AP Physics 1: Problems
Students started working on some problems translating between constant velocity representations. Usually, I see a big difference between those who did and didn’t take calculus last year, but the gap seemed much smaller this year; my students who didn’t take calculus last year seemed very comfortable working with graphs and thinking through problems they aren’t entirely sure how to answer yet, which was great to see. My students are also already very collaborative, with students quick to step in when the realized a peer was stuck.
Students took the force concept inventory today. It was interesting that my students in this course seemed much more nervous about the pre-test than my AP students did on Friday. The pre-test is useful for the goal setting my district asks PLCs to do and I find looking at the gains, especially on specific questions, useful, but it does take a toll on students settling in to a challenging course to have a challenging pre-test so early on.
Chemistry Essentials: Particle Diagrams
We started by making and discussing histograms for Friday’s labs. There were some great observations and potential ideas to explain some of the changes we saw. Afterward, students got into groups to work on sketching particle diagrams for the experiments we’d done. I also introduced students to the group roles I’m using this year; I don’t think I did enough training to get the full benefit of the roles, but it did seem to help reinforce the idea that every group member has something to offer.