to cue students to explore productively by
using implicit guidance; i.e., the choice of controls, visual representations, and immediate feedback
provided by visual changes as students explore ( Paul, Podolefsky, and Perkins 2012; Podolefsky,
Moore, and Perkins 2014; Moore, Herzog, and Perkins 2013 ). Thank you, for helping us keep this
platform clean.