This was another week that was a little messy. I had a sub Wednesday through Friday so I could present some of my doctoral research at the ASTE conference. On top of that, we had an ice storm early Wednesday morning that resulted in a late start, so two of my classes didn’t meet

**AP Physics 1: Energy**

This week was all about applying our model of energy transfer. We had some great discussions before I left where students were navigating how different systems affect the problem. We also did some TIPERs problems where some common preconceptions came out. The last few years, I’ve been working on being more intentional about making sure we discuss what’s correct about those preconceptions and whether there are other questions those ideas are the correct answer to. My students this year have been really receptive to those conversations, which makes for fun discussions and seems to help kids feel comfortable sharing ideas. Once I left, students worked on an energy lab practical in Pivot Interactives and some energy problems from the College Board’s AP Physics 1 workbook. My students were a little nervous about doing those problems without a teacher who knows the content in the room, but I’m betting they will make some good progress with peer conversations.

**Physics: Unbalanced Forces**

Students started working problems using unbalanced forces. My students and I are getting more comfortable with each other, which is leading to the discussions getting better. That’s helped me make the connection that the reason some of my students have been struggling with the direction of some forces is they don’t have a great conceptual understanding of the interactions involved in some forces, especially the normal force. I made sure we spent some time reinforcing those ideas by doing some things like using the matter model for normal force and a pair of hairbrushes for friction. My go-to move is to place those on a board at different angles to help students get a visual and tactile hook to make sense of what direction the normal and friction forces should go, which seemed to help a lot of students. We also spent some time looking at how the normal force an elevator passenger experiences connects to the acceleration of the elevator. Once I left, they did an unbalanced forces lab practical in Pivot Interactives.