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Mr. Roth's Classroom Edit display name

  • Las Vegas High School
  • Las Vegas, NV
  • Nearly all students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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During the COVID distance learning, the biggest thing missing for students, was in person, human interaction. The 7 "Go Direct" Motion Detectors, that I am requesting, will provide me the ability to create more hands-on, interactive lessons for all of my students. The motion detectors, that I am requesting, measure position, velocity, and acceleration of objects in numerous types and phases of motion, during interactive, hands-on labs. In Physics, we study these factors throughout most of the school year. Therefore, this requested equipment will be used over and over again throughout the year, not only for one project or lesson. In addition, this equipment will be plugged into the students' school-provided Chromebooks, and will directly send measurements to the students in the form of graphs and tables. This will provide opportunities for students to apply higher levels of scientific and mathematical analysis. This achieves a primary goal of the Nevada NGSS Academic Standards which is integrating Science and Engineering Practices into lessons. Specific NGSS Standards that this equipment will support include the following examples: (Physics.HS.PS2-1) Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. (Physics.HS.PS3-2) Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). (Physics.HS.PS2-4) Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.

About my class

During the COVID distance learning, the biggest thing missing for students, was in person, human interaction. The 7 "Go Direct" Motion Detectors, that I am requesting, will provide me the ability to create more hands-on, interactive lessons for all of my students. The motion detectors, that I am requesting, measure position, velocity, and acceleration of objects in numerous types and phases of motion, during interactive, hands-on labs. In Physics, we study these factors throughout most of the school year. Therefore, this requested equipment will be used over and over again throughout the year, not only for one project or lesson. In addition, this equipment will be plugged into the students' school-provided Chromebooks, and will directly send measurements to the students in the form of graphs and tables. This will provide opportunities for students to apply higher levels of scientific and mathematical analysis. This achieves a primary goal of the Nevada NGSS Academic Standards which is integrating Science and Engineering Practices into lessons. Specific NGSS Standards that this equipment will support include the following examples: (Physics.HS.PS2-1) Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. (Physics.HS.PS3-2) Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). (Physics.HS.PS2-4) Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.

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