Name: Robert Keislar

June 16, 200510:27 PM

(1) Navigating the Internet: A Uniform Resource Locator (URL) is the unique address which identifies a resource on the Internet for routing purposes. Know how to interpret URLs.

Use a web-based traceroute program or a commercial program such as "WhatRoute" (Mac) or Neotrace (PC) to trace the route between your computer and and a website outside of the United States. Include a screen shot showing a map and the text of the specific route taken when contacting the website. Compare your findings with those of others in the class. Are websites always located in the country in which they are registered? What does this show about the nature of Internet-based business and commerce? Traceroute programs can be used to track and graph web traffic to specific sites. Obtain a map for the traffic (see statcounter) to a specific site such as the Dr. Herr's home page.

Compare the connection in the CSUN laboratory with your connection at home or school. What are the IP addresses of the computers you are working with? What kind of connections are your working with (dial-up, DSL, cable, 100-Base TX (twisted-pair LAN), 100-Base FX (fiber LAN), etc.)? Compare are your connection speeds.

Most schools have developed Acceptable Use Policies (AUP) and have installed filters to keep student focused on education. Include text (scan or download is easiest) of your school's AUP and a description of the filters in place. If a school AUP is not available, provide a sample AUP, cite its source, and provide a link. If your are not working in a school, summarize how filters work.

Traceroute for the University of Western Australia (http://www.uwa.edu.au/):

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Name: Robert Keislar

June 16, 200510:27 PM

Websites are NOT always located in the country the company may be registered or in the supposed country of origin; we found several examples of this in class.

Here’s my IP address from my home computer home using Epidirect.com (http://www.epidirect.com/Support/whatismyip/default.asp).

Here’s the test results internet speed test results from performance.toast.net. I have Adelphia cable (which got bought out by Roadrunner.com) and I’m using a wireless Linksys syste. My boys are home for the summer, and often my wife is on their too

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Name: Robert Keislar

June 16, 200510:27 PM(although not when I ran this test), so one fights for bandwidth in this house!

(2) Knowing your School: Teachers should have a good understanding of their school, students, and thc communities they represent. Much statistical data can be gained using online resources. *TPE-tip You may wish to develop a case study of your school using this and you personal observations to meet TPE 8.

Develop a written profile of your school and students. Your profile should include the following: School distinctives : Study your school website and discuss school history,

distictives and goals. Geography: Describe your campus and its community using satellite photos

and maps. Using the photos, describe the nature of the community (commercial, apartments, single family homes, industry, etc.)

Socioeconomic status: Include maps showing the socioeconomic status (SES) of the communities contributing students to your school. Discuss two or more prominent SES characteristics of the school population.

School performance: Include test scores and the Academic Performance Index of your school. Discuss the academic climate of your school, including test scores, API, change in scores, dropout rate, English learners, students requiring special education, etc.

AT Hollywood High, we have two main goals that are part of our mission statement: Effective communicators Life-long learners

We’ve had entire faculty meetings about these two goals. We are an inner city, urban high school that is a Title I school where 92% of the students quality for free breakfast

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Name: Robert Keislar

June 16, 200510:27 PMand free lunch. We are 72% Latino/a, 13% black, 11% white and 3% Asian. At the same time, we are in the global tourist trap called Hollywood, located just two short blocks south of Hollywood Blvd, and the Kodak Theatre where the Academy Awards and American Idol are held. A mile up Highland Blvd is the famous Hollywood Bowl. The juxtaposition of such wealth and the apartment complexes in East Hollywood, that house six, seven, sometimes nine (!) persons in 2-3 bedroom apartments is another example where we have that gradient of financial resources sloping way down as you move south east of the Corner of Hollywood and Highland.

The overall API score for Hollywood High is 601, up considerably from the last five years. Here’s the breakdown from City-Data.com (http://www.city-data.com/school/hollywood-senior-high-ca.html).

Schoolwide or LEA-wide ELA Percent of students scoring Proficient or Above: 38.0%Hollywood Senior High:   38%State average from 1015 schools:   50%

Schoolwide Math Percent of students scoring Proficient or Above: 27.2%Here:   27%State average from 1024 schools:   45%

ELA Percent Proficient or Above African American: 50.7% (34 proficient out of 67)Here:   51%State average from 514 schools:   41%

Math Percent of students scoring Proficient or Above African American: 26.9% (18 proficient out of 67)Here:   27%State average from 511 schools:   31%

ELA Percent of students scoring Proficient or Above Asian: 66.7% (18 proficient out of 27)Here:   67%State average from 519 schools:   69%

Math Percent of students scoring Proficient or Above Asian: 55.6% (15 proficient out of 27)Here:   56%State average from 519  75%

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June 16, 200510:27 PMschools: 

ELA Percent of students scoring Proficient or Above Filipino: 64.0% (16 proficient out of 25)Here:   64%State average from 296 schools:   68%

Math Percent of students scoring Proficient or Above Filipino: 68.0% (17 proficient out of 25)Here:   68%State average from 295 schools:   65%

ELA Percent of students scoring Proficient or Above Hispanic: 31.5% (169 proficient out of 537)Here:   32%State average from 887 schools:   40%

Math Percent of students scoring Proficient or Above Hispanic: 21.5% (117 proficient out of 545)Here:   22%State average from 888 schools:   36%

ELA Percent of students scoring Proficient or Above White: 53.4% (39 proficient out of 73)Here:   53%State average from 819 schools:   67%

Math Percent of students scoring Proficient or Above White: 44.6% (33 proficient out of 74)Here:   45%State average from 820 schools:   60%

ELA Percent of students scoring Proficient or Above Socioeconomic Disadvantaged: 36.7% (240 proficient out of 654)Hollywood Senior High:   37%State average from 913 schools:   38%

Math Percent of students scoring Proficient or Above Socioeconomic Disadvantaged: 26.4% (175 proficient out of 663)Here:   26%State average from 920 schools:   36%

ELA Percent of students scoring Proficient or Above English Learner: 25.0% (129 proficient out of 515)Hollywood Senior High:   25%State average from 776 schools:   28%

Math Percent of students scoring Proficient or Above English Learner: 18.2% (95 proficient out of 522)Here:   18%State average from 776 schools:   33%

ELA Percent of students scoring Proficient or Above Students with Disabilities: 13.4% (11 proficient out of 82)Here:   13%State average from 724 schools:   17%

Math Percent of Students with Disabilities scoring Proficient or Above: 4.8% (4 proficient out of 84)Hollywood Senior High:   5%State average from 731 schools:   15%Graduation Rate for 2006, Class of 2004-05: 92.5%

Graduation Rate for 2005, Class of 2003-04: 94.8%

ELA 2006 Percent Proficient Target: 22.3%Math 2006 Percent Proficient Target: 20.9%Number of Scores included in the 2006 Academic Performance Index (API) : 2174

2006 API (Base) : 601Here:   601.0State average from 1166 schools:   664.7

Statewide Rank: 2

Similar Schools Rank: 7

2007 API Target: 611

2006 African American API (Base) : 623 (170 students included)Hollywood Senior High:   623State average from 246  605

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Name: Robert Keislar

June 16, 200510:27 PMschools: 

2006 Hispanics API (Base) : 575 (1610 students included)Hollywood Senior High:   575State average from 786 schools:   637

2006 Whites API (Base) : 658 (252 students included)Here:   658State average from 697 schools:   761

Number of Socioeconomically Disadvantaged (SD) Students Included in API : 1778

2006 Socioeconomically Disadvantaged API (Base) : 598 (1778 students included)Here:   598State average from 796 schools:   633Number of English Learners included in API : 1534

2006 English Learner API (Base) : 552 (1534 students included)Here:   552State average from 511 schools:   599

Number of Students With Disabilities included in API : 274

(3) College Advisement: Secondary teachers often have the opportunity to advise students on decisions pertaining to college. In many environments, teachers are the only individuals students know who have been to college.

Describe a real or hypothetical student (interests, family SES, personality) who is interested in pursuing a career in a field related to what you teach. Recommend a major and 4-year college and explain the rationale for your recommendation using information found on college websites. Provide active links to the colleges, and quote relevant information.

Provide a paragraph of advice to the parents of this student regarding financing college. Consider their financial and family situation.

Abner Blank (not real name) was my physics student my first year at Hollywood High. He was from a very superstitious Filipino home. None of his family members ahd bee to college. Abner was slight and polite. He was having trouble reconciling the staunch, almost medieval Catholic beliefs of his family with the modern world, and somehow, studying physics brought this to a forefront.

His mother needed him. He was a working member of the family and she was disabled. The father worked 2-3 minimum wage jobs and was virtually never home. I recommended that he go to a local college. I had met two of the faculty members at the 2006 Leon Pape memorial lecture, and CSULA seemed like a good department (http://www.calstatela.edu/dept/physics/). Abner is now a junior at CSULA Physics Department. He still manages to work 10-15 hours per week for money to help his family while being a successful student. I don’t know how he pays tuition and textbooks, but he has come back to visit me each September before his school starts, and I’ve had him address my class, as an example of a success story.

(4) Professional Growth: Teachers should model "life-long learning" by attending workshops, reading journals, and participating in professional organizations.*TPE-tip You may wish to research professional organizations and employment opportunities and

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Name: Robert Keislar

June 16, 200510:27 PMinclude plans for professional involvement and career development as part of your Individual Induction Plan required for TPE 13.

Describe a professional conference (related to your field) you may benefit from attending. Describe the purpose and scope of the professional organization sponsoring the conference and provide a synopsis of the conference and one or more selected workshops or presentations you would like to attend. Include a link to the professional organization and to the specific conference.

The Southern California chapter of the American Association of Physics Teachers is my new organization that I have joined the last three years. They have bi-annual meetings, one at Occidental College or at the Pomona colleges. (http://www.csupomona.edu/~scaapt/)

(5) Employment: Most schools and districts advertise job openings on the Internet. Teachers should use such resources not only to find employment for themselves, but also to attract others to their schools and thus build strong departments.

Find a job announcement for a teaching position for which you are qualified. Include a screen capture of the advertisement. Describe the school and community using information found on the Internet. Cite your resources.

I will probably teach at Hollywood for the next 3-5 years and then retire. Only if I am having an exceptionally good time (which I might, now that this Credential Nightmare is nearly over!), will I keep going.

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Name: Robert Keislar

June 16, 200510:27 PMHowever, there are opportunities. This LA Times article shows that there will always (big word, Bob) be opportunities in LA for physics and physical science teachers. (http://www.latimes.com/classified/jobs/counselor/la-counselor-091403,0,5466147.htmlstory)

I have a job offering right here: (from Craig’s List)

(6) Multi-media resources: Numerous educational videos, sound clips, and animations are available on the Internet. Teachers should be able to find appropriate multimedia resources, and link to or download such files.

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June 16, 200510:27 PM

Identify an audio resource appropriate to teaching your subject (music, speech, animal sound, poem, newscast, etc.). Download the file and embed it in your portfolio, or provide an active link to it. Cite the source and describe how and why you will use it in instruction.

Identify a video or animation appropriate to teaching your subject. Download the file and embed it in your portfolio, or provide an active link to it. If you provide a link, also include screen captures of key sections of the video or animation. Cite the source and describe how and why you will use it in instruction.

Audio source from Bryant Park on NPR about the accidental creation of a black hole in a lab that could eat the Earth from CERN Large Hadron Collider!

Video Source: The Collapse of the Tacoma Narrow s bridge from (http://www.archive.org/details/SF121).

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Name: Robert Keislar

June 16, 200510:27 PM

(7) Interactive/Linked Unit Plan : Many application programs (including word processors, presentation managers and spreadsheets) allow users to hyperlink to local (e.g. movies, animations, presentations, text) and remote files. This can greatly facilitate the development and use of a unit plan. *TPE-tip You may wish to incorporate this material into a unit plan for TPE1.

Develop a unit plan (or augment an existing plan) for the subject you teach, incorporating as many resources as possible developed in this class.

Incorporate two or more good third-party lesson plans for teaching your subject. Cite the author and URL of the resources, and include screen captures of the relevant parts of the lessons.

Include links in you unit plan to at least five relevant external internet resources. Use a search engine with Boolean search features to locate web sites relevant to your subject. Embed the URLs for at least 5 excellent sites (or local files) that are related to a lesson you will provide.

Provide links to other relevant documents or resources you have developed.What follows is a mechanics unit plan with the links provided.

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June 16, 200510:27 PM

Robert Keislar CSUN SED 511

November 2, 2005Revised: December 27, 2006

Unit Plan for Physics A12th Grade

Newtonian MechanicsSeven Weeks of Instruction

Track A, Fall 2005Hollywood High School

R. Keislar, Instructor

The following is a unit plan for Newtonian Mechanics in a High School Physics A course. The plan is organized into the following sections: California State Content Standards, Major Concepts, Rationale, Relationship, Objectives, Materials and Text, Teaching Strategies (Initial, Developmental, and Cumulative), and Assessment Tools. This is an intense seven weeks, covering five chapters of new material in the text. Depending on the math skills of the group, it may take eight, nine or even ten weeks to cover this same material, dominating the Physics A semester plan of 16 weeks for a Track A calendar.

Other lesson plans and resources for high school physics are linked here as follows:1. Newton’s Second Law (http://www.iki.rssi.ru/mirrors/stern/stargaze/Lnewt2nd.htm)2. Lesson Plan: Teaching Simple Machines and Newtonian Mechanics

(http://www.songsforteaching.com/teachingtips/paddylessonplan.htm)3. Constructivism, Newtonian Mechanics, and Athletics

(http://dspace.nmt.edu/dspace/handle/10136/118)4. Astrophysics Science Project Integrating Research and Education, Cosmic

Carnival (http://sunshine.chpc.utah.edu/javalabs/java12/kinetic/tchrpg3.htm)5. Newton's Theory of Universal Gravitation (http://www.phy6.org/Lstargcc/Sconct13.htm)

California State Content Standards for Physics A, Newtonian Mechanics A high school treatment of Newtonian Mechanics includes the general Investigation and Experimentation (I&E) standards (which start at number 1) and the specific Motion and Force standards (which also start at number 1; confusion is avoided by always referring to the I&E standards with “I&E” before the number 1, and referring to all other standards with number and letter.) During laboratory exercises, the general I&E standards apply as well. So all the applicable standards for this unit are:

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1. Investigation and Experimentation - Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other four strands, students should develop their own questions and perform investigations. Students will:

a. Select and use appropriate tools and technology such as computer-linked probes, spread sheets and graphing calculators to perform test, collect data. Analyze relationships and display data.

b. Identify and communicate sources of unavoidable experimental error.c. Identify possible reasons for inconsistent results, such as sources of

error or uncontrolled conditions.d. Formulate explanations by using logic and evidence.e. Solve scientific problems by using quadratic equations and simple

trigonometric, exponential and logarithmic functions.f. Distinguish between hypothesis and theory as scientific terms.g. Recognize the usefulness and limitations of models and theories as

scientific representations of reality.h. N/Ai. Analyze the locations sequences, or time intervals that are

characteristic of natural phenomena (e.g., locations of planets over time)

j. Recognize the issues of statistical variability and the need for controlled tests.

k. Recognize the cumulative nature of scientific evidencel. Analyze situations and solve problems that require combining and ap-

plying concepts from more than one area of science.m. (N/A or this unit)n. Know that when an observation does not agree with an accepted

scientific theory the observation is sometimes mistaken or fraudulent and that the theory is sometimes wrong (Ptolemaic model of movement of the Sun, Moon, and planets).

1. Motion and Forces - Newton’s Laws predict the motion of most objects. As a basis for understanding this concept:

a. Students know how to solve problems that involve constant speed and average speed (This is from kinematics in the preceding unit)

b. Students know that when forces are balanced, no acceleration occurs; thus an object continues to move at a constant speed or stays at rest. (Newton’s 1st Law)

c. Students know how to apply F=ma to solve one-dimensional motion problems that involve constant forces. (Newton’s 2nd Law)

d. Students know that when one object exerts a force on a second object, the second object always exerts a force of equal magnitude and in the opposite direction. (Newton’s 3rd Law)

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June 16, 200510:27 PMe. Students know the relationship between the universal law of

gravitation and the effect of gravity on the surface of Earth.f. Students know that applying a force to an object perpendicular to the

direction of the object causes the object to change direction but not speed. For example, Earth’s gravitational force causes a satellite in a circular orbit to change direction but not speed.

g. Students know that circular motion requires the application of a constant force directed toward the center of the circle.

h. Students know Newton’s Laws are not exact but provide very good approximations unless an object is moving close to the speed of light or is small enough that quantum effects are important.

i. Students know how to solve two-dimensional trajectory problems.j. Students know how to resolve two-dimensional vectors into their

components and calculate the magnitude and direction of a vector from its components.

k. Students know how to solve two-dimensional problems involving balanced forces (Statics)

l. Students know how to solve problems in circular motion by using the formula for centripetal acceleration in the following form: a= v2/r.

Major concepts that form this unit are:1. Force is a derived physical quantity based on the fundamental physical quantities

of mass, length, and time. There are four known fundamental forces at present. Force can be represented by vectors, a mathematical tool where both magnitude and direction are important and must be considered.

2. Newton’s Laws, though flawed for huge velocities near the speed of light and for some nanoscale phenomena, otherwise predict the motion of most objects quite well, from airplanes, automobiles and athletes to keeping the planets in orbit and landing and operating a robot on Mars. These three simple laws explain much of the observable universe.

a. Inertia is the resistance of mass to change (Statics - Newton’s 1st Law)b. Force causes acceleration in proportion to the accelerated mass (Dynamics

- Newton’s 2nd Law)c. For every action, there is an equal and opposite reaction, which, taken

together, comprise an interaction. (Interactions - Newtons’ 3rd Law)3. Motion is independent in each dimension (two-dimensional motion)

a. Trajectory motionb. Circular motionc. Pendulums and Simple Harmonic Motion

4. Newton’s Law of Universal Gravitation defines the gravitational force between bodies as the “glue” that keeps the cosmos together.

5. Momentum (linear and angular) is conserved, which follows directly from Newton’s 3rd Law.

Rationale:

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June 16, 200510:27 PMNewton’s Laws are fundamental to physics and to all science. Without an understanding of these laws and the static and dynamic situations to which they apply, buildings and bridges would be awkward, excessively expensive, and unsafe; automobiles would be inefficient and far more dangerous; and space exploration thus far in our history would not have occurred. These three simple relationships cover so much of architecture, engineering, and the other sciences that understanding them as early as possible can only help any prospective scientist or the curious non-scientist who merely seeks a better understanding of the universe. In European countries, physics is taught in earlier grades as an understanding of physics is essential to chemistry and biology. We may have our curriculum backwards here in the United States where physics is generally taught senior year.

Relationship:Newton’s Laws explain “why” things move (Dynamics), or why they don’t move, (Statics). Things move because of an applied force, and the acceleration is in direct proportion to the applied force where the proportionality constant is the mass. This follows from, yet stands in contrast to, the notions of “how” things move, developed in our previous study of Kinematics. Yet Kinematics is still essential to describe the subsequent motion in dynamic situations and the results of Kinematics figures prominently in the homework problems for this unit. The Work and Energy unit that follows is a careful construction of the definition of energy, based on Newtonian Mechanics. This essential construction is applicable for all other units in the class, and for science in general, where the energy flow through a system (“follow the energy”) is as crucial to understanding nature as “follow the money” was for Woodward and Bernstein to understand Watergate. Newton’s 3rd Law, in particular, sets the stage for more exotic physics (often called “Modern Physics,” typically covered at the end of the second semester) like quantum mechanics where we can only witness the results of an interaction between two subatomic particles, and not a separate “action and reaction” or the details of the interaction itself.

Objectives:For each of the five themes listed in Major Concepts above, the objectives are for students to be able to:

1. Force -a. Name the four fundamental forces, their relative strengths, and some

familiar examples.b. Identify all real physical forces acting on an object.c. Understand the difference between balanced and unbalanced forces and

identify the net force acting on an object.d. Use vectors to represent forces and force components and add and subtract

vectors in two dimensions. e. Recognize the independence of perpendicular forces and perpendicular

vector quantities.2. Newton’s Laws -

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June 16, 200510:27 PMa. State Newton’s three laws governing statics, dynamics and interactions,

and display an understanding of the application of these laws to the physical universe.

b. Use Newton’s 2nd Law to find force, mass, and/or acceleration in a variety of different physical situations

c. Understand the difference between net force, which causes the acceleration described in Newton’s 2nd Law and the action-reaction pairs described in Newton’s 3rd Law.

d. Distinguish between weight and mass and use Newton’s 2nd Law to relate them.

e. Understand the nature of frictional forces and be able to use the coefficient of friction in solving problems

f. Understand the definition of freefall and the causes of air resistance and terminal velocity.

3. Two-dimensional Motion - a. Understand the independence of vertical and horizontal velocities of a

projectile and solve for maximum height and range in trajectory problemsb. Find the trajectory as a function of time given the initial angle and velocity

of the projectile.c. Understand centripetal force and acceleration of objects in circular motion

and be able to apply Newton’s Laws to such motion.d. Characterize simple harmonic motion (oscillations of masses on springs,

pendulums, etc.) and apply Newton’s Laws to such motion.4. Newton’s Law of Universal Gravitation -

a. Define the gravitational force between bodies as the “glue” that keeps the cosmos together.

b. Understand how precision and the hard work of gathering data were both needed to solve the workings of the solar system and the universe.

c. Recognize how the work of the Greeks, Copernicus, Kepler, Brahe, and Galileo contributed to and culminated in Newton’s Law of Universal Gravitation.

d. Understand that gravitational force is proportional to both masses involved and the inverse square of the distance separating the centers of spherical objects.

e. State the value of the Universal Gravitational Constant and how it was determined.

f. Be able to calculate periods and velocities of orbiting objects.g. Recognize that the motion of satellites in circular orbits can be related to

uniform circular motion studied in Two-Dimensional Motion. h. Understand the term “weightlessness” in describing objects in freefall near

Earth and in Earth orbit.i. Describe gravitational fields and the field concept, but know that it does

not explain the still unknown origin of gravity.j. Display some understanding of Einstein’s concept of gravity from General

Relativity, and the existence of black holes.5. Momentum -

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June 16, 200510:27 PMa. Define momentum and impulse and use the momentum-impulse theorem

to calculate changes in momentumb. Understand the relationship between average force and time interval for an

impulse and change of momentumc. Recognize the connection between Newton’s 3rd Law and the conservation

of momentum.d. Know that linear and angular momentum are always conserved in any real

process in the known universe.e. Use the concept of a “closed”, isolated system and distinguish between

internal and external forces in the closed system to solve momentum problems.

f. Extend the conservation of momentum to two dimensions and use vectors to solve collision problems in two dimensions.

Materials and Text:The major readings are in the textbook Physics: Principles and Problems, by Paul W. Zitzewitz, Robert F. Neff, and Mark Davids (Glencoe/McGraw-Hill, 1995). In the Newtonian Mechanics unit, the students will read and understand Chapters 5-9, entitled “Forces,” “Vectors,” “Motion in Two Dimensions,” “Universal Gravitation,” and “Momentum and Its Conservation,” respectively. The other primary reading source for this unit is from teacher-generated handouts including “Steps to Solving a Mechanics Problem,” “Vectors,” and “A Brief History of Solar System Astronomy.” There are also teacher generated laboratory directions which include: “Force Table,” “Free Fall,” “Human Reactions Time,” “Rolling Coin,” “Air Track Momentum,” and “Air Track Collision.” Work sheets I have written include “Inclined Plane”, “Inclined Plane with Friction”, and “Forensic Physics” where the student has to figure out who is telling the truth in a court case involving a collision between a truck driver and a private automobile. (The angle that the wreckage leaves the intersection is the clue, the computation of which depends on the student understanding conservation of linear momentum.)

Audio-visual equipment includes a standard overhead projector, a television with VCR and DVD players, and laptop with projector. Teacher-generated lecture notes, both in Power Point presentation, and chalk-board notes are also used almost daily. Where useful, internet applets, and physics department sites are access via the internet and displayed on the laptop and computer screen projector.

As with most science classes, lots of equipment is needed for lecture demonstrations and laboratory exercises. These include a spring scale, fishing line of various tensile strengths, and assorted weights and a roll of paper towel roll for illustrating inertia in Newton’s 1st law; an automotive tow rope which students manipulate (pull in various configurations) for understanding force vectors in two dimensions; an air track and air cars for momentum and collision studies, and an axle-mounted bicycle tire with rotating stool for the instructor to demonstrate the conservation of angular momentum.

There are six relevant laboratory experiences for this unit with the teacher-generated handouts listed above. Equipment for each lab is listed in the lab handout. For example,

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Name: Robert Keislar

June 16, 200510:27 PMfor the freefall lab, various balls, stopwatches, meter sticks, clipboards and string are required. For the inclined plane lab, instructor-built, adjustable inclined planes are provided to the school, with protractors for measuring angles, steel balls to roll down the planes, and various surfaces for measuring coefficients of friction. For the momentum lab, mounted balls and colliding cars on an air track are used to show the principles of momentum conservation.

Activities and Teaching Strategies:The general activity categories of initial (I), developmental (D), and culminating (C) are assigned to specific activities, but some specific activities may be used in more than one general way. For example, lecture can be initial, developmental or culminating. Similarly laboratory exercises can be used to introduce a topic, develop deeper understanding, or to sum up a topic with a final lab write-up. A matrix is included for a day-by-day look at the seven weeks. The following abbreviations are used for specific and general activities, and the general activity which may be satisfied by each specific activity is also provided.

Some specific activities can be used in all three general activities types (I, D, and C). I call these “multi-use” activities. On the Unit Plan Matrix, the first time a multi-use activity is listed, it can be considered as an initial activity. If an activity is listed again, on a later day and on the same concept line, it is a developmental lecture. If it occurs yet again on the same concept line, it can be considered a culminating activity. Where lecture is used for culmination, the symbol “Lc-C” appears. This is necessary since we frequently re-visit concepts in physics and deepen our understanding, going from a culminating activity, for one level of understanding, then back to developmental activity for the same concept to achieve that deeper level of understanding.

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June 16, 200510:27 PMSpecific Activity General Activity

** Dm - Demonstration by teacher in front of class I,D** Dp - Daily Problem, problem solving, warm-up review D,C** E - Exam, chapter exam C** G - group problem solving I,D** H - Homework problem set (H#), ten problems per set D** J - Jeopardy, or other fun review game C** Lb - Laboratory experience, student-directed w/handout I,D,C** Lc - Lecture by instructor, students take notes, frequent FA I,D,C** P - Pass back and go over exam. Re-teaching. D,C** Q - Quiz D,C** R - recitation, student puts his/her solution on board D,C** V - video, and internet video resources I,D** W - Worksheet, not graded formally D** FA - Formative Assessment, instr. question during Lecture I,D,C

General Activity Type AbbreviationsI - InitialD - DevelopmentalC - Culminating

Initial Activities: Engagement is an important part of teaching. Initial activities must “hook” the students’ interest. Fortunately there are multitudes of interesting classroom demonstrations that can be performed for most of the 30 bullets in the “objectives” section. The above table shows that lecture demonstrations are performed to introduce, develop, or culminate the class concepts. But lectures (Lc) and demonstrations (Dm) are great ways to introduce concepts. Some topics that are not in the Content Standards, like Black Holes, are so exciting to students, that I still devote some instructional time to them. They can serve as precursors to later topics, for example, escape velocity, and the fact light cannot escape from a black hole. Group problem solving (G) can be a fun way to access students’ prior knowledge, such that no one student has to feel that he or she is “on the spot.” A new concept can be kicked around by a group of students in a way that is unique to each group, and creative overall. Also, there are excellent videos (V) for introducing some topics, like NOVA, the PBS science show generally on Tuesday night’s at 8:00 pm. I sometimes tape these and show them in class to introduce a topic, but the only video I use in this unit is the “Monster of the Milky Way” NOVA show about the suspected black hole at the center of our galaxy.

Developmental Activities: There is no substitute in physics for solving problems, and homework (H#) provides this opportunity for a developmental activity like no other experience. For this unit, Homework#6 starts in Chapter 5 with Reviewing Concepts (RC) and Applying Concepts (AC). Homework#7 gives the Problems (P) for Chapter 5. A table of homework assignments for this unit follows. Daily problems (Dp, a review

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Name: Robert Keislar

June 16, 200510:27 PMproblem while I take roll), group problems, and worksheets also develop students’ understanding and problem-solving skill. I also go over tests thoroughly upon returning the graded work to the student. This is a form of developmental teaching, or “re-teaching” as I have head it called. Laboratory exercises also deepen student comprehension of concepts. Recitation, a time-honored technique in math and science includes students practicing their presentation skills, learning to think on their feet, and making logical reasoning clear to other students.

Concept Chapter HW# Homework7 RC (1-5); AC(1-5)8 P(1,4,5,10,11,14,15,17,,19,25)9 RC(1-4,6); AC(8,9,11-13)

10 P(4,9,13,22,25-27,31,33,37)11 RC(1-5,7-10,12); AC(1-5,6,7,9-11)

12 P(1-3,6,8,11,15,19,22)Gravitation 8 13 RC(1-5,7-10,15);AC(1-8,10,11)

14 P(1,4,6,8,14,20,21,25-27)15 RC(1-10);AC(1,5-8,10,11)16 P(1-3,6,14,17,23-25,27)

72-D Motion

Momentum 9

Force Newton's Laws

5

Newton's Laws Vectors

6

Culminating Activities: I always give a review and summary lecture (Lc-C) the day before a major chapter exam (E). I don’t make review lectures long, but I summarize what we’ve learned to date, after all the homework is passed back for that chapter. Jeopardy (J) is a fun way to test vocabulary and concepts before a test as well. Lab (Lb) write-ups, especially the “Conclusions” section, are a good culminating activity not just for the lab itself but for the concept. Assessment Tools: For assessment in physics, tests are king. This Newtonian Mechanics unit is no exception. (All my physics units use exams, even the energy unit, where an energy-related research project is also used for assessment, still includes two chapter tests). In addition to exams, homework and laboratory exercises comprise the other significant assessments for this unit. In each assessment, adequate knowledge of the “big ideas” and the groundwork that led to those ideas must be demonstrated. Formative assessments are performed during lecture, with continual questioning to check for understanding, or during individual problem solving sessions (daily problems) by circulating through the room to check progress, and by having students write their problem solutions on the board. Ideally, homework should not be graded, i.e., it should be for a learning experience only, but in practice, I have found most students won’t do the homework if it is not graded. So it becomes another formal assessment opportunity. Since Newtonian Mechanics forms such a crucial part of Physics A, my comprehensive final exam devotes two sections out of five, plus some multiple choice, to Mechanics.

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