Author Archives: e=mc2andallthat

About e=mc2andallthat

Physics teacher of over 20 years experience who still enjoys teaching (well, most of the time anyway). He lives in London with his lovely wife and insane cat. Please follow him on Twitter @emc2andallthat

What to do if your school has a batshit crazy marking policy

Originally posted on e=mc2andallthat:
I’m glad to say that I don’t have to do this kind of thing any more, as my current school has a sensible marking and feedback policy. For those of us who are less…

Posted in Uncategorized | Leave a comment

Potential Divider Circuits and the Coulomb Train Model

Originally posted on e=mc2andallthat:
A potential divider circuit is, essentially, a circuit where two or more components are arranged in series. (a) Two resistors in series; (b) an ammeter (top) and an electric motor in series; (c) (L…

Posted in Uncategorized | Leave a comment

The Acceleration Required Practical Without Light Gates (and without tears)

Originally posted on e=mc2andallthat:
Introduction The AQA GCSE Required Practical on Acceleration (see pp. 21-22 and pp. 55-57) has proved to be problematic for many teachers, especially those who do not have access to a working set of…

Posted in Uncategorized | Leave a comment

Thermal Energy and Internal Energy

Originally posted on e=mc2andallthat:
The AQA GCSE Science specification calls for students to understand and apply the concepts of not only thermal energy stores but also internal energy. What follows is my understanding of the distinction between the…

Posted in Uncategorized | Leave a comment

Why does kinetic energy = 1/2mv^2?

Originally posted on e=mc2andallthat:
Why does kinetic energy Ek=½mv2? Students and non-specialist teachers alike wonder: whence the half? This post is intended to be a diagrammatic answer to this question using a Singapore Bar Model approach: so pedants, please…

Posted in Uncategorized | Leave a comment

Dual-coding SUVAT Problems

Originally posted on e=mc2andallthat:
The theory of dual coding holds that the formation of mental images, in tandem with verbal processing, is often very helpful for learners. In other words, if we support verbal reasoning with visual representations,…

Posted in Uncategorized | Leave a comment

Kinetic Energy Using The Singapore Bar Model

Originally posted on e=mc2andallthat:
I think the Singapore Bar Model is a neat bit of pedagogy that has great potential in Science education. Essentially, the Singapore Bar Model uses pictorial representations (often in the form of a bar…

Posted in Uncategorized | Leave a comment