Funded Project: Classroom Grant
1. I received a Foundation grant this fall for the purchase of lab equipment for my Physics class. I also received funding from the PTSO for lab equipment.
2. I have purchased the specific items I requested funding for from the Foundation.
3. A few weeks ago we explored how kinematics and dynamics converge, using a Force Plate purchased from the grant. For that lab, students carefully stepped off of a chair seat, falling onto the Force Plate. From the height of the chair, they calculated what their velocity should be as they struck the plate. A graphing calculator was connected to the plate and classroom Smart Board to show the impact. It was proven that the force of impact required the calculated velocity. Student mass was calculated for this analysis, also using the force plate.
4. Today we explored simple harmonic motion using pendulums and masses (purchased with the grant). At the end of this experiment, students calculated the force of gravity, and found it to be approximately equal to the value found in our textbook. We also showed how the motion of a pendulum is sinusoidal in nature. This involved using an ultrasonic ranger (purchased from the grant funds) to monitor the pendulum's motion. This was also connected to a graphing calculator and projected on the Smart Board. Motion was as is shown in the following projected figure from that experiment.
5. I demonstrated projectile motion using the same ranger earlier this semester. The ranger was held above a basketball, the basketball was dropped, and from plots of its motion as it bounced, students verified the distance, velocity, and acceleration calculations of the first few chapters in our textbook. We connected this topic, as I do all topics, with calculus which they are already learning or will learn in college.
6. Later this semester we will use electrical equipment purchased from these funds. Rather than perform simple resistor circuit explorations common in high school physics classrooms, the students will build two different types of small power supplies, and gain an appreciation both for the electronics which we will learn, and the thermodynamics which we have already learned.
7. To enrich student understanding of physics, students will visit ORNL on Thursday 11 December. We will view the Spallation Neutron Source, the supercomputer, and graphite reactor. This is a cost effective alternative to depending completely on equipment which we can purchase.
8. In the same vein, the Fall 2009 course will involve periodic visits to the Bull Run fossil-fuel plant. Just about every topic taught in high school physics can be found in a coal-fired steam turbine electrical generation plant. TVA has referred me to the Bull Run plant manager, who has given approval to explore how we can provide an industrial appreciation for physics. I have begun discussing this with his representative, and as our plans crystallize, I may seek additional and modest funding for more equipment.
9. The grant provided by the Foundations has made a difference in the Fall 2009 physics class. The same equipment will be used for future classes, undoubtedly with the same results.
Title: Support for new band Uniforms
Contact: Greg Jones, WHS Band
Project Description: The foundation was instrumental in assisting the band to obtain new band uniforms.
 WHS Band Uniforms 1 |
 WHS Band Uniforms 2 |
Title: Smartboards
Project Description: The foundation supports several technology enhancements. One of the major activities is to supply Smartboards to every classroom.
 A Smartboard in an English Classroom |