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.
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