Sonnets vs Haikus

Physics solutions are sonnets, not haiku.

Sonnets are 14 line poems that follow a defined rhyming scheme.
Haiku are simple 3 line poems consisting of phrases, may not rhyme and are open to various interpretations.

I made this statement last week in an effort to conceptualize how some students are able to fully work a multiple step physics problem and some are not.  The successful students follows an algebraic sequence down the page.  The confused students writes disconnected equations and definitions that do not flow logically top to bottom.  The successful students' work is detailed, complete and organized.  The confused students' work is more akin to scratch calculation that do not fit together.

I'm hoping this analogy gives my students a framework to create their solutions around and a path to better navigate the water of physic problems.

Work Energy Methodology

Work Energy Methodology

1.   Define the System and the Energy States.

2.   Is a NON-CONSERVATIVE FORCE doing any work?

3.   If YES use WORK-ENERGY THEOREM

a.    Write the Work-Energy Theorem out completely.

b.   Look for any changes in energies that are zero and cross them out

c.    Expand the Work and Energy Terms

d.   Put in known values

e.    Solve using your calculator

4.   If NO use Conservation of Energy

a.    Write the Conservation of Energy Equation completely with an energy term for each object in the system

b.   Look for any Energies that are Zero and cross them out.

c.    Expand the Energy Terms

d.   Put in known values

e.    Solve using your calculator

5.   Don’t forget simple ideas .   Work changes Energy.  Energy is the ability to do work.

Three Questions

Friday before Fall break I asked my classes three questions:

What should I stop doing?

What should I keep doing?

What should I start doing?

First time I have surveyed any of my classes on their opinion of my teaching other than at the end of the year.  I got some good feedback to reflect on. 

Most requested "stop" - Answering questions with a question.  They take being questioned as showing that they don't know and makes them feel "stupid" and intimidated.  Fair enough.  I need to remember the maxim that it is achievement that builds motivation and not the other way around.  I'll work to build more of a solid foundation they can stand on before firing arrows at them.

Most requested "keep" - Red Ink Quizzes.  These are formative assessments where student self access in red ink and get the feedback on strategies and mistakes in problem solving.  I give credit for the work they do and for the feedback they mark on the page.

Most requested "start" - More Problems.  I feel this is from the AP Physics classes.  They want to gain more confidence they'll be ready for the AP test.  So I'll schedule less labs and more strategy sessions.

Credit to the students that out of 120 responses I received only a handful of silly answers (mostly give out more candy).
 

Simple Physics

“Simple can be harder than complex: You have to work hard to get your thinking clean to make it simple. But it’s worth it in the end because once you get there, you can move mountains.” - Steve Jobs

It is easy for the students to be overwhelmed by the new concepts they encounter in their first Physics course.  Often the principles run counter to what seems intuitive in real life.  For example, friction exists in all motion, so it is logical to assume that a force is always required to produce motion and in the face of such thinking the students miss Newton's First Law of Motion.   

One of my goals for the Physics class is to break down the objectives into "Simple Ideas" - basic principles that the student can turn to and begin their thinking and then create a solution to the particular problem at hand.  But as I tell them simple does not mean easy.  Calculus is simple:  How do you describe change and what is the effect of change.  Calculus is not easy but Calculus allowed us to send human beings to the moon and back.   The actual astronauts' flight path has less turns than the students drive to school every day.  Simple.

I am not building recipes to use for the problems.  The formulas will be on the reference sheet.  I explain the formulas.  We discuss under what conditions the formulas are applicable.  At that point the student should take a deep breath, and dive into the problem and start swimming.  Even if you can't see the finish line, only by moving will you get there.

Art Scrivener

AP Physics 1 Text

An update to last week's post:  I have located a pdf version of the College Physics text.  The text can be accessed here: AP Physics 1 Text

Art Scrivener

Why isn't my child bringing home a textbook?

Why isn't my child bringing home a textbook?

This question was asked at last week's Parent-Teacher Conferences.  The short answer is that I have more students for Physics and for AP Physics 1 than there are Physics texts at Collins HS.  The longer answer is that with the strategic initiative and students getting Macbook Air's next year, I'm working to come up with a digital solution.

I do not have an e-text version of the AP Physics 1 textbook.  But I do have PowerPoint presentations that go with each chapter.  I can put them into a shareable folder and students can download them there.

For regular Physics I do have a PDF version of the text.  Again I will put that into a shareable folder.

Shared Google Drive Folder:   MLCHS Physics Shared

I'm hoping this fills a gap for students looking for a reference.

Art Scrivener

Why take Physics?

Why take Physics?

Last week I asked the students what they wanted to learn in my class.  The overwhelming response was "I want to learn what is needed to pass the class".  This tells me I have some coaching to do.  I was hoping to find responses like "how a diesel engine works" or "what is dark matter" or "how does my smart phone know where I am".  I want them to look beyond the grade in Infinite Campus.  I seek to rekindle that curiosity they had as children when the took apart things to look in side; to find joy in discovery that you can predict how an object will behave and then run the test and find that you were correct.

What I want our students to learn is the Science and Engineering practices:

1. Asking questions (for science) and defining problems (for engineering)
   
2. Developing and using models
   
3. Planning and carrying out investigations
   
4. Analyzing and interpreting data
   
5. Using mathematics, information and computer technology, and computational thinking
   
6. Constructing explanations (for science) and designing solutions (for engineering)
   
7. Engaging in argument from evidence
   
8. Obtaining, evaluating, and communicating information 
   
   Through practices the students will come to understand the nature of science and the science of nature.
   

Genius Hour

Genius Hour

 I'm going to offer my Conceptual Physics class 20% of their time to learn about anything they want.  This is going to be educational for me and I hope inspirational for the students.  Here are a few sites that have information on the concept.

Kate Perry's Site

Genius Hour Resource Page

Introducing 20% Time to Your Class

My primary source is A.J. Juliani's book "Inquiry and Innovation in the Classroom".   Here is his site.

As I see how this implements in one class, I will bring it into the AP Physic classes.

What can they study?
1. Anything that is not for a grade in any other class.
2.  Must be approved by the parent/guardian.
3.  Must be approved by the teacher.
4.  Must have a tangible product. 

Letter to Parents

From:  Mr. Scrivener

To:  Parent or Guardian of Collins HS Student

Subject:  2013-2014 School Year

I am your student’s teacher for Physics.  My goal is to deepen your child’s thinking ability.  The goals of my class your are getting the students to buy into the following:

Keep Working when Problems get Hard

Visualizing the Situation

Win Arguments with Facts

Describe What's Goin' On?

How to use High Tech Gear

Find and Fix your own Mistakes

See the Patterns in Life and Break It Down

Does the Answer make Sense?

I am available for tutoring any time that does not conflict with a scheduled meeting.  I arrive before 7:30 am and will stay until 5:00 pm if your student needs some extra clarification or to make up missed work.

Missed tests and quizzes are expected to be made up outside of the regular class.  If a week goes by and the student has not made up the assignment a Missing is entered into the Infinite Campus grade book and a zero is scored.  This serves as a reminder to both the student and me that the assessment needs to be made up.

I will use Infinite Campus Messenger to update you on what is happening with our class.  Please ensure that the school has an accurate e-mail address in Infinite Campus.  I will use Remind.com to text your student assignments and readings.  I am experimenting with a blog this year for my classes.  More information to come on that.

Your student will require the following supplies for the class:

·    Something to keep handouts in.  A binder or set of folders is acceptable.  This binder may be used to keep papers for other classes.   A ½-inch binder is all I require for my class. 

·    Two Composition Books.   One is for taking notes and working problems in.  The other is for lab notes and data collection.  Both may be used on tests and quizzes.

·    Pencils with erasers.  If your student prefers mechanical pencils please ensure they have a separate eraser.  I will not grade a test done in ink.

·    Graph Paper.

·    A 6 inch or 12 inch ruler for drawing straight lines.

·    Calculator with Trigonometry functions.  I recommend the Ti-30XS or Ti-36X Pro. Both are available at Wal-Mart for under $20.  (I do not recommend the Ti-30II XS.)  Smart phone/tablets are not allowed on tests so they do need the separate calculator. Your student needs their own calculator just as carpenters need a hammer.  It is a tool to get the work done

A $15 science lab fee is charged to each student taking a science class at Collins this year.  If you have not paid this through the main office, I will be collecting the fee in class during the first week.

I look forward to coaching your child in Physics and helping them achieve the high goals that you set for them.

Sincerely,

Art Scrivener

Welcome to Physics

Collins High School

 AP Physics Agenda

Instructor: Art Scrivener                                              

School Year: 2014–2015

Take charge of your knowledge.  In our classroom you think, reflect and ask questions about Physics.  I will guide you to being successful.

Supplies:

You will need:

1. Folder or 3-Ring binder to keep handouts in.
2. 2-Composition Books (Absolutely Mandatory)
3. Pencils with erasers
4. Lined college ruled paper
5. Graph Paper
6. A 6 inch or 12 inch ruler
7. Calculator with Trigonometry functions. I recommend the Ti-30XS MultiView (Ti-84 or Ti-36Pro for AP Physics C Mechanics).
8. $15 Science lab fee.

Class Rules:

1. Hall Passes. Please do not interrupt me asking to go to the bathroom.  If you are having an emergency, softly tell me and then quietly leave.  No passes the first and last 10 minutes of class.
2. Purses/Bags/Packs.  Put under the desk.  Only things on your desk are books, paper, pencil/pen and calculators.
3. No food or drink.  Water only.  Finish eating before the bell rings.

Cellphones and Electronics:

1. End the electronic communication when the bell rings and begin the starter.
2. BYOD means you may use the devices only with my permission not just because you think you are done.
3. Put the device away when the bell rings.  Put away means off the tabletop. 
4. Do not bring it out unless specifically told to do so.
5. If you cannot agree to these rules, I will ask for the device and turn in a referral.

Daily Academic Expectations and Work Habits:

     1.     Come prepared every day.  This means pencil, composition book and text.

2. Participate in class by taking notes, doing practice problems, answering questions, participating in groups, and working independently.
3. All homework should be completed prior to entering class.
4. When working in groups, talk in at a soft volume. 
5. Try to be neat.  Writing clearly helps you avoid mistakes and helps you see what to do next.
6. I will not grade a test worked in ink.

Homework Expectations:

1.     All homework is due for unit when the unit test is given.

2.     AP Physics 1 and C:  The tests are heavily curved to the AP grading standards where 50% is an A.  If you do not turn in the homework, you do not get the curve.

What to do if you miss a class:

            Excused Absence: If you have an excused absence with a note, you will be allowed to make-up work, tests, quizzes, and projects with no penalty. You will have the number of days absent plus one to make up and turn in all work.

            Unexcused Absence: If you have an unexcused absence, daily work and homework may be made up at teacher’s discretion.

            Field Trip:  If you know in advance you are going to miss a class, ask for the classwork before hand.

Grading Scale

A = 90% to 100%

B = 80% to 89%

C = 72% to 79%

D = 66% to 71%

U = 0% to 65%

           

Your 9-week grade will be based on these areas and their percentages:

80% Tests & Labs

20% Class Work, Homework & Participation

Additionally, the Midterm is 10% and the Final is 20% of the overall grade.

You may makeup a test at anytime after showing me you are ready. The higher of the test grades is counted.

Possible Interventions:

Tutoring:  I am available at 7:30 am and will stay until 5:00 pm.

Teacher Conference: I will be available by appointment. Call me to set up a conference.

Your Parent/Guardian has the right to be informed about your grade and conduct at any time during the school year by phone call, e-mail or letter.