I can tell you that the grading of lab reports has been the biggest drag of my physics teaching career. I started with cookbook labs that were basically not useful except for the graph. After my experiences with Modeling Physics, I began to expand those reports. Soon they became full lab write-ups including hypothesis, procedure, data, graphs, analysis, and conclusion. I went back and forth of having formal labs typed up or just draft reports. I had students just summarize some times or highlight a specific part. The last three years, the students have maintained a complete lab notebook in a composition book. They have been required to include all information in every report. It is always in first draft form, and I look past all of the scribbles and cross-outs. I thought this was a great way to get students to do some technical writing and be a little prepared for college lab reports.
Only one downside: It was a minimum of 6 HOURS OF GRADING!
That is a seriously huge downside, and it would sometime go as much as 9 Hours for some labs in the beginning of the year. Today as I was looking over my Objectives and working on the CVPM, I came to a decision. I am going to have a basic paper version of a lab for them to state their hypothesis, record data, and analyze. This will be used to determine if they are able to predict and analyze data. I can use those to assess G.1, G.2, and G.3 for my objectives. For G.5 and G.6, I will need to see a written conclusion. In order to assess those objectives, the students will submit a full lab report, and they will be able to chose any lab after the first one. They will be able to reassess by submitting a later lab report if necessary.
I figure it allows a small amount of experience, and I will be able to identify students who really need help in communicating their findings. If all goes well, I will:
1. reduce my grading time because not all of the students will submit a report each lab.
2. identify quickly those students who need support in writing reports.
3. provide more timely feedback for meeting the objective.
4. reduce stress and workload from students.
The downside is they will get much less experience writing reports and conclusions. I am willing to take that risk if it means I can spend those extra hours preparing great lessons instead of grading endless lab reports.
About Me
- Troha
- I have been teaching high school science for 13 years and battling inertia my whole life.
Sunday, August 26, 2012
Saturday, August 11, 2012
First Draft Physics Standards 2012-2013
I have just completed my first attempt at this year's standards for my general physics class. The students in this class are primarily Juniors, have completed Algebra 2, and are typically in Trig, Pre-Calc, or AP Calculus AB. These standards are only for the Mechanics part of the class which usually takes me until around the end of February or mid-March to finish. I have two levels of standards which are indicated by an A or B in the front.
I teach using Modeling Instruction and many of these standards are inspired by that curriculum and by Kelly O'Shae's standards. I would love your comments!
General Physics Objectives 2012 – 2013
General and Lab Objectives
A G.1 I can demonstrate understanding of good experimental design.
- Identify Independent, Dependent, and Control variables
- Qualitatively predict the relationship between two variables with an explanation for your prediction
- Demonstrate proper data collection and measurement
A G.2 I can report data and calculated answers with a reasonable amount of precision, given the measurements.
A G.3 I can develop and explain a general mathematical model from a graphed linear relationship
B G.4 I can develop and explain a general mathematical model from a graphed non-linear relationship
B G.5 I can identify and discuss the primary reasons for uncertainty in the experimental results.
A G.6 I can effectively communicate and defend findings through written and verbal methods
A G.7 I can treat vector and scalar quantities differently and distinguish between the two.
A G.8 I can add, subtract, separate, and combine vector components
Constant Velocity Particle Model – CVPM
A CVPM.1 I can create and interpret a position vs time graph to represent the motion of an object moving at constant velocity.
- Describe the motion and position of the object
- Use the slope to determine the average velocity of the object
A CVPM.2 I can create and interpret a velocity vs time graph to represent the motion of an object moving at constant velocity.
- Describe the motion and velocity of the object
- Use the area to determine the displacement of the object
A CVPM.3 I can create and interpret a motion map to represent the motion of an object moving at constant velocity.
- Use appropriate spacing and vectors
B CVPM.4 I can translate from any type of diagram or graph to another.
B CVPM.5 Using the appropriate mathematical model, I can solve problems involving average speed and average velocity.
Balanced Force Particle Model – BFPM
A BFPM.1 I can draw a properly labeled force diagram showing all forces acting on an object.
- Identify surrounding objects that interact with an object and the forces they exert on the object.
- Force vectors are qualitatively accurate (based on direction and size)
A BFPM.2 Using a force diagram, I can develop balanced force equations describing an object with a constant velocity.
- When forces are balanced, the net force must be zero.
A BFPM.3 I can apply Newton’s 1st Law by relating the balanced/unbalanced forces on an object to its constant/changing motion.
A BFPM.4 I understand and can apply the relationship between mass and weight.
- The gravitational field strength on the Earth’s surface, g, is equal to 9.8 N/kg. (10 N/kg is allowed for basic problems).
A BFPM.5 I can demonstrate understanding of Newton’s 3rd Law by identifying force pairs in multiple situations.
- A force is one half of the interaction between two objects.
B BFPM.6 I understand and can apply the relationship between friction force and the normal force on an object.
- The coefficient of friction, ยต, is a constant based on the surface of the two interacting objects.
B BFPM.7 I can solve balanced force problems using a shifted coordinate axis. (i.e. ramp problem)
Constant Acceleration Particle Model – CAPM
A CAPM.1 I can create and interpret a position vs time graph to represent the motion of an object moving with a changing velocity.
- Describe the motion and position of the object
- Use the slope to determine the instantaneous velocity of the object
A CAPM.2 I can create and interpret a velocity vs time graph to represent the motion of an object moving with a changing velocity.
- Describe the motion and velocity of the object
- Use the area to determine the displacement of the object
- Use the slope to determine the average acceleration of the object
A CAPM.3 I can create and interpret an acceleration vs time graph to represent the motion of an object moving with a changing velocity.
- Describe the motion and acceleration of the object
- Use the area to determine the change in velocity of the object
A CAPM.4 I can create and interpret a motion map to represent the motion of an object moving with a changing velocity.
- Use appropriate spacing and vectors
B CAPM.5 I can translate from any type of diagram or graph to another.
B CAPM.6 Using the appropriate mathematical model, I can solve challenging kinematics problems.
Unbalanced Force Particle Model – UBFPM
A UBFPM.1 I can use multiple diagrams and graphs to represent an object moving with a changing velocity.
- Motion graphs, motion map, force diagram, system schema, vector addition diagram
A UBFPM.2 I can develop force equations describing the forces on an object with a changing velocity. (FNET = ma)
A UBFPM.3 I can relate gravitational field strength and the acceleration due to gravity.
- Both are given the symbol, g.
B UBFPM.4 I can solve challenging unbalanced force problems involving a shifted coordinate axis and problems with two objects.
Projectile Motion Particle Model – PMPM
A PMPM.1 I can describe and represent projectile motion as separate horizontal and vertical motions.
A PMPM.2 I can use quantitative models from CVPM and CAPM to solve projectile motion problems with an initial vertical velocity = 0 m/s.
B PMPM.2 I can use quantitative models from CVPM and CAPM and vector addition to solve projectile motion problems with a non-zero initial vertical velocity.
Impulse Momentum Model – IMM
A IMM.1 I can determine the momentum and impulse of an object including direction and proper units.
B IMM.2 I can explain a situation in words using momentum and impulse concepts.
A IMM.3 I can analyze a situation (i.e. collision) using the conservation on momentum
A IMM.4 I can determine whether or not a collision is elastic.
Energy Storage and Transfer Model – ESTM
A ESTM.1 I can identify and represent when a system is storing energy as kinetic, potential gravitational, potential elastic, chemical, and/or thermal.
A ESTM.2 I can define a system and represent the storage and transfer of energy using pie charts, LOL bar graphs, and verbal explanations.
A ESTM.3 I can identify when the total energy of a system is changing or not changing, and if changing, I can identify the reason for the change.
A ESTM.4 I understand that the working transfer of energy is a result of an applied force on an object and the resulting displacement of the object. [Radiating and heating are two other methods of transferring energy.]
A ESTM.5 I can demonstrate an understanding that power is the rate that energy is transferred.
B ESTM.6 I can analyze a situation using conservation of energy and solve for an unknown quantity. (Ei + W = Ef)
Central Force Particle Model – CFPM
A CFPM.1 I can calculate the magnitude and direction of the acceleration of a particle experiencing uniform circular motion.
A CFPM.2 I can identify the direction and cause of the unbalanced central force of an object experiencing uniform circular motion.
A CFPM.3 I can determine the masses or gravitational force between two objects using the Law of Universal Gravitation.
- Gravitational Constant (G) = 6.67 x 10-11 Nm2/kg2
B CFPM.4 I can use the concepts of uniform circular motion, universal gravitation, and conservation of energy to determine orbital and escape velocity of objects.
I teach using Modeling Instruction and many of these standards are inspired by that curriculum and by Kelly O'Shae's standards. I would love your comments!
General Physics Objectives 2012 – 2013
General and Lab Objectives
A G.1 I can demonstrate understanding of good experimental design.
- Identify Independent, Dependent, and Control variables
- Qualitatively predict the relationship between two variables with an explanation for your prediction
- Demonstrate proper data collection and measurement
A G.2 I can report data and calculated answers with a reasonable amount of precision, given the measurements.
A G.3 I can develop and explain a general mathematical model from a graphed linear relationship
B G.4 I can develop and explain a general mathematical model from a graphed non-linear relationship
B G.5 I can identify and discuss the primary reasons for uncertainty in the experimental results.
A G.6 I can effectively communicate and defend findings through written and verbal methods
A G.7 I can treat vector and scalar quantities differently and distinguish between the two.
A G.8 I can add, subtract, separate, and combine vector components
Constant Velocity Particle Model – CVPM
A CVPM.1 I can create and interpret a position vs time graph to represent the motion of an object moving at constant velocity.
- Describe the motion and position of the object
- Use the slope to determine the average velocity of the object
A CVPM.2 I can create and interpret a velocity vs time graph to represent the motion of an object moving at constant velocity.
- Describe the motion and velocity of the object
- Use the area to determine the displacement of the object
A CVPM.3 I can create and interpret a motion map to represent the motion of an object moving at constant velocity.
- Use appropriate spacing and vectors
B CVPM.4 I can translate from any type of diagram or graph to another.
B CVPM.5 Using the appropriate mathematical model, I can solve problems involving average speed and average velocity.
Balanced Force Particle Model – BFPM
A BFPM.1 I can draw a properly labeled force diagram showing all forces acting on an object.
- Identify surrounding objects that interact with an object and the forces they exert on the object.
- Force vectors are qualitatively accurate (based on direction and size)
A BFPM.2 Using a force diagram, I can develop balanced force equations describing an object with a constant velocity.
- When forces are balanced, the net force must be zero.
A BFPM.3 I can apply Newton’s 1st Law by relating the balanced/unbalanced forces on an object to its constant/changing motion.
A BFPM.4 I understand and can apply the relationship between mass and weight.
- The gravitational field strength on the Earth’s surface, g, is equal to 9.8 N/kg. (10 N/kg is allowed for basic problems).
A BFPM.5 I can demonstrate understanding of Newton’s 3rd Law by identifying force pairs in multiple situations.
- A force is one half of the interaction between two objects.
B BFPM.6 I understand and can apply the relationship between friction force and the normal force on an object.
- The coefficient of friction, ยต, is a constant based on the surface of the two interacting objects.
B BFPM.7 I can solve balanced force problems using a shifted coordinate axis. (i.e. ramp problem)
Constant Acceleration Particle Model – CAPM
A CAPM.1 I can create and interpret a position vs time graph to represent the motion of an object moving with a changing velocity.
- Describe the motion and position of the object
- Use the slope to determine the instantaneous velocity of the object
A CAPM.2 I can create and interpret a velocity vs time graph to represent the motion of an object moving with a changing velocity.
- Describe the motion and velocity of the object
- Use the area to determine the displacement of the object
- Use the slope to determine the average acceleration of the object
A CAPM.3 I can create and interpret an acceleration vs time graph to represent the motion of an object moving with a changing velocity.
- Describe the motion and acceleration of the object
- Use the area to determine the change in velocity of the object
A CAPM.4 I can create and interpret a motion map to represent the motion of an object moving with a changing velocity.
- Use appropriate spacing and vectors
B CAPM.5 I can translate from any type of diagram or graph to another.
B CAPM.6 Using the appropriate mathematical model, I can solve challenging kinematics problems.
Unbalanced Force Particle Model – UBFPM
A UBFPM.1 I can use multiple diagrams and graphs to represent an object moving with a changing velocity.
- Motion graphs, motion map, force diagram, system schema, vector addition diagram
A UBFPM.2 I can develop force equations describing the forces on an object with a changing velocity. (FNET = ma)
A UBFPM.3 I can relate gravitational field strength and the acceleration due to gravity.
- Both are given the symbol, g.
B UBFPM.4 I can solve challenging unbalanced force problems involving a shifted coordinate axis and problems with two objects.
Projectile Motion Particle Model – PMPM
A PMPM.1 I can describe and represent projectile motion as separate horizontal and vertical motions.
A PMPM.2 I can use quantitative models from CVPM and CAPM to solve projectile motion problems with an initial vertical velocity = 0 m/s.
B PMPM.2 I can use quantitative models from CVPM and CAPM and vector addition to solve projectile motion problems with a non-zero initial vertical velocity.
Impulse Momentum Model – IMM
A IMM.1 I can determine the momentum and impulse of an object including direction and proper units.
B IMM.2 I can explain a situation in words using momentum and impulse concepts.
A IMM.3 I can analyze a situation (i.e. collision) using the conservation on momentum
A IMM.4 I can determine whether or not a collision is elastic.
Energy Storage and Transfer Model – ESTM
A ESTM.1 I can identify and represent when a system is storing energy as kinetic, potential gravitational, potential elastic, chemical, and/or thermal.
A ESTM.2 I can define a system and represent the storage and transfer of energy using pie charts, LOL bar graphs, and verbal explanations.
A ESTM.3 I can identify when the total energy of a system is changing or not changing, and if changing, I can identify the reason for the change.
A ESTM.4 I understand that the working transfer of energy is a result of an applied force on an object and the resulting displacement of the object. [Radiating and heating are two other methods of transferring energy.]
A ESTM.5 I can demonstrate an understanding that power is the rate that energy is transferred.
B ESTM.6 I can analyze a situation using conservation of energy and solve for an unknown quantity. (Ei + W = Ef)
Central Force Particle Model – CFPM
A CFPM.1 I can calculate the magnitude and direction of the acceleration of a particle experiencing uniform circular motion.
A CFPM.2 I can identify the direction and cause of the unbalanced central force of an object experiencing uniform circular motion.
A CFPM.3 I can determine the masses or gravitational force between two objects using the Law of Universal Gravitation.
- Gravitational Constant (G) = 6.67 x 10-11 Nm2/kg2
B CFPM.4 I can use the concepts of uniform circular motion, universal gravitation, and conservation of energy to determine orbital and escape velocity of objects.
Wednesday, June 27, 2012
Do I know you?
I have been listening to a podcast for at least 5 years called The Instance. I have to admit that I am a long-time player of World of Warcraft, which is the topic of the podcast. Given my job, it allows me to connect with the gamer community at the school. Also given my job, I am usually spending my discretionary time grading instead of playing. Anyway, what I wanted to talk about were the hosts of the show: Scott Johnson, Turpster, and "Dills" Gregory. These guys have been a small part of my life for a long time. They are my friends, right. Right?!? Wait a second, they have no idea who I am and now I feel like some weird stalker person.
Example number two: Frank Noschese (@fnoschese)
I have little idea who he is, and he probably has no idea who I am. (But we are following each other on Twitter.) I was about to tell my wife tonight that a guy I know is at the White House getting recognized for being an influential teacher. "Some Guy I know" I had to catch myself and remember that he was just a name on an email in the Modeling Physics listserve before last week.
Social media is pretty strange. With Twitter, Facebook, and Blogs I feel like I have so many "Friends". It is amazing that when you put yourself out there for the public to see someone might actually look at you.
I have to think on how these experiences I have had relate to my students. A solid 75% (made up stat) are tied into Facebook and an increasing number are using Twitter. How many of them feel totally connected to the people they are following? What happens when that person you have a connection with suddenly makes a public statement that betrays your trust in them even though they have no idea their impact? What ever happened to a couple of people talking behind your back? Now they just Tweet it out for all to see.
I experienced this in real-time when my very social conceptual physics class had a very difficult time focusing. It seems that right before class the Twitterverse exploded with a scandal involving people in my class cheating with other people in class while still dating someone...you get the picture. Let's just say having "difficulty focusing" was a bit of an understatement :)
So I guess I am putting myself out into the public. Hello to anyone who just happens to be looking. I don't know you, but I bet we could be friends.
Example number two: Frank Noschese (@fnoschese)
I have little idea who he is, and he probably has no idea who I am. (But we are following each other on Twitter.) I was about to tell my wife tonight that a guy I know is at the White House getting recognized for being an influential teacher. "Some Guy I know" I had to catch myself and remember that he was just a name on an email in the Modeling Physics listserve before last week.
Social media is pretty strange. With Twitter, Facebook, and Blogs I feel like I have so many "Friends". It is amazing that when you put yourself out there for the public to see someone might actually look at you.
I have to think on how these experiences I have had relate to my students. A solid 75% (made up stat) are tied into Facebook and an increasing number are using Twitter. How many of them feel totally connected to the people they are following? What happens when that person you have a connection with suddenly makes a public statement that betrays your trust in them even though they have no idea their impact? What ever happened to a couple of people talking behind your back? Now they just Tweet it out for all to see.
I experienced this in real-time when my very social conceptual physics class had a very difficult time focusing. It seems that right before class the Twitterverse exploded with a scandal involving people in my class cheating with other people in class while still dating someone...you get the picture. Let's just say having "difficulty focusing" was a bit of an understatement :)
So I guess I am putting myself out into the public. Hello to anyone who just happens to be looking. I don't know you, but I bet we could be friends.
Sunday, June 24, 2012
Standards Based Growth Hormone
I have been combing the SBG blogs for over a week straight trying to get a foundation of knowledge. I am hoping to gleen some insight from those who have come before. Find those nuggets of information that will help me from falling in the same pits that they did. Don't misunderstand though. I am not looking for the short way out. I am not a person that cut-and-pastes my way to a new grading system. (On the other hand, I have no problem lifting project and assessment ideas from people.) I know this will take a lot of time and the process of determining my standards/skills and adjusting all of my assessments is where my growth occurs.
Unfortunately, I am running into a few problems as I grow:
1. Holy crap, there are a ton of people out there with blogs about SBG. I keep getting linked from one resource to another, to another, to ... I feel like my brain is on Standards Based Growth Hormone.
2. I feel the need to read EVERYTHING I can before I get to the process of getting this stuff on paper. After a week, I need to understand there will be a few pitfalls, and I just need to suck it up. Much like I expect my kids to be ok with failures, I need to model that behavior.
3. So many of the blogs I am reading describe the journey of a few people who hooked up and comment on each others blogs. The community and their conversations is amazing. Or should I says WAS amazing. All of these great things happened in 2010. The more recent posts are of a higher order of discussion. There are mentions of people adjusting their styles and practices, but without a lot of details. I am left wondering how their policies and processes have iterated over time.
Ok, I just decided. Tomorrow is my last day to do research. On Tuesday, I am heding to my classroom, pulling out the physics objectives for my Modeling Physics curriculum, and diving in to make my own set of skills. I did run across a post by Riley Lark @rileylark "How to create a skills list" which has a list of questions I can ask myself as I am coming up with my standards/skills.
After the standards, I am going to have to nail down my ideas on keeping track of all this. ActiveGrade? Blue Harvest? Frank Noschese's spreadsheet? Something I create or find on another blog? Some many questions...
Unfortunately, I am running into a few problems as I grow:
1. Holy crap, there are a ton of people out there with blogs about SBG. I keep getting linked from one resource to another, to another, to ... I feel like my brain is on Standards Based Growth Hormone.
2. I feel the need to read EVERYTHING I can before I get to the process of getting this stuff on paper. After a week, I need to understand there will be a few pitfalls, and I just need to suck it up. Much like I expect my kids to be ok with failures, I need to model that behavior.
3. So many of the blogs I am reading describe the journey of a few people who hooked up and comment on each others blogs. The community and their conversations is amazing. Or should I says WAS amazing. All of these great things happened in 2010. The more recent posts are of a higher order of discussion. There are mentions of people adjusting their styles and practices, but without a lot of details. I am left wondering how their policies and processes have iterated over time.
Ok, I just decided. Tomorrow is my last day to do research. On Tuesday, I am heding to my classroom, pulling out the physics objectives for my Modeling Physics curriculum, and diving in to make my own set of skills. I did run across a post by Riley Lark @rileylark "How to create a skills list" which has a list of questions I can ask myself as I am coming up with my standards/skills.
After the standards, I am going to have to nail down my ideas on keeping track of all this. ActiveGrade? Blue Harvest? Frank Noschese's spreadsheet? Something I create or find on another blog? Some many questions...
Saturday, June 23, 2012
Cheating on Homework...Just stop grading it!
I just read this amazing study done with MIT Calculus-Based Physics classes.
http://link.aps.org/doi/10.1103/PhysRevSTPER.6.010104
The basics are that students using the Pearson online system, MasteringPhysics, were assigned problems. The system measures how long it takes for a student to answer the problem, and they decided students who answered in less time than it takes to read the problem were copying from someone else. They coupled this with some qualitative information from surveys.
The results are not too surprising. Students who copied got lower scores on the test questions that were similar to the homework problems. Students also copied more as the deadline for the assignment got closer. Interestingly, the amount of copying did not have a significant effect on the Mechanics Baseline Test learning differences.
I have been a stamp the work teacher for years. Students get a stamp for getting ALL of the problems done on the page. They may be wrong, but they must be done. This is to ensure that they are prepared to discuss the assignment, or at least follow the discussion. What about the kid who did as much of the assignment on his/her own, but didn't have time for the last few. Tough patooty. No Stamp For You!
What about the kid who copied it in the morning or five minutes before class from a buddy? They are rewarded with the full points. I justified it by saying they would lose points on the tests. I think I secretly wanted them to lose points on the tests as penance for their cheating. Jesus, what am I doing?
Homework is not graded anymore.
http://link.aps.org/doi/10.1103/PhysRevSTPER.6.010104
The basics are that students using the Pearson online system, MasteringPhysics, were assigned problems. The system measures how long it takes for a student to answer the problem, and they decided students who answered in less time than it takes to read the problem were copying from someone else. They coupled this with some qualitative information from surveys.
The results are not too surprising. Students who copied got lower scores on the test questions that were similar to the homework problems. Students also copied more as the deadline for the assignment got closer. Interestingly, the amount of copying did not have a significant effect on the Mechanics Baseline Test learning differences.
I have been a stamp the work teacher for years. Students get a stamp for getting ALL of the problems done on the page. They may be wrong, but they must be done. This is to ensure that they are prepared to discuss the assignment, or at least follow the discussion. What about the kid who did as much of the assignment on his/her own, but didn't have time for the last few. Tough patooty. No Stamp For You!
What about the kid who copied it in the morning or five minutes before class from a buddy? They are rewarded with the full points. I justified it by saying they would lose points on the tests. I think I secretly wanted them to lose points on the tests as penance for their cheating. Jesus, what am I doing?
Homework is not graded anymore.
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