Days 20-23: Newton’s 1st LAw & Constant Acceleration Model Building

This week was a little goofy. Students were off Friday for a staff development day and it was homecoming week, so classes were shortened on Monday and Thursday for festivities.

AP Physics 1: Free-Body Diagrams

This week was all about Newton’s 1st law. We started with the bowling ball lab to come up with a formulation of N1L, then worked on representing forces with free-body diagrams and system schema. Both sections had mistakes whiteboarding sessions that were overall really good. There was a debate about whether a projectile should experience air resistance that had a lot of good thinking. We ended up grabbing a softball out of the storeroom and capturing an image of it rolling in Motion Shot to see if it had a constant velocity. There was a much more intense debate about air resistance than I’ve seen before and I think the group presenting felt like it became a “gotcha” moment. I need to think about how I could have intervened differently in that discussion to shift the tone it took on.

Made in Motion Shot; photo with multiple, evenly spaced images of a softball as it rolls across a table

Physics: Constant Acceleration Model Building

Students used video analysis to produce graphs of the motion for an object on a ramp. I was ornery about making students attempt to follow a reference guide I made before I’d help with the technology, which made it a lot easier for me to spend time with students who needed help troubleshooting. The results were better than when I’ve used photogates, but still fairly messy. I think part of the problem is, regardless of the approach, students rush on key pieces and get sloppy data as a result. I need to think about how to slow my students down at key steps. It was also tough to get students to speak up during the board meeting, even with doing a gallery walk and jotting down some observations with their group beforehand. I’ve got more students than usual who underestimate how much they know and are wary of jumping in as a result. I have some work to do on increasing the social safety in my classroom and helping students recognize their contributions.

Students also did Kelly O’Shea’s CAPM card sort. Interestingly, even though this fell on the day of our homecoming pep fest, students were overall very engaged in the activity. I saw a lot of the same students I struggled to get to speak up during the board meeting asking great questions and sharing ideas during the card sort. I think the small group setting was a factor. I need to give some thought to what else made students comfortable speaking up so much in their small groups and how I can bring that to whole class discussions.

This group used chalk to turn their card sort in to a Venn diagram

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