Talk:High School Physics

well i need help with the following:

(Please, if you are going to rename the title of the paqe or naming convention, please also be sure to transfer the appropriate names!)


 * 1) pictures/diagrams
 * 2) interactive real world examples
 * 3) supplemental content.

As to the usefullness of the books, i want to point out certain things in the books which may be useful for the person who is learning the material.

i don't know what to call them, but their usually subject related puns. well my "helpful" points would go into the following parts


 * 1) some type of concept builder
 * 2) some type of further application and insight (for the people who would like to explore more)
 * 3) links to online physical modules
 * 4) common misconceptions
 * 5) funny nemonics devices that are helpful to remember content.
 * 6) Perspectives. Compares the sizes of things and makes them relative.

I am a high school science teacher, though my background is in chemistry. I figured that this would be a good place to share the resources I have created. Any clues on how to integrate premade activities/labs and very short summary notes in to what is already here? I can certainly come up with good mneumonics on the topics I have taught. Let me know. Please. --Purpill 22:19, 18 March 2006 (UTC)

Posted by Darren Baird (physics teacher with the TDSB), Toronto, ON, July 26, 2007...

I am concerned with a number of issues with this module.

1. Much of the language is very awkward. In most cases this just slows down the read, but in some places, it obfuscates the meaning in a way which hinders understanding. If you claim to be a teacher posting material to help, then fix you spelling errors and straighten up your language. If you are not a native english speaker, I understand, so hard feelings... but the criticism stands... if you expect your students to gain clarity from your work, then your work should be clear!

2. Where are the promised diagrams?

You have some kernals of good ideas here, but they are typically half formed ideas... you don't explicitly express any ideas... you allude to them then immediately move on... this more resembles my teaching notebook (intended for my eyes only) than anything I would allow in front of my students.

I am concerned with my borderline students stumbling accross this, reading the nonsense and becoming increasingly frustrated because they can't understand what is written. They would then blame themselves instead of the poor writing.

I will give specific comments, then make the edit... (be a part of the solution)

suggestions for rewrite for your intro paragraph as:

This book, Physics for highschoolers, will educate high school students upon the concepts of "in" not "upon"

physics, and how they apply to a regular high school students life. Likewise, this book will be similar to Hewitts conceptual physics approach which associates hard concepts to very "with" not "to"

manageable ways to understand life. This wikibooks is situated for people who would like to "wikibooks" should not be pluralized, "situated" is not correct word choice... "designed" or "written". Actually until everything is cleaned up, I would say... "will be designed for..."

understand the hard concepts by observing an easy to read style, helpful diagrams, and hopefully get a laugh when learning about the true things in life. word choice... "nature" not "true things in life"

Once again... are you a native English speaker?

I would like to reiterate the concerns and criticisms of the above user. As a high school student, who is genuinely interested in becoming a physicist, I find this book very hard to read.

I don't agree with the amount of time spent on creating small, imaginative stories in order to explain a concept, or to introduce a subject. Evidently, I intrepret the need to relate science to something else, as an indication that you may not fully understand the actual material enough to explain it thoroughly.

This book essentially needs more work from my honest opinion.

GhostMD (discuss • contribs) 01:04, 5 March 2012 (UTC)