Day 11

Physical Science: So we concluded the Viscosity Challenge, and it definitely lived up to its name. Students did manage to complete their data collections, and did manage to find enough evidence to rank the 3 given fluids from most to least viscous. However, the Claim-Evidence-Reasoning statements need work. CER is one of my big initiatives with the freshmen this year, and clearly we need more modeling and practice with it.

My largest concern is in the Evidence category. I tried to emphasize that Evidence means facts or data. Stuff that you collected or measured. Still, a number of students simply said “Fluid A took longer than B,” without giving the data. If Fluid A takes 5 seconds to flow down an incline, and B takes 3 seconds, then my assumption is that THAT makes the evidence portion.

The Reasoning was okay though. Students made observations as to the thickness or stickiness of each fluid that related to the data they took, and could use it to bring everything together.

Moral of the story, is that it’s still a work in progress.

Chemistry: We white boarded the Volume Comparison Data. Here is a gallery of boards that got made.

Groups were introduced to the 5% rule as well. Of course we spent some time discussing the one board that ended up with a major y-intercept issue. I emphasized to the kids that making errors in lab comes with the territory and is acceptable (to a point.) What’s important is that we identify what could have caused the errors, can verbalize them, and learn from our mistakes.

Overall, the % error on these is going to be pretty small and I’m happy about that. Also, I was happy to see how many groups used proper measurements (all known +1 values) when doing the lab. I didn’t talk about this, but watched for it. We will be moving into the measurement and significant figure portion of Unit 1 tomorrow.

Physics of Light: We took our first quiz today for the Particle Model of Light. I use a SBG model in this class, but it’s a little different form my other classes. Because each unit is so long (we will likely be on Particle Model for a semester) each “Quiz” covers a multitude of learning objectives. This one had 7 (a lot, but we did introduce a light model we plan on using for 4+ months) and the kids averaged mastery on 6/7. Not bad. Especially since the one most commonly missed was simply because they did not address it during their explanations.

I’m being a little vague since some kids still have to take it tomorrow.

Oh, I took a picture of the shelf that set off our discussion yesterday:

CIMG1509

This is what one student pointed at to ask about the different penumbra. Pretty cool catch.

Oh, and this is what I do when kids are taking quizzes:

Those are polarized sunglasses in front of a projector light. I almost had yellow, but that might have been from burning out my retina by staring into the light for so long.

Extras: Joe Connelly (@jcon16) an awesome teacher over in New London, WI, figured out the length of all the atoms in the human body if they were set side by side. Instead of, you know, like smushed together making a person.

Screenshot 2014-09-16 at 8.30.51 PM

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