I’ve just taught Boyle’s Law to my Year 13s and made use of the standard apparatus for demonstrating how volume changes with pressure… only I didn’t use it to do a demonstration. It was a small class, so I thought I’d try something different: I presented the class with the apparatus, told them nothing about it, and challenged them to have a play with it and a) work out what it did, then b) use it to tell me something interesting about how the world works.
The students told me later that they liked the activity because it “made them think” and they seemed to have enjoyed the process of being free to discuss ideas and work together to solve the problem I had set. I think it was a successful activity (although I suspect some students got more out of it than others), however, I wish I could have had more sets of the equipment so they could have worked in even smaller groups or even individually to explore Boyle’s Law. Next year, I might use this – a cheap, ingenious way to allow students to arrive at Boyle’s Law through experimentation:
UPDATE: Since writing this, Bob Worley has been in touch to tell me of a similar approach from CLEAPSS to allow students to explore Boyle’s Law and Charles Law with guidance available here.
Most physics teachers will have to demonstrate standing waves at some point in the school year and there are a number of standard demonstrations which can be done with school lab equipment. When teaching about them, I also show videos of standing waves I can’t recreate in the classroom and the one above is a lovely addition to my resources for this topic. This video also reminded me of a piece of art I saw at the Tate Modern several years ago – Kinetic Construction (Standing Wave) – which was the first time I saw a Physics demonstration presented as “art”.
I’ve just started teaching circular motion to my Year 12s. There are some obvious demonstrations you can do when teaching this topic, such as spinning a bucket of water around your head, but I’m somewhat ashamed to admit that I’ve only just discovered the floating cork accelerometer which can be used to illustrate a key idea for this topic. Watch the video to see what I mean.
Massive thank you to my colleague Ronan McDonald for making the big accelerometer and volunteering to get dizzy.
[Edit 18/6/2013 – this post inspired a lively discussion at the Institute of Physics PTNC mailing list for physics teachers, which is a hidden gem of a community and a list every teacher of physics should at least be aware of. Sign up via the web interface. Thanks to everyone who cross-posted their comments here.
Joe Rowling had a nice blog post a few days before this, too – well worth a look if circular motion is your thing.