Professional Context
I teach physics to 9th graders at Ogden International High school. We are a K-12 International Baccalaureate (IB) school where our focus is the 10 learner profile traits. The format of IB unit plans have a focus on thematic conceptual learning, approaches to learning (differentiation), global context, and interdisciplinary learning.
Last year was the first year I have attempted to apply the “modeling physics” methodology and curriculum. In the modeling physics pedagogy, the idea is for students to engage with concepts by first observing a puzzling physical phenomenon. Students brainstorm variables and relationships in the phenomenon they observe. The teacher then narrows down the variables and students collect data to determine the relationships among the variables. The students create verbal, graphical, algebraic, and diagrammatic models which help explain the phenomenon. Students write their data, graphs, and equations onto large whiteboards so they can have a whole-class discussion where the class comes to a consensus on the model. Students also discuss the limits of the model and how to revise the model to be more inclusive or thorough.
In practice, I have only focused on the experimental design and data collection aspects of modeling. I am still working on how to scaffold the data manipulation, whole-class discussions for consensus, and model revision process for students. Also the goal is for students to be able to use their model to solve new problems or explain new situations.
Big Idea(s) that will be the ultimate goal of your teaching
The big idea is for students to see develop and deploy mental models to explain the physical world around them. A mental model is how our mind connects ideas and concepts in our mind. In physics, our mental models explain how and why objects move and interact in a physical system. Our mental models can be visualized and represented verbally, diagrammatically, graphically, and algebraically. Models are tools which scientists use to explain phenomena. As with all tools, models have limitations and certain models are better for explaining certain phenomena.
I teach physics to 9th graders at Ogden International High school. We are a K-12 International Baccalaureate (IB) school where our focus is the 10 learner profile traits. The format of IB unit plans have a focus on thematic conceptual learning, approaches to learning (differentiation), global context, and interdisciplinary learning.
Last year was the first year I have attempted to apply the “modeling physics” methodology and curriculum. In the modeling physics pedagogy, the idea is for students to engage with concepts by first observing a puzzling physical phenomenon. Students brainstorm variables and relationships in the phenomenon they observe. The teacher then narrows down the variables and students collect data to determine the relationships among the variables. The students create verbal, graphical, algebraic, and diagrammatic models which help explain the phenomenon. Students write their data, graphs, and equations onto large whiteboards so they can have a whole-class discussion where the class comes to a consensus on the model. Students also discuss the limits of the model and how to revise the model to be more inclusive or thorough.
In practice, I have only focused on the experimental design and data collection aspects of modeling. I am still working on how to scaffold the data manipulation, whole-class discussions for consensus, and model revision process for students. Also the goal is for students to be able to use their model to solve new problems or explain new situations.
Big Idea(s) that will be the ultimate goal of your teaching
The big idea is for students to see develop and deploy mental models to explain the physical world around them. A mental model is how our mind connects ideas and concepts in our mind. In physics, our mental models explain how and why objects move and interact in a physical system. Our mental models can be visualized and represented verbally, diagrammatically, graphically, and algebraically. Models are tools which scientists use to explain phenomena. As with all tools, models have limitations and certain models are better for explaining certain phenomena.
Broad stroke understanding of the content you seek to uncover and provide links to supporting activities
In the first unit, students will learn all the skills required, to develop a model. These skills include asking questions, designing experiments, using a computer to collect and analyze data, and fitting lines to formulate mathematical models. In the second unit, students will develop a model to describe objects moving with constant velocity. In the 3rd unit, students develop a model to describe objects moving at constant acceleration. In Unit 4, students finally develop causal models to explain "Why do changes in an object's motion occur?" The balanced force model allows students to identify the forces on an object and observe how balanced forces do not change an object's velocity. In Unit 5, students investigate the "Unbalanced Force Model" and begin to solve quantitative problems for why a system accelerates when acted upon by unbalanced forces. In subsequent units, models for 2-dimensional motion, circular motion, energy, electricity, and magnetism are developed.
Include thoughts on ideas for performances of understanding
The most important formative assessments are the two types of whole-class whiteboard discussions. After each lab, students represent their results on a large whiteboard with words, diagrams, graphs, and algebra. Students use their whiteboards to discuss the meaning of the class' lab results and come to a consensus on the meaning of the results.
After students develop the model from lab observations, they apply their model to a set of word problems. Each table presents one of the problems to the class and the class discusses the problem until they come to a consensus on if the model was applied correctly. Paper quizzes are also give as formative assessments throughout the unit.
The summative assessments are group lab practical and an individual paper exam. During the lab practical students use their model to predict an unknown quantity. Students are graded on the accuracy of their prediction and their ability to explain their prediction. Students are allowed to use their notes for the lab practical and for the exam.
Finish a brief description of your plan
My pedagogical approach will be the modeling approach described above. Students will start with a guided inquiry experiment and represent physical phenomena with models represented verbally, diagrammatically, graphically, and algebraically.
Technology will be important for students to access the curriculum and for students to represent their knowledge of the curriculum. First, I plan to make some videos on how to perform tasks in the software we use for data collection and data analysis (logger pro). Technology is critical for our students to be able to collect precise and accurate data as the foundation for developing models. Technology will give extra opportunities for students to represent their model in a variety of ways. Students could potentially use Chromebooks to create animations, code for simulations, create videos, or use augmented reality to explain how their models apply to novel situations.
In the modeling pedagogy, technology is critical for student access and representation of the physics content. In my context, my classroom has a set of Chromebooks. Students will need to learn how to collect data using digital sensors and an interface on the computer. Students will also need to analyze and interpret the data with Googlesheets to find a line of best fit and formulate an algebraic representation. Computers allow for students to quickly collect, organize, and graph experimental data so that we have time to critically think and discuss the meaning of the results in class. Students can look at the data and think critically about what the words, diagrams, graphs, and algebra are saying about the relationships between the physical variables. After the standard representations of models, I am excited to explore how students can use different technological tools to represent physical models such as Direct Measurement Videos, coding for 3D models, and augmented reality.
In the first unit, students will learn all the skills required, to develop a model. These skills include asking questions, designing experiments, using a computer to collect and analyze data, and fitting lines to formulate mathematical models. In the second unit, students will develop a model to describe objects moving with constant velocity. In the 3rd unit, students develop a model to describe objects moving at constant acceleration. In Unit 4, students finally develop causal models to explain "Why do changes in an object's motion occur?" The balanced force model allows students to identify the forces on an object and observe how balanced forces do not change an object's velocity. In Unit 5, students investigate the "Unbalanced Force Model" and begin to solve quantitative problems for why a system accelerates when acted upon by unbalanced forces. In subsequent units, models for 2-dimensional motion, circular motion, energy, electricity, and magnetism are developed.
Include thoughts on ideas for performances of understanding
The most important formative assessments are the two types of whole-class whiteboard discussions. After each lab, students represent their results on a large whiteboard with words, diagrams, graphs, and algebra. Students use their whiteboards to discuss the meaning of the class' lab results and come to a consensus on the meaning of the results.
After students develop the model from lab observations, they apply their model to a set of word problems. Each table presents one of the problems to the class and the class discusses the problem until they come to a consensus on if the model was applied correctly. Paper quizzes are also give as formative assessments throughout the unit.
The summative assessments are group lab practical and an individual paper exam. During the lab practical students use their model to predict an unknown quantity. Students are graded on the accuracy of their prediction and their ability to explain their prediction. Students are allowed to use their notes for the lab practical and for the exam.
Finish a brief description of your plan
My pedagogical approach will be the modeling approach described above. Students will start with a guided inquiry experiment and represent physical phenomena with models represented verbally, diagrammatically, graphically, and algebraically.
Technology will be important for students to access the curriculum and for students to represent their knowledge of the curriculum. First, I plan to make some videos on how to perform tasks in the software we use for data collection and data analysis (logger pro). Technology is critical for our students to be able to collect precise and accurate data as the foundation for developing models. Technology will give extra opportunities for students to represent their model in a variety of ways. Students could potentially use Chromebooks to create animations, code for simulations, create videos, or use augmented reality to explain how their models apply to novel situations.
In the modeling pedagogy, technology is critical for student access and representation of the physics content. In my context, my classroom has a set of Chromebooks. Students will need to learn how to collect data using digital sensors and an interface on the computer. Students will also need to analyze and interpret the data with Googlesheets to find a line of best fit and formulate an algebraic representation. Computers allow for students to quickly collect, organize, and graph experimental data so that we have time to critically think and discuss the meaning of the results in class. Students can look at the data and think critically about what the words, diagrams, graphs, and algebra are saying about the relationships between the physical variables. After the standard representations of models, I am excited to explore how students can use different technological tools to represent physical models such as Direct Measurement Videos, coding for 3D models, and augmented reality.