The simulation shows five different motions in which objects experience constant acceleration, starting from rest. Although each motion is different, the underlying physics is the same. What features of the simulation reinforce the idea that the physics is the same?
Physics to Go is a collection of websites where you can learn physics on your own, through games, webcasts, and online exhibits and activities. Also included are physics on the road programs, which bring demonstration shows, and in some cases hands-on activities, to you, the audience. To find the resources you want, you can browse the collection and search our database by content topic, resource type, and grade level.
We encourage your involvement in Physics To Go. Once you have registered and signed in, which requires only a username and password, you can build a personal collection, share your comments about resources already in the comPADRE collection, and suggest resources for us to add.
Physics To Go is produced by the American Physical Society (APS). It is a part of comPADRE, the online collection of resources in physics and astronomy education, which itself is a part of the National Science Foundation-funded National Science Digital Library (NSDL).
Physical Review Physics Education Research (PRPER) is a peer-reviewed online open-access journal sponsored by the American Physical Society (APS), the American Association of Physics Teachers (AAPT) and the APS Forum on Education. The articles are published by the American Physical Society under the terms of the Creative Commons Attribution 3.0 License.
The journal covers the full range of experimental and theoretical research related to the teaching and/or learning of physics. PRPER is distributed without charge and financed by publication charges to the authors or to the authors' institutions. The criteria for acceptance of articles include the high scholarly and technical standards of our other Physical Review journals. Authors may submit review articles, replication studies, and descriptions of the development and use of new assessment tools. Presentations of research techniques and methodology comparisons/critiques will be considered.
In the first video segment, we describe the fundamental postulate of statistical mechanics. The direct product notation we introduce in the second segment helps us to discuss the states available to a collection of many parts, which helps us, in turn, to derive the Boltzmann factor in the third segment. The fourth video segment explains how the Boltzmann factor helps us to calculate average properties for systems in thermal contact with large baths and introduces entropy (Greek letter sigma), free energy (F), and the partition function (Z).
Biological systems (e.g. cells) can make stochastic transitions between phenotypes (e.g. states of relatively increased or decreased drug resistance). This means that an initially drug-sensitive population can generate relatively drug-resistant subpopulations. This video presents a metronomogram, which is a tool for understanding whether such stochastic transitions can provide an opportunity for therapeutic treatment. Citation: Liao D, Estevez-Salmeron L, and Tlsty TD (2012) "Conceptualizing a tool to optimize therapy based on dynamic heterogeneity," Phys. Biol. 9:065005.
These thoroughly illustrated sheets make use of multiple representations and can be used for unit-end summaries in inquiry-based/modeling-style courses as well as for direct instruction in didactic courses.
Calculus-Based Physics is an introductory physics textbook designed for use in the two-semester introductory physics course typically taken by science and engineering students.
This is a custom textbook for Physics 1207 Introductory General Physics II at Douglas College. This is the second semester of a non-calculus based course intended primarily for life science majors. It focuses on electricity, magnetism, optics and modern physics. This textbook is based on Open Stax College Physics.
Douglas College custom textbook for first year college physics. Physics 1107 based on Open Stax College Physics. Algebra based, designed primarily for biology and earth science majors.
This is a Physical Education resource to be used to expand Physical Education programs to the larger community. This resource includes a downloadable document that teachers may edit and revise to match the needs of their students and program. The calendar template can be used for different months and is met to be a resource for students and their families.
Students will oberve nine systems performed by the instructor. They will then use the four indications of a chemcal change to determine if each system represents a physical or chemical change. Students will reflect on their learning using the thinking routine - I Used to Think... Now I Think.
Almost all of the problems in the 2017 edition of OpenStax College Physics have been coded into the WeBWorK software. Physics instructors are free to use these problems in creating homework assignments in their physics courses.
An overview of what physics is about as we delve deeper in future videos. How physics is related to math, the other sciences, and the world around us.
This activity promotes the learning of basic physics principle by viewing cartoon videos where these principles are bent of broken.
- Material Type:
- Science Education Resource Center (SERC) at Carleton College
- Provider Set:
- Teaching and Learning Economics (SERC)
- Ray Purdom
- Date Added:
The PHYSICS 120 textbook combines select chapters from University Physics volumes 1 and 3. The content from Volume 1 covers mechanics, sound, oscillations, and waves. Content from Volume 3 covers optics and modern physics. This textbook emphasizes connections between theory and application, making physics concepts interesting and accessible to students while maintaining the mathematical rigor inherent in the subject. Frequent, strong examples focus on how to approach a problem, how to work with the equations, and how to check and generalize the result.