Day 94: Faraday’s Law

Today we discussed the results of yesterday’s Faraday’s Law lab. The new instrumentation amplifiers resulted in much better resolution of the induced emf, which facilitated the data analysis.

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While AP Physics 2 is an algebra-based class, a vast majority of my students have taken or are currently taking calculus. So, we took a detour to review the relationship between position vs. time and velocity vs. time graphs from a calculus perspective. I then asked students to sketch a graph of magnetic flux vs. time that corresponds to their graph of induced emf vs. time. While, some struggled to do so, leveraging their understanding of the more familiar concepts of position and velocity helped.


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