SOCS - P Wow, I am still spinning after reading tonight. Paper could have been called Making more Work out of Work. The way I find it in books seems consistent with exams. (Schwackhamer)
I knew that bar graphs and energy flow diagrams were coming up since looking at O'Shea site. I have not used her worksheets since I did not know the proper way to make this learning more concrete. But I will have to look at hers again, listen a little harder in our workshop and try to see where this makes understanding work and energy stronger for students. I get it that they are circular in definitions but I have not come across an issue before. This unit has thrown me for a loop.
Thursday, July 11, 2013
Wednesday, July 10, 2013
Wednesday, July 3, 2013
Arons 3.1-3.12
SOCS-C Arons writes of dynamics and new preconceptions students bring to class. I read about cautions in defining force and mass and guess I understand that these words are not used in the first chapters of a physics book. But can we really not rely on something being taught in the middle school? (Arons)
Monday, July 1, 2013
SOCS-C The big workbook of lessons is a nice addition to a teachers resource bookshelf. When a conceptual problem is addressed as the concept is introduced can start the conceptual change in the student maybe without really knowing it. (Camp, Clement)
In the past, before I knew I was a transmission physics instructor, I would have told a rookie teacher that they would be nuts to spend two lessons and a lab on the Normal Force! My students seem to have the idea that a table pushes back, possible not to the microscopic target range, but where they have trouble is the direction a ramp pushes back while at an angle or what happens to the normal force when two forces push against it. As I think, just after I write, maybe I see what a stronger definition can do to help my students work. Never mind.
In the past, before I knew I was a transmission physics instructor, I would have told a rookie teacher that they would be nuts to spend two lessons and a lab on the Normal Force! My students seem to have the idea that a table pushes back, possible not to the microscopic target range, but where they have trouble is the direction a ramp pushes back while at an angle or what happens to the normal force when two forces push against it. As I think, just after I write, maybe I see what a stronger definition can do to help my students work. Never mind.
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