t527 – project presentation shaheer khan teaching o level physics for understanding feedback...
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T527 – Project PresentationShaheer Khan
Teaching O Level Physics for Understanding
Feedback Partners: Rob Schuman and Kellie Doty
Context/SettingStudents: 14-15 year oldsClassrooms: Very Traditional
Multimedia projector provided on request
Science LaboratoryBasic equipment
Computer Laboratory20-30 computers Internet connection
45 minute lessons, 5 times a weekAdministrative expectations
Study guides and Weekly planners
ThroughlinesStudents should:
Develop a deep understanding of topics highlighted in the GCE O level Physics syllabus
Appreciate how Science relates to the real world.
Develop the ability to think across disciplinary boundaries, appreciate connections and similarities between physics and other bodies of knowledge.
Topic: Kinetic Model of MatterCandidates should be able to:(a) state the distinguishing properties of solids, liquids and gases.(b) describe qualitatively the molecular structure of solids, liquids
and gases, relating their properties to the forces and distances between molecules and to the motion of the molecules.
(c) describe the relationship between the motion of molecules and temperature.
(d) explain the pressure of a gas in terms of the motion of its molecules.
(e) describe evaporation in terms of the escape of more energetic molecules from the surface of a liquid.
(f) describe how temperature, surface area and draught over a surface influence evaporation.
(g) explain that evaporation causes cooling.
Insight from Readings: Analyzing O level Physics syllabus objectives using
the Taxonomy Table (Anderson) – Most goals in the O level syllabus are ‘concrete’ and ‘factual’.
Generative Topic
PARTICLES OF MATTER
MECHANICS
PRESSURE IN GASES
ELECTRICITY
THERMAL PHYSICS
DENSITY
speed
PROPERTIES OF MATTER (Chemistry)
attraction
energy
collisions tempera
tureoccupied space
electrons
motion
Targets of DifficultyVisualize matter at the molecular level. Verbal or
written descriptions explaining the nature of particles, their kinetic energy, and the attractions between them, may not translate into an accurate visual image in the learners' minds
Simultaneously keep track of multiple variables (energy, speed, force of attraction, intermolecular distances, etc.) that determine complex interaction among particles of matter.
Appreciate how understanding the particulate nature of matter can help them understand concepts like 'temperature', 'forces', 'pressure', and 'electricity‘
Design InsightReadings:
“Well prepared teachers have a sense of where they are going and how they and their students are going to get there” (Darling-Hammond, p.177)
Avoiding the “twin sins of traditional design”, especially the second one: “covering the curriculum” (Wiggins, p.16)
Design InsightWiggins’ Backward Design Process: 1.
Identify desired results 2. Determine Acceptable Evidence 3.Plan learning experiences and instruction
What needs to be fixed?LEARNING ACTIVITIES
DESIRED UNDERSTANDING
ASSESSMENTS (Bottleneck)
Understanding GoalsWhat does the Kinetic theory tell us about the
nature of matter? What factors determine the different states of
matter? How can temperature, pressure, volume and
density be explained in terms of the particles of matter?
How do particles of matter transfer energy?
Readings:Added sub-goals using the Understanding
Framework knowledge, methods, purposes, forms (TFU)
Understanding Goals (Sub-goals)What does the Kinetic theory tell us about the nature of
matter? Students will understand: how Kinetic Theory is used to describe matter (Knowledge)Brownian motion as the evidence for the continuous random motion of
particles. (Methods)
What factors determine the different states of matter? Students will understand: the characteristic properties of matter in each of its three different
states. (Knowledge)how the outcome of the 'battle' between intermolecular forces of attraction
and the kinetic energy of molecules determines the state of matter (Knowledge)
how temperature of a substance relates to the energy (and therefore the motion) of the molecules it contains (Knowledge)
why it is important to measure temperature, and study Thermal Physics (Purpose)
how to use the following terms correctly in communication: kinetic energy, molecules, solid, liquid, gas, temperature, heat, volume, force, distance, and attraction (Forms)
Understanding Goals (Sub-goals)
How can temperature, pressure, volume and density be explained in terms of the particles of matter? Students will understand: how gases exert pressure on the walls of a container (Knowledge) how temperature of a gas relates to energy and motion of molecules, and
hence the pressure exerted by the gas (Knowledge) how changes in pressure, volume, and temperature may affect the
density of a substance (Knowledge) the relationships between temperature, volume and pressure using
appropriate scientific and mathematical vocabulary, including the terms: pressure, constant, proportional, and inversely proportional (Forms)
how knowledge of these relationships can help us understand natural phenomena and real life problems (Purpose)
How do particles of matter transfer energy? Students will understand: how motion of 'energetic' particles (molecules or electrons) from one place to
another is equivalent to transfer of 'energy' itself (Knowledge + Methods) how to explain phenomena such as: conduction, convection, radiation, electric
current, and evaporation in terms of transfer of energetic 'particles' from one place to another (Knowledge + Purpose)
the factors that influence rates of evaporation (Knowledge)
Performances of Understanding
Existing Understanding
Technologies: Simulations and Animations
Discussion/Reflection/Collaboration
New Understanding
Introductory/Guided Performances in a Lesson
Performances of Understanding
Lesson #3Setting: Computer Lab
Before class: Teacher will draw out a concept map of key observations and ideas discussed by students in the last two classes on the board, or using chart paper.
Activity 1 (5 minutes): Recap the discussion on the kinetic model of matter. Invite students to share thoughts on what they studied in the last class. Refer to the concept map. Modify or add to it, if necessary.
Activity 2 (10 minutes): In groups of three, ask students to discuss why matter exhibits different physical properties in solid, liquid and gaseous states. Ask them to brainstorm a list of reasons that explain the properties of matter, in light of what they already know about the Kinetic Model of Matter from the previous two classes. Ask each group to type their list of ideas in a template made in Google Docs and share the file with all the classmates and the teacher.
Activity 3 (20 minutes): In the same groups, ask students to run 'States of Matter' JAVA-based interactive simulation. Encourage them to play around with temperature control in the 'Solid, Liquid, Gas' section using different types of molecules on the right. Encourage them to try out the simulation for different types of molecules. Five minutes into the activity, ask each group to open their spreadsheet and jot down any new insights they might have that explain the motion of particles in relation to the properties of different states of matter.
Activity 4 (10 minutes): Conclude the lesson with a brief discussion on the purpose of the activity. Encourage students to play with the simulation at home and think about it some more, and add any other observations to their group's document.
Ongoing Assessments
Issues to Consider:Assessing achievement of understanding
goalsAssess relative improvementProvide feedback to scaffold learning
School requirements (monthly achievement scores)
Exam preparation
Ongoing AssessmentsPoint-based Rubrics
Assessment for Activity 1: Each student will be asked to submit their noted observations to the teacher. These will be assessed by marking the students according to the following rubric:
0 points = did not submit anything, or submitted a blank piece of paper 1 point = made one or two connections between observed phenomenon and prior understanding 2 points = the student made several connections between observed phenomenon and prior understanding
Ongoing feedback Individual assignment Teacher feedback Revision with
peer feedback Collaboration and Reflection
Technologies UsedFlash Animations/Videos
Facilitate visualizationObserve complex interactions
Interactive Simulations (JAVA) Manipulate variablesStudy a complex systemCan be assessment tools as well
Google DocsSharing and collaborationGiving and receiving feedback
Technologies UsedAssistment (assistment.org)
Exam questionsHintsFeedback
Further Insights (general)Professional development involving “isolated”
teaching of technical skills (Bowe, R. & Pierson)
“Changes in the use of ICT require engagement with teachers concerning their views of knowledge (subject, school and pedagogic), as well as with teachers’ personal constructs” (Mccormick & Scrimshaw 54-55).
Tackle “wicked problems” (TPCK)
PuzzlesConsider the context and the constraints:
Culminating Performance: Should there be one at all?
How do I design Performances of Understanding for multiple intelligences?