A Change in the Wind

The last year or so have brought about a lot of changes for me. But the biggest one is coming up next year.

Next year we are using the retirement of our other science teacher to completely restructure our science department. Our new motto is "all standards for all students". There are arguments for and against that philosophy, but we decided at this point it is the direction we wanted to go. In order to align more easily with NGSS standards, we are moving towards a Physics First sequence.

Freshmen coming in will take physics. Sophomores will follow with chemistry and biology will be a junior level class. There are other elective science courses that will be offered, including an advanced physics, engineering, anatomy and physiology, and a rotation of individual earth sciences. (Yes, all of this with just two teachers!)

I'm nervous. This is a big deal. The more I am put in front of people to talk about it, the more I realize how big of a deal it really is. You see, I sort of live in my isolated little bubble. When I leave my bubble, it tends to be when I go out to meet and learn with other science teachers. And the ones I hang out with tend to have the same philosophy that I do about rigor. To an awful lot of people "rigorous" when referring to a science class simply means "higher level math." While to some extent that is true, I do believe kids can learn and understand physics concepts without having had trig. (Or maybe I'm delusional and this is all going to go down in flames.)

I am also under no illusions that the success of this endeavor is all on me. Don't get me wrong, I have a lot of support in place. I know my administration has my back and will do everything they can to act as a firewall so I can do my thing, but I know that this will be watched very closely by a lot of people, some of whom who will look for any little chink in the armor to find a way to bring it down for no other reason than because it is different.

But I'm ready for it. And I am excited for it. And I truly think it's going to be a great thing for our kids.

Physics Modeling Day 1 and an Epiphany

If you know me at all, you know that I fell in love with Modeling last summer. My first year Modeling Chemistry was filled with ups and downs and everything in between. It was rough. And exhausting. But I know this is one of the best teaching methods out there. I can't help but think this will get somewhat easier with time.

So this summer, I am taking a Physics Modeling class. Three weeks. Twelve days. Great discussions. Lots of goodies. I have been excited about this class since I signed up in March.

What a nerd.

We took the Force Concept Inventory today. Now, bear in mind that I haven't taught actual physics since some time in the last century. This test kicked my butt! I talked myself out of so many answers you would think I didn't have a license to teach this stuff. So when we go into "Student Mode" this time around, I will truly be able to play that part. All the better for me, I guess :)

Today we covered Unit 1. Mostly this shows the kids how to set up labs and take good measurements. We did the Pendulum Lab. Again, this is probably the same lab done in every single physics class in America.

But different. You know, backwards from the "normal" way to teach. Start with the lab and then develop the ideas.

One quote from our teacher really hit home with me today. "It is important to let students take their own data and create their own graphs and discuss it. They have to see for themselves or they are never going to believe it."

I had never really thought about it in terms of "believing" it before. Oh, sure, I am well aware that some kids simply don't pick up on the ideas and need to come at it from a different angle, but for some reason, I never considered that one of those kids wouldn't believe me. This is physics, for crying out loud, not evolution. (I know, I know, touchy subject, please don't yell at me for that one.) And besides, why wouldn't those sponges absorb everything I say in class. I have masters degree, doggone it, I'm know what I am talking about!

But that's the whole key, isn't it?

When we walked in this morning, there was a set of questions on the board for us to think about. One of them was "What is a student-centered learning environment?" It's one of those things that I kind of knew the answer to in the back of my head, but never really sat down to think about and articulate. All it took was one simple quote and a semi-coherent blog post to really bring it all home.

Those kids have to see it with their own eyes. Write it in their own hand and speak it with their own voice. Only then can they "believe" it.

This is the core of Modeling. The entire pedagogy is based on those kids seeing for themselves how this world works.

Man this is awesome.

Need. More. Inquiry.

The talk of today is our baseball team. Last night was another sweep for them and we are now 16-0 on the season. GO BRAVES!!

My Applied Physics classes are in the middle of a project, but they came in talking about the games and ended up with a LOT of questions about pitching and how fast our pitchers can throw. What is a good speed for a high school thrower? What do the pros throw? Middle school? How fast do our pitchers throw? Can I throw faster?

Now, I am really not up on my baseball stats,* so I didn't have much in the way of answers. I do know that a good throw in the majors is in the upper 90s, but honestly, that mostly comes from watching Major League. I wasn't really satisfied with my answers and neither were my kids. They wanted to know if we could we test it out?

It's May.

State Assessments are over.

It IS a physics class.

It's May.

So we rounded up some baseballs and went outside.

The first question out the door was, "what about all this wind?" My first thought was to have them figure out the wind speed, but someone had an iphone and just looked it up for us. Maybe I'll have them figure out how to calculate that later.

So we took measurements throwing into the wind and throwing with the wind.

At first, everyone started throwing as far as they could. After some preliminary calculations, there were to big realizations. First off, those baseballs were not going very fast at all. But the big issue came about when the boys realized that the girls were actually throwing faster than they were.

Adjustments were made.

There was a great discussion about the number of steps each person should be allowed and whether or not there should be a minimum distance for it to count.

Aside from a narrow concussion miss by our cameraman, there were no real glitches.

We then tracked down our varsity pitchers and asked them to estimate how fast they can throw a ball. They weren't too sure, so our homework for Friday night is to find out. A couple of kids even realized that they were going to have to convert their meters/second measurements in to feet/second measurements to be able to do that comparison. The only thing I could think here was that if this was on a worksheet, a majority of those kids wouldn't even have noticed that difference in labels.

I really, REALLY want to do more things like this. Even the kids who didn't have the questions to begin with got into the project.

My big issue is what types of projects to do. I have no idea. I am not very good at coming up with open-ended questions, and a lot of the questions I have found seem to be too advanced for my kids. Although after the roller coasters and catapults, maybe I'm underestimating some of their math skills.

I also have a tough time just letting kids come up with their own questions. I don't mind the lab part and kind of thrive on the chaos, I just want to be sure there is some actual learning going on. So I need to find a way to set it up for everyone to be happy and know what the heck is going on.

Anyone have any resources or suggestions?


*I don't hate baseball, but I don't love it, either. My husband is, unfortunately, a Royals fan, so maybe that's why I don't pay much attention.

The Catapult Project

We started building catapults today. Unlike the Roller Coasters, I actually came into this one with a plan.

This was based on a Science Olympiad problem that required teams to launch an object of unknown mass to an unknown target. That is a LOT of unknowns, so I have given my kids a little more direction.

I want them to build big catapults, but I want them to understand how a catapult works and what kind of plans they are going to need.

So we started off with mini catapults.

That shoot M&Ms.*

You have not lived until your kids have permission to launch candy across your classroom.

Cody is having WAY too much fun with this. (Also, please ignore the incredibly messy lab room, we are still recovering from the roller coasters.)

Today was the idea day. They got two paint stirrers, 2-4 mini clothespins, one stick of hot glue (I have discovered that this is PLENTY) and a snack pack of M&Ms. Anything else they wanted to use had to be approved by me.

After about three minutes of stunned silence, they took off with this and had a wonderful time trying to figure out how to build their catapult.

I'll give them couple days to perfect their catapult before we have a test day where they have to launch their M&Ms. I'm thinking prizes will be awarded for distance and accuracy.



*Next year, we will shoot marshmallows. M&Ms get eaten pretty quickly and shatter when they hit my floor. I had a lot of explaining to do when the custodian came in this afternoon.

Roller Coaster Success

I have always been annoyed that my Applied Physics class has never actually been, you know, applied physics. We created the class to cover standards on the state assessment for kids who would never be able to pass regular physics. While a typical day in that class is spent doing labs, they have always been pretty canned.

Last week I got bored with it. I was sorting through an old pile of papers and came across a roller coaster project that someone had presented years ago in a teaching methods class. We have been talking about speed and momentum and acceleration and energy. This just seemed perfect. So off to the hardware store I went.

I gave my kids 15 feet of conduit insulation, some masking tape, a marble and some pretty vague instructions about how to build a roller coaster. The only requirements at this point were that the roller coaster had to have two hills and a loop.

They ran with it.

They talked about energy.

They talked about momentum.

And acceleration.

And velocity.

And whether or not their roller coaster was one they would actually want to ride.


This coaster was changed because of that. They ended up putting another length on the end and tried to get the marble to come all the way back to the start. It was close, but couldn't quite make the return loop.

They had incredible discussions about everything we had learned in class. I was truly amazed. There is no way these discussions would never have come out of working problems on a worksheet.

Even when I upped the assignment to figure speed and acceleration, they jumped right in. They had to pick six points on their track and determine the speed and acceleration at each point. Kids who refused to do these problems as practice showed all their work WITH LABELS in order to prove their roller coaster was the fastest.

For a project that took about eleven minutes for me to plan, it turned out really well, although there are several things I am editing for next year.*

-First off, they don't get to use my metersticks as supports. Just a little glitch if you require them to, you know, measure anything. I soooo didn't see that one coming.

-I would also like them to compare the speed and acceleration to real life roller coasters.

-Maybe make a commercial advertising their roller coaster?

-I'm thinking I could have a couple staff members listen to the presentations and pick a "best of show."

-Glass marbles shatter when dropped off the bleachers. Into millions of little pieces.

After I got them all started and I started Googling, I came across several sites on project based learning. New obsession here. While this isn't exactly where we are at the moment, we are definitely going to be doing more of this in class. These guys will be my guinea pigs this year and I think they are totally okay with that.


*Is it considered editing if I didn't have it written up??? I'm not even sure I can claim the planning part.