... homework problems that include no observations or data. In RealTime Physics, as in many physics labs, the equipment is designed to create an idealized version of the real world. Through low friction motion carts, low friction pulleys, and plastic wheels with negligible mass and moment of inertia...

...) similarities between both processes, they conclude that there must be one common entity that has been transferred to the radiometer and the Hero's engine, respectively. From there, students continue to explore balanced processes, such as one cart slowing down after the collision with another that, as a result...

.... As they gain competence in modeling phenomena, students encounter situations in which objects interact at a distance via a field and the system(s) to/from which energy is transferred are not initially clear. For example, students consider a system in which two magnetic carts are held together and then released...

... of different subject areas ( Sokoloff et al., 2007 ). A distance-learning version of RTP Mechanics was developed by Bodegom, Jensen, and Sokoloff for use with the IOLab smart cart (see IOLab ). As with the original RTP, significantly greater conceptual learning gains were achieved...

... will describe the instructional cycle that builds from constant force models (earlier instruction) to impulsive/non-constant force models. At the beginning of a modeling cycle, students begin their exploration by colliding carts on tracks and looking for patterns in the data. This phenomenon is interesting...

.... In this idea, if the bases of the pulses overlap, the peaks sum up, even if at that moment the peaks do not overlap. (WS3) Inelastic collision. Pulses collide like inelastic collisions of carts. They combine to form a new shape, which travels as a new entity. (WS4) Bouncing. Two entities that want...

... essential signs for the research environment. Communication facilitation, via ASL interpreters, CART specialists, texting features on cell phones, or video remote interpreting, are frequently needed in research labs and conferences. Gehret et al. (2017) surveyed Deaf/HH students...

... showing the types of lenses and locations of the focal points. You will consider these three scenarios: no beam expander, a Galilean beam expander, and a Keplerian beam expander. Place your optical breadboard on a sturdy cart so that you can move it into the hall when taking data. Moving the breadboard...

... in a window frame or orient the glass vertically on a table and secure it. (Secure it in a way so that it is free to vibrate.) Use various common systems to drive the glass pane. For example, place various carts with wheels on the tabletop and roll them back and forth at different speeds. Vary the masses...

... of which is discussed below. The first part of the tutorial guides students through the reasoning necessary to compare the momenta and kinetic energies of the pucks, beginning with a similar comparison task involving changes in energy and momentum of two carts of different mass. The pre-test was based...

... a cart on a track and add magnets to the track and a conducting sheet at the bottom of the cart. Hints, Answers, and Comments A train of the Helix roller coaster, discussed in Sec. 10.8 , has a total of six wheel axes, each with 12 wheels (three pairs of wheels on each side), giving a total of 72...

..., the tracks are represented by a single line, sometimes presented together with information about the sideways slope. Similarly, the train may be represented by a line, a single cart, or just a point on which forces act. These are meaningful simplifications for calculating the forces on the body within...

... on the board and discussed them in terms of things that could be measured and/or changed. An Atwood machine (consisting of an incline plane, a lab cart, a pulley, and masses) was then set up and demonstrated. I indicated the dependent variable (Y) for their investigation would be the acceleration...

...-side-up cart track made for good collision demonstrations and great fun for the students. Students informed me that the physical education (PE) department had bocce balls, so I borrowed them. The game of bocce represents a practical application of momentum. It was always enjoyable to demonstrate air...