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Loeblein Physics Clicker Questions2013
Loeblein Physics Clicker Questions2013
• HS Course Sequence
• Gas Properties and States of Matter 141-150
• The Moving Man 3-21 • Waves on a String 151-166
• Calculus Grapher 22-32 • Fourier 167-168
• Vector Addition 33-40 • Sound 169-187
• Projectile 41-51 • Wave Interference 188-196
• Forces & Motion 56-63 • Resonance 197-202
• • Geometric Optics 203-214
Ramp-Force&Motion 64-70 • Faraday Law- magnets and induction
• Maze Game 71-75 215-224
• Energy Skate Park 76-103 • Electric Field hockey & Charges and Fields
• Masses and Springs 104-111 225-234
• Pendulum 112-119 • Balloons/Static Electricity & Travoltage
• 235-243
Gravity and Orbits 120-123
• Density 244-252
• Ladybug Motion 2D 124-132 • Balloons and Buoyancy 253-265
• Lady Bug Revolution 133-140 • Under Pressure (Fluid Pressure Flow – Pressur
tab) 266-275
• Circuit Construction Kit 276-296
Plans for using PhET simulation activities in Loeblein’s College Physics
IC In Class Activity; CQ clicker questions; HW homework ; Demo: teacher centered group discussion
Semester 1 Semester 2
Unit 1: Introduction to Motion: Unit 1: Heat and Thermodynamics
Moving Man IC/CQ Friction: Demo
Calculus Grapher HW/CQ States of matter: IC/CQ
Unit 2: More on motion and Measurement Unit 2: Waves: Introduction to light and sound
Vector Addition IC/CQ Waves on a String: IC/CQ
Projectile motion IC/CQ Fourier-Making Waves: Three activities IC/CQ/HW
Unit 3: Forces and the Laws of Motion Sound: IC/CQ
Publishing skills: curve fit, drawing, tables Wave Interference: IC/CQ
Forces and Motion: Two activities IC/CQ Resonance: IC/CQ
Ramp- Force and Motion: Two activities IC/CQ Bending Light: IC
Maze Game: HW/CQ Geometric optics: IC/CQ
Curve Fitting: HW Unit 3: Electric and Magnetic Forces and Fields
Unit 4: Work, Energy, Momentum and Faraday’s Electromagnet Lab: IC/CQ
Collisions Electric Field Hockey with Charges and Fields: IC/CQ
Energy Skate Park: Four activities IC/CQ Balloons and Static Electricity John Travoltage: Demo / CQ
Masses and Springs: IC/CQ Gravity and Orbits: CQ
Collision: HW Unit 4: Fluid Mechanics, Semester Projects
Unit 5: Circular Motion and Semester Project Density: IC/CQ
Pendulum: HW/CQ Buoyancy: IC
Gravity Force Lab: IC/CQ Balloons and Buoyancy: IC/CQ
Pendulum: HW Under Pressure: IC/HW/CQ
Ladybug 2D: HW/CQ Estimation: HW
Ladybug Revolution: HW/CQ Unit 5: Current, Resistance, Circuits, and Circuit
Masses and Springs: HW Elements
Balancing Act: (no activity yet) Charges and Fields: Demo
Capacitor Lab: HW
Circuit Construction Kit: Three activities IC/CQ
The Moving Man
Activity
Trish Loeblein phet.colorado.edu
A. True
B. False
12. If the speed is increasing, the
acceleration must be positive.
A. True
B. False
Notes from Perkins’ homework
phet.colorado.edu
1. A car started from a stoplight, then sped up to a
constant speed. This function graph describes his..
A.Position
B. Velocity
C. Acceleration
Use Moving man to show this: I set the acceleration at about 3
then paused the sim by the time the man got to the 4 spot, then I
changed the acceleration to 0. If you have Moving man open with
this type of scenario, you can use the grey bar to show that the
speed was zero increasing and then constant.
2. To find out how far he
traveled, you would use
A.Integral
B.Function
C.Derivative
Use Moving Man Replay to show Position is found by
the integral curve
C
Pedestal Linear Parabola
F(x)
A B C D No way
to tell
Max value
Use integral to
tell that the
parabolic one
traveled
farthest
Vector addition
Activity
Learning Goals: Students will be able to
•Explain vector representations in their own
words
•Convert between the of angular form of
vectors and the component form
Add vectors.
Trish Loeblein phet.colorado.edu
1. For one hour, you travel east in your car
covering 100 km .Then travel south 100 km in
2 hours. You would tell your friends that your
average speed was
A. 47 km/hr
B. 67 km/hr
C. 75 km/hr
D. 141 km/hr
E. 200 km/hr
2. For one hour, you travel east in your car
covering 100 km .Then travel south 100
km in 2 hours. You would tell your friends
that your average velocity was
A. 47 km/hr
B. 67 km/hr
C. 75 km/hr
D. 141 km/hr
E. 200 km/hr
3. You have already traveled east in your car 100 km
in 1 hr and then south 100 km in 2 hrs. To get back
home, you then drive west 100 km for 3 hours and
then go north 100 km in 4 hours. You would say
your average velocity for the total trip was
A. 20 km/hr
B. 40 km/hr
C. 60 km/hr
D. 100 km/hr
E. None of the above
4. You fly east in an airplane for 100 km. You then
turn left 60 degrees and travel 200 km. How far
east of the starting point are you? (approximately)
A.100 km
B. 150 km
C. 200 km
D.300 km
E. none of the above
5. You fly east in an airplane for 100 km. You then
turn left 60 degrees and fly 200 km. How far
north of the starting point are you? (approximately)
A.100 km
B. 130 km
C. 170 km
D.200 km
E. none of the above
6. You fly east in an airplane for 100 km. You
then turn left 60 degrees and fly 200 km. How
far from the starting point are you? (approximately)
A.170 km
B. 200 km
C. 260 km
D.300 km
E. 370 km
7. You fly east in an airplane for 100 km. You
then turn left 60 degrees and fly 200 km. In
what direction are you from the starting
point?
A. South of west
B. Directly southwest
C. Directly northeast
D. North of east
E. None of the above
Projectile Motion
Activity
Trish Loeblein
June 08
phet.colorado.edu
Learning Goals
• Predict how varying initial conditions
effect a projectile path
A B C They will
go the same
distance
2. Which will be in the air longer?
A B C same time
in air
3. Which car will go higher?
A B C They will
go the same
height
(angle
only
variatio
n)
A B C They will go
same distance
5. Which will go farther?
A B C They will go
same distance
6. Which will go higher?
A B C They will go
same height
7. Which will go farther?
A B C They will go
same distance
Results 4-7 Small vs large object
Red paths have air resistance
Without air resistance no difference
Learning Goals:
• Students will be able to:
• Use free body diagrams to draw position, velocity,
acceleration and force graphs and vice versa
• Explain how the graphs relate to one another.
• Given a scenario or a graph, sketch all four graphs
1. A car is traveling along a
road. Its acceleration is recorded
as a function of time.
acceleration
time
1. Which Total force-time graph
would best match the scenario?
A B C
f f f
o o o
r r r
c c c
e e e
A B C
3. A car is traveling along a
road. Its velocity is recorded
as a function of time.
3. Which would be the
Total force-time graph?
A B C
f f f
o o o
r r r
c c c
e e e
A B C no way to tell
4. Which diagram could
show a box of books being
lifted straight up?
A B C D
E no way to tell
5. Which would require less
pushing force?
A B
C no way to tell
6.It could be easier to push on the
20º ramp, because
A. The friction force is
less
B. The cabinet weighs
less
C. It is easier to plant
your feet
Maze Game
Activity1
Learning Goals: Students will be able to
• Maneuver through the maze controlling
position, velocity, or acceleration.
In activity, but not covered in clicker questions:
• Explain game strategies using physics
principles.
A B C
2. Which best
describes how the
red ball will
move?
A. Up the page
B. Down the page
C. Toward the Finish
D. Away from the Finish
E. No way to predict
3. Which best
describes how the
red ball will move?
A. Up the page
B. Down the page
C. Toward the
Finish
D. Away from the
Finish
E. No way to predict
4. If you made the ball up down the
page with this velocity vector, and
the changed the acceleration to this
vector, what would the ball do?
A. Change direction and
go down the page
immediately
B. Go up the page faster
C. Go up the page slower
Energy Skate Park activities 1-4
I have written a series of activities and here are the learning goals for all four. Each activity can be downloaded
from the Teaching Ideas section of the PhET website.
C
D
E
2. The bar graph shows the
energy of the Skater, where
could she be on the track?
C
D
E
3. The pie graph shows the energy of the
Skater, where could she be on the track?
KE
A
C
D
E
PE
4. If the ball is at point 4, which chart
could represent the ball’s energy?
PE KE
A. 1 3
B. 4
C. 2
D.
5. If a heavier ball is at point 4, how
would the pie chart change? KE
A.No changes
PE
B.The pie would be 1 3
larger
C.The PE part would 4
be larger
2
A. Up
B. Down
At 4 Next step
C. not enough info
7. The Energy chart of a
boy skating looks like this
How would you describe his speed?
A. He is at his maximum speed
B. He is stopped
C. He is going his average speed
D. He is going slow
E. He is going fast
8. The Energy chart of a
boy skating looks like this
How would you describe his speed?
A. He is at his maximum speed
B. He is stopped
C. He is going his average speed
D. He is going slow
E. He is going fast
9. Select a letter for each:
stopped, slow and fast
A B C
10. Sketch this energy Energy vs Position
position graph. Label where PE KE
the 5 spots, A-E, could be
phet.colorado.edu
1. What will the speed of the
75kg Skater be at 2 seconds?
Total =2918 J
KE=509 J
PE=2408 J
PE = 0 at dotted line
Comments about #3. I would show the slide, have the students make a
drawing and then show the options on the next slide.
PE 1365
h 2.3m
mg 60 * 9.81
6.5 uses Total E, 4.2 uses KE, 1.9 uses mass of 75,
3. Draw what you think the energy
graph look like at 10 seconds.
3. The energy A
graph at 10 s:
10
Comments and answer to 3: I used the double well roller
coaster again with a ball at 18 kg for #3 and #4
4. What might the
ball be doing at 5
seconds?
A. Going left to right at
the lower dip
B. Going right to left at
the lower dip
C. Going left to right at
the higher dip
D. Going right to left at
the higher dip
PE KE
Answer to 4
Masses and Springs:
Conservation of Energy
Activity
Learning Goals: Students will be able to explain the
Conservation of Mechanical Energy concept using kinetic,
elastic potential, and gravitational potential energy.
energy. h
3. As any object free falls, the
gravitational potential energy
A. vanishes
B. is immediately converted to
kinetic energy
C. is converted into kinetic energy
gradually until it reaches the
ground
A spring is hanging from a fixed wire as in the first picture on
the left. Then a mass is hung on the spring and allowed to
oscillate freely (with no friction present). Answers A-D show
different positions of the mass as it was oscillating.
A. They stop at
the same time
B. 1 stops first
C. 2 stops first
5. Which has the
shortest period?
phet.colorado.edu
If our sun were twice as massive, how might
the earth movement change?
B.
C.
Use the simulation to show the path of the
moon and the resulting vectors.
Remember that
the placement
of vectors in
space is
arbitrary. The
point (0,0) can
be anywhere.
Ladybug Motion 2D
Activity
Learning Goals: Students will be able to
draw motion vectors (position, velocity,
or acceleration) for an object is moving
while turning.
Open Ladybug Motion 2D and Ladybug Revolution before
starting the questions.
phet.colorado.edu
1. What could the position and velocity
vectors look like?
A.
B.
C.
D.
You could run the sim and discuss that in this situation the bug is traveling
clockwise as opposed to counter clockwise in the sim. The velocity vector
could be a different length depending on speed, but that the direction is
correct.
2. What could the acceleration and velocity
vectors look like?
A.
B.
C.
D.
You could run the sim and discuss that in this situation the bug is
traveling clockwise and that speed affects both velocity and
acceleration vector length, but that the direction is correct .
3. What could the position & acceleration
vectors look like?
A.
B.
C.
D.
The acceleration would not be radial or the path would
be circular. This is very difficult to see in the sim.
4. If you had two bugs moving in circles like
this, what could the velocity vectors at
point X vs point Y look like?
X Y X
A
B Y
C
D Any of the above
E None of the above are
possible
X
2. Describe how the bug’s position on the turntable affects these variables.
A C
Beginning
of test
End of test
A: acceleration vector
always points radially
for constant speed
2. A bug is on a platform spinning clockwise
& speeding up. Which best shows the bug’s
acceleration direction at this spot?
C
B
E
D
Answer to previous slide
B: If the acceleration is
constant and increasing,
the vector will be not
radial, but off to the same
side of the radius as the
velocity vector.
CRT rot 1 answer explanation 1
Understanding KMT using Gas Properties and
States of Matter
Activity
A B C
Which is most likely liquid water?
A B C
To show vibration
• http://chemeddl.org/collections/molecules/i
ndex.php
• Check Spin Molecule to see 3D rotation
• Show vibration under Normal modes of
vibration (toggle down to see bond length
changing)
KMT summary:
D E
Rest of question
B
After interacting
Adapted from CQ from Pollock University of Colorado
A periodic wave is made to travel from a thick string
into a thin string held at the same tension.
Wave refraction
Fourier: Making WavesActivity
1 Wave Representation Learning Goals:
Students will be able to think about waves as a function of time, space or
space-time and explain why waves might be represented in these different
ways.
x
C
D
Sound
Activity
I used questions 1-8 with the sound activity
and the rest on the next day.
Learning Goals: Students will be able to
• Explain how different sounds are
modeled, described, and produced.
Design ways to determine the speed,
frequency, period and wavelength of a
sound wave model.
A. 300 m/s
B. 330 m/s
C. 0.0030 m/s
D. 66 m/s
3. What is the frequency of the
sound waves shown here?
A. 0.0037 hz
B. 66 hz
C. 260 hz
D. 300 hz
E. 330 hz
4. What is the period of the sound
waves shown here?
A. 0.0151 s
B. 0.0037 s
C. 260 s
D. 300 s
E. 330 s
5. What is the wavelength of the
sound waves shown here?
A. 5 m
B. 1.3 m
C. 1 m
D. 0.71 m
E. 300 m
6. If your lab partner moved the
frequency slider to the left so that
it changed from 500 to 250
the period would be
A. twice as big
B. 1/2 as big
C. Stays the same
D. 1/4 times as big
E. Not enough information to decide
7. If you moved the slider to the
far right, doubling the amplitude,
the period would be…
A. twice as big
B. 1/2 as big
C. Stays the same
D. 1/4 times as big
E. Not enough information to decide
Sound waves traveling out
C E none of these
D
B
C E none of these
D
B
1 2 time (sec)
A.1 sec
B. 2 sec
C. 1 m/s
D. 2 m/s
E.Not enough information
14 Looking at that same wave,
what is its speed?
1 2 Time (sec)
A.1/2 m/s
B.2 m/s
C.5 m/s
D.20 m/s
E.Not enough information
CT 2.1.10
Time (sec)
1
A) 1 m/s
B) just under 7 m/s
C) 10 m/s
D) 15 m/s
E) None of the above/not enough info/not sure
16 What is the period of this wave?
Amp
time
t1 t2 t3 t4
a) t1 0
b) t2
c) t2-t1
d) t3-t1
e) None of the above
17 Which one of the following is most likely to
be impossible?
A. True B. False
Wave Interference Activity is a demo that
uses three simulations: Waves on a String,
Wave Interference, and Sound.
Trish Loeblein phet.colorado.edu
B.
Fixed end
c.
D.
2. What will this wave look like
after it reflects?
A.
Loose end B.
c.
D.
Draw what you think this wave will
look like after reflecting off the barrier.
3. Which one is the reflection pattern?
A) 1 B) 2 C) Same frequency
2. Which system will have the
lower resonany frequency?
A) 1 B) 2 C) Same frequency.
3. Which system will have the
lower resonance frequency?
A) 1 B) 2 C) Same frequency.
4. Which best describes how the
motion of the masses vary?
A. Less driver amplitude
results in greater max height
& faster oscillation Mass (kg) 3.0 3.0
B. More driver amplitude Spring 400 400
results in greater max height constant
& faster oscillation (N/m)
C.Less driver amplitude results Driver 0.5 1.5
in greater max height Amplitud
D.More driver amplitude results e (cm)
in greater max height
4. If the frequency f of the driver is not the
same as the resonant frequency, which
statement is most accurate?
A. Same size
B. Smaller
C. Larger
D. Same size
E. Smaller
Simulation results
Where will the image appear if
the lens were concave?
A. On the left, at
the zero mark.
B. On the left, at
the 67 mark.
C. On the left, at
the 33 mark.
D. On the right, at
the 200 mark.
How will the image look?
A. Same size
B. Smaller
C. Larger
D. Same size
E. Smaller
If the lens is made fatter in the
middle, how will the image change?
A. Larger, further
away
B. Smaller, further
away
C. Larger, closer
D. Smaller, closer
Answer: closer and smaller
If you replace the lens with a
mirror, the image will be
A. Same size
B. Smaller
C. Larger
D. Same size
E. Smaller
If you move the arrow towards
the mirror, the image will be
A. Same size
B. Smaller
C. Larger
D. Same size
E. Smaller
If the lens had a lower index of
refraction, the image be
A. Same size
B. Smaller
C. Larger
D. Same size
E. Smaller
answer
Faraday’s Electromagnet Lab
by Trish Loeblein May 10, 2010
phet.colorado.edu
1.Which compass shows the correct
direction of the magnet field at point A?
A. A
B.
C.
D.
2.Which compass shows the correct
direction of the magnet field at point A?
A.
B.
C. A
D.
3.Which compass shows the correct
direction of the magnet field at point A?
A.
B.
C. A
D.
4.What will happen if
you switch the battery so
that the positive end is
on the right?
A. The electrons will go faster
B.The electrons will go the slower
C.The compass will switch
directions
D.The electrons will go the other
direction
E.Two of the above.
5.What would you expect the light to do if
you change the coils from 2 to 3 and you
move the magnet the same speed?
B - - - - - -
C - - - - - -
A - Color-code
- - - - - force from each
charge.
a. clump together.
b. spread out uniformly across box.
c. make a layer on walls.
d. do something else.
+ +
Negatively Neutral
charged wall
balloon
2. What do you think will happen when the balloon is moved closer to the wall?
Negatively Negatively
charged charged
balloon balloon
3. What do you think the balloons will do?
A. The balloons will move towards
each other
A.5L
B.105 L
C.Depends on block shape
D.Not enough information
2. You put in a pool with 100
L of water. Then you drop an
wood block in and the
volume rises to 102 L. What
is the volume of the block?
A.5L
B.105 L
C.Depends on block shape
D.Not enough information
3. Two different blocks,
both with a mass of 5 kg
have different volumes.
How is it possible?
A. One is more dense
B. They are made of the same
material
C. They are made of different
material
D. More than one of these
E. None of the above
4. Two different blocks,
both with a volume of
3.38L have different mass.
What would be a good
explanation?
A.
B.
C.
D.
E.
7. What is the mass of the block if
it has a density of 0.86?
A. 5.0 kg
B. 91 kg
C. 0.15 kg
D. 6. kg
Balloons and Buoyancy
Activity
Learning Goals: Students will be able on a
molecular level to
1. Explain why a rigid sphere would float or
sink.
2. Determine what causes helium balloon to rise
up or fall down in the box.
3. Describe the differences between the hot air
balloon, rigid sphere, and helium balloon.
4. Explain why a hot air balloon has a heater.
Discussion question
Under Pressure (also
Fluid Pressure Flow- Pressure tab)
Activity by Trish Loeblein June 2012
Learning goals:
Students will be able to
1. Investigate how pressure changes in air
and water.
2. Discover how you can change pressure.
3. Predict pressure in a variety of situations
phet.colorado.edu
1. Order from lowest to highest
pressure.
A. A<B<C
B. C<B<A
C. all are equal
2. Look at the markers. Order
X
from lowest to highest pressure.
A. Y<Z<X
B. Y<X<Z Y
C. Z<X<Y
D. X<Z<Y
E. two are Z
equal
3. What will happen to the pressure if
more water is added?
A. increase
B. decrease
C. stay the same
4. What will happen to the pressure if
more water is added while the same
amount is removed?
A. increase
B. decrease
C. stay the same
5. What will happen to the pressure
if the fluid were changed to honey?
A. increase
B. decrease
C. stay the same
6. If the 250 kg mass
was put on the water
column, what will
A. increase
happen to the B. decrease
pressure? C. stay the same
7. If the only change
was to remove the air
pressure , what will
happen to the
pressure?
A B
A. Look brighter
B. Look less bright
C. There will no change in
brightness
Resistors in Series and Parallel
Circuits
1. Learning Goals: Students will be able to
2. Discuss basic electricity relationships in series and parallel circuits
3. Analyze the differences between real circuits and the simulated ones
4. Build circuits from schematic drawings
5. Use a multi-meter to take readings in circuits.
6. Provide reasoning to explain the measurements in circuits.
A B
2. Which resistor will
have the greatest current?
A. 50
B.10
C.They have the
same current
3. Which resistor will
have the greatest current?
A. 50
B.10
C.They have the
same voltage
6. Which resistor will
have the greatest voltage?
A. 50
B.10
C.They have the
same voltage
7. Which resistor will
have the greatest current?
A. 50
B.10
C.They have the
same current
8. Which resistor will
have the greatest voltage?
A. 6.4
B. 21
C. 38
D. 75
13. What is the total
resistance in this circuit?
A. 6.4
B. 21
C. 38
D. 75