It was instructional to study from the resource lessons.
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The interactive sections presented in many resource lessons of "View Correct
Answers" helped me confirm my understanding of the lesson's information.
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It was instructional to use the physlet animations to learn about physics patterns (for
example: interference, Doppler effect, converging and diverging lenses, color addition,
magnetism, induction).
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It was instructional to use the film loops to learn about physics patterns (for example:
Doppler effect, double slit interference, single slit diffraction)
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The IBID projection screen was a useful classroom resource and instructional tool.
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Viewing material on the IBID whiteboard through NetMeeting made taking classnotes easier.
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It was instructional to complete on-line worksheets on the PhysicsLAB site.
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The Conceptual Physics workbook pages and lab review pages using "View Correct
Answers" were helpful in solidifying my understanding of material being taught in
class.
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Whenever provided on PhysicsLAB, the detailed solutions to worksheet or textbook problems
helped me to better understand the material.
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The PhysicsLAB site provided enough examples for me to get my homework questions answered.
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It was useful to have the PhysicsLAB site for reviewing for upcoming quizzes and tests.
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The PhysicsLAB site provided enough information for me to review adequately for tests and
quizzes.
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It was motivational to take graded Intr@net quizzes on the PhysicsLAB site.
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Physics I: It was instructional to see the video segments on wave behaviors when learning
ripple tank phenomena on the PhysicsLAB site.
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Physics I and II: It was instructional to complete on-line vocabulary worksheets on the
PhysicsLAB site.
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Physics I: It was instructional to view the ray diagram animations when learning lens and
mirrors on the PhysicsLAB site.
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In Physics I, approximately 3-4 labs were completed each 9-weeks. This is a
satisfactory balance to textbook instruction and web-based activities.
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Physics II: The Internet resource-based unit, The Particle Adventure, on relativity
and fundamental particles was interesting and worthwhile.
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Physics II: More open-ended projects, like the motor lab, should be included in the
curriculum.
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Physics II: The CP workbook activities were good collateral material for learning the
information covered in the textbook.
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Physics II: The relativity VHS tapes (Einstein's Universe, Big Bang, Space-Time and
Einstein) were helpful.
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Physics II: The Mechanical Universe videodisks on gravitation/satellites and
electricity/magnetism were helpful.
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In Physics II, approximately 3 labs were completed each 9-weeks. This is a
satisfactory balance to textbook instruction and web-based activities.
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Physics II: The class time spent on developing Physics Olympics projects was appropriate
in length.
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AP students: It was instructional to see the video segments on SHM when learning the
relationships between position, velocity and acceleration on the PhysicsLAB site.
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AP students: The drill pages and practice exams using "View Correct Answers"
were useful in preparing for the AP Exam on the PhysicsLAB site.
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AP Physics: It was instructional to have the information for each AP Exam topic's
after-school review session presented and organized on a web page for easy access.
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In AP Physics, approximately 6 labs were completed throughout the entire year. This
is a satisfactory balance to textbook instruction and web-based activities.
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AP Physics C: Being permitted access from home to restricted materials through logon
screens was beneficial.
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