AP Physics 1: AP Workbook
To wrap up constant acceleration calculations, we worked on some problems out of the College Board’s workbook. There was a lot of great discussion as students worked through the relatively complex problems. Students have been nervous about the early registration date for the exam this year, and working the problems seemed to help alleviate some of their fears.
Students also worked through an activity based on Brian Frank’s interaction stations to start building their model of a force. I had a sub that day, so afterward had students use a reading to define the major types of forces we’ll be using in class and connect them to the stations. We’ll be discussing the stations early next week and I’m thinking about how I want to approach the discussion. This week, I happened to read a chapter from Bryan Brown’s Science in the City where he talks about how teachers often miss how accurate students’ preconceptions are because students aren’t ready to express those ideas in scientific terms. I’m wondering how I might change the way I usually approach this discussion (and many others) to do a better job of recognizing and building on what students knowledge, regardless of the language they use to express it.
Physics: Constant Velocity Problems
Students worked problems, including the dueling buggies practical, using the constant velocity of a particle model. On their weekly reflection, a lot of students wrote about navigating different ideas within their groups about how to complete the lab practical. I was really excited to see that multiple approaches were suggested in most groups and that students were thoughtful about how to balance making everyone heard with moving forward as a group.
We also did some mistakes whiteboarding. In both my courses, I’ve been pleasantly surprised by how quickly students are buying in to this activity. My Physics students have been pretty quiet during the whole-class discussions, but they are consistently referencing it in reflections as something they find helpful for learning and where they feel proud of their work in class.