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To the elevator!

January 3, 2013

AP Physics C.

Student W: Hey Dr. B. Are we doing a lab today?

Me: Hadn’t really planned on it, but I guess if you guys have a great idea, then that’s cool.

Student T: Ooh! Let’s get scales and measure the speed of the elevator! I’ve always wanted to do that!

Now this is a bright kid, but I knew him well enough to know that he had just been loudly and excitedly wrong in class, but in a totally awesome way. So as a group we spent several minutes sorting out what you would need to do to figure out the speed of the school’s elevator using scales, the idea that had clearly been in his head of just looking at how much you weighed as it moved up was replaced by a slow-motion video iphone ap, some force probes, some ring stands, and a notion of Reimann sums. Science was afoot!

I sent them all off to gather data, wandered around the school a bit hushing them when they got too loud, pointing out units when needed, and we finally gathered up for analysis. Some estimates were way off. “85m/s seems too high…” “.007m/s seems really low…” But in the end most groups nailed down a result just under 1m/s. Which happily jived with our notion of how high the school was and how long it takes to elevate from bottom to top.

Enterprising Student J hopped on the phone to the elevator manufacturer  rattled off the model number and proudly reported that they’re designed for 1m/s. Science!

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Self study: Money meet mouth

January 2, 2013

My wife and I just booked a trip to Turkey for mid-February. Neither of us speak a lick of Turkish, and now we have six weeks to gain some degree of proficiency. Clearly it’s time for some self study. As I wade into this I realize that I am suffering from one of the consequences of age, my memories of ignorance and struggle aren’t as fresh as they once were. I spend so much time in my comfort zone these days (I teach what I breathe, physics and fitness) that I worry the struggle of learning has become remote. I have two key hopes for this experiment in teaching myself Turkish. 1) To learn enough Turkish to get by in Turkey and b) to reopen my eyes to the struggles of self study.

I land in Turkey in 47 days. I know three words of Turkish. Tool gathering has begun.

The Talent Code for tips, guidance and advice. The main lessons I’ve pulled from this blog are to tackle the hard parts, avoid my comfort zones, and stick to bite sized chunks.

Tim Ferriss on meeting a new language.

Memrise The folks over at Memrise have what looks to be a great program for shoving facts into one’s brain. I’m using it to jump start vocabulary which has always been a weak spot for me with language. Back when I was taking French and Japanese I rarely struggled with grammar or pronunciation, but keeping vocabulary in my head was tough. I don’t see ads when I’m practicing on the site, nor did I pay a fee, so I’m not clear on what their business model is. Am I product or consumer? /shrug. For now I’m just a happy little learner.

I picked up an intro Pimsleur Turkish program to hold my hand. My hope/goal is to knock out the sixteen lessons in eight days and use that foundation to expand with daily practice and exploration.

Google Translate I’m sure it’s crummy at best, but the fact that an at the fingertips conjugation guide and dictionary is available anywhere with internet access is amazing. We live in the future.

I’m missing some basic Turkish language stories or comics, that’ll come next…Surely I’m missing other things too, I wonder what they are.

Projectiles…/sigh

October 17, 2012

This year I find myself teaching two sections of honors physics. These students come in with a somewhat stronger math background and generally a higher level of interest in science. In years past success with projectile motion has been mixed. I know that there’s an easy road out there. I know that if I just ask them to calculate say, max height with formula X, and range across a flat surface with equation Y that I’ll get reliable success.

I also know that I’m entirely uninterested in that outcome. Yes I can train students to be reliable calculators, but what’s the point? Where’s the learning value in doing the same thing over and over again. 53% of the benefit of doing physics is in tuning the brain into a lean mean problem solving system grokking machine. Rote plug and chug misses this completely.

 
My students this year, and every other year, have been struggling with projectile motion. Struggling to embrace the essential 2-d equations of motion. I made this little summary sheet for them. I wonder if it helps? What extra resources might you point out to kids working their way through projectile motion?

Projectiles

Today’s lesson

October 17, 2012

Today’s lesson started with two key physics videos.

and

I didn’t do much talking around these videos, just let them sink in. One class asked a question or made a comment which prompted me to point out that water is the natural domain of the duck, just as thinking is the natural domain of the human.

User facility science

October 3, 2012

Back in grad school I bounced around between a lot of labs before settling on (for) the lab I did my dissertation in. Many of these labs had cool on-campus facilities. The lab I ended up working in did not have on campus facilities. A couple times a year I would fly down to Berkeley to spend a sleepless week pulling data out of the ALS. Ups and downs aside it was an interesting time.
Today in AP Physics we started a user facility lab. I only have one reliable launcher (the Launcher of Science), it became our ALS. I introduced the class to the device and told them they each had two five minute research sessions during which they would have access to the device. The “goal” of the lab was to launch a ball bearing to a yet-to-be-defined target across the room. They needed to use their two chunks of five minutes wisely to get all the data needed to plot their course. Before and after their five minutes sessions they plotted and schemed over exactly what data they wanted to take and how they were going to get it in in just five minutes. I thoroughly enjoyed watching them come up with plans and strategies for the impending Science.

Pros: The stopwatch really did tighten up their focus. Having a goal dumped a dash of excitement into the lab. We all have a laugh when they ask me “but wait, do bonus points do anything?” “No, no they don’t.”

Cons: I made the challenge too easy, fixed launch location would have constrained the variables they had access to in a way that would have required more physics from them…Or so I suspect. Perhaps they’ll all miss tomorrow when they show up to take their shots.

Do-Now: Is this a bandwagon I need to be on?

June 17, 2012

In my end of year meetings, and throughout the year, I hear my colleagues discuss the do-now that they use for their classes. Kids walk in, they do a thing, class begins. Presumably the thing relates to the work they did last night, or the day before. I’ve never done this in any concrete way. Perhaps I should?

I’ve been toying with some sort of a 5% doing-your-stuff grade chunk, a do-now homework wrap up seems like a decent way to do that. One clear problem I see is that, in general, I’m bad at asking easy questions. I don’t understand them. When I sit down to write a test my brain initially sorts the questions it comes up with into too-easy, easy, hard, and too-hard. The too-easy questions barely seem like questions, they’re more like vocabulary binaries, and that category largely goes unpopulated, I just don’t think of the questions at all. “What is the acceleration due to gravity on the surface of the earth?” At most that’s one step. I would never ask a question like that on a test (I stared at the screen for a couple of minutes before I was able to come up with something that easy), but perhaps that’s the sort of thing I need to shoot for on a do-now?  If they did their reading or paid attention yesterday, full marks, if not, no credit. Coming up with these questions will be a challenge. My usual technique of taking the pulse of the class and directing accordingly won’t fly. I’ll need to come in with a specific do-now, left to my impromptu devices I’ll start ratcheting up the difficulty so that I avoid boring or insulting them. No matter how many times I remind myself I just can’t seem to process the fact that they are not going to be insulted, and they’re largely ok with being bored by easy. Who is ok with being bored by easy? Who doesn’t get insulted by easy questions?!…

Kids, dummy. Kids. Kids who don’t necessarily want to become physicists. Kids who are often still scared and scarred by science and math and their own brains in general.

SBG debriefing

June 8, 2012

It’s been a whirlwind, but it’s official, my first year of SBG is over and done with. I learned a lot, probably not as much as I could have, but more than enough to keep me chewing and thinking over the summer. A few highlights of my lessons learned.

-Without tracking homework some kids fell directly off the wagon. I had an unusually high number of meetings mid way through the year about kids who were failing. These were kids who had managed to master a bare 20% of available objectives and who had put zero effort into retesting or learning. In the end we got them all on board, some of them barely, some of them with legit success stories. (Fun fact, I prefer “legit” over “legitimate” because I can’t spell legitimate.) Some sort of 5% do-your-stuff category for next year might be needed. The fact that I’m teaching all honors and ap next year might mitigate this need though, something to ponder.

-Retests were a colossal drain on my time and energy, and weren’t nearly as organized as I had hoped. The web sign up worked, but by and large kids blew off the “what did you screw up?” “what did you do to unscrew?” fields and just wanted a second shot at the material. Looking over my grades I feel pretty good about the kids who had to remaster a handful of things a time or two each, and I feel pretty crummy about the kids who clearly took the shotgun approach to the process trying standards again and again until they got a question they liked. I’ve got some plans to address this behaviour that I’ll be writing about soon.

-Coordinating my sbg run classes with the three traditional sections my colleagues taught was a bit of a nightmare for all involved. Their kids tended to harass them with the whole “Dr. B let’s his kids retest anything!” complaint which surely got tedious. Not sure what to do about this at this point, the fact that I’m not sharing any class titles next year means I can probably push this concern off for another year though. Procrastination: It’s not just for kids!

-White boards, they’re amazing, but they need to be trained and ingrained for them to stay productive.

-The  mistake game, while wonderful, takes way more time than one might think. The problems chosen can be ill suited or well suited. In my classes students were frequently tempted to make their mistake some sort of mathematical error rather than a conceptual error. I don’t have any good fix for this yet.

-Presentations are great, but we really need more clarity about expectations and evaluation. Submitting a rough draft for fairly brutal feedback should, I hope, be a good first step that I plan to implement next year.

-Without retesting old material all the time long-term learning took a back seat to checking off the checklist of objectives. Huge problem. Diligence about retesting old material every single week should address this I think.

-Structure clash: Sorting out how SBG interacts with my end of the year A, B, C, D, F output is a puzzle. Am I troubled by the fact that my average grade this year was an A? What do the grades mean? What does my institution mean with an A? I haven’t had much luck unpacking this yet.

-In the proverbial wind I smell the end of in class lecturing. I smell a flipped classroom paradigm where teachers shift to coaching learners rather than pouring knowledge into sponges. I applaud this change, even if it takes me out of my comfort zone of waving my knowledge all over a whiteboard. Every year on our student evaluations there’s a “how much confidence do you have in your teacher’s mastery of the subject?” question, and each year I’ve scored nigh-perfect numbers. This year it was a substantial notch lower. Still in the “he’s super nifty” regime, but not quite the “zomg he knows everything” regime. I took this as a good sign. I think it means that I spent less time impressing them with my ability to do physics and more time working through their ability to do physics.  The less they know about how good I am, the more they know about how good they are. (In theory…)

Looks like I ran out of caffeine so I’ll post this and move on with my life for now. In theory I’ll do a brief write up on each of these points over the next couple of days

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