<font face="Verdana, Arial, Helvetica, sans-serif" color="#0000FF">Pretest.</font><font face="Verdana, Arial, Helvetica, sans-serif"><br>
SPRETEST PRE TEST PTERRRSDFSDFDS. This might be a modified FCI. Logistics. 1) split each pair into A
and B and the As take the online version and Bs take a print version or (2) all
students take test online. .. If it is online, the teacher can get immediate feedback.
Since that’s what we want to test, why not? (30 min total).</font>
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This is a multiple choice question
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Pretest. Students take a pretest for the entire force and motion unit with KI-type two-level questions. This might be a modified FCI. Logistics. 1) split each pair into A and B and the As take the online version and Bs take a print version or (2) all students take test online. .. If it is online, the teacher can get immediate feedback. Since that’s what we want to test, why not? (30 min total).
</body></html><p><font face="Verdana, Arial, Helvetica, sans-serif" color="#0000FF">Project
Introduction</font><font face="Verdana, Arial, Helvetica, sans-serif"><br>
“Should a high-speed electric train be constructed to connect northern and southern California, and what cities should it serve? How fast can it go? How long should it take?
”</font></p><p><font face="Verdana, Arial, Helvetica, sans-serif" color="#0000FF">Generate
alternative ideas. Project calls for descriptions in words and numbers that
would be reproducible.<br> In particular, Why don't trains go faster than cars? </font> </p><p><font face="Verdana, Arial, Helvetica, sans-serif" color="#0000FF">Activity.
Position graphs, using a motion detector. </font><font face="Verdana, Arial, Helvetica, sans-serif"><br>
<br>1. Elicit a conjecture. Students are given walking instructions (e.g., walk
from 1 to 2 meters from the detector in 10 s, and then…) and asked to sketch
the resulting graph. <br>
2. Frame an investigation, develop procedure. Students are introduced to the
motion detector, asked to lay out a track so they know where they are relative
to the detector. Practice walking in front of the detector. <br>
3. Gather evidence through experimentation. Walk according to the instructions.
Try several times and select the best graph. <br>
4. Summarize the evidence and evaluate the conjecture. Compare the best graph
with the prediction. <br>
6. Evaluate the ideas based and data from the experiment. Determine which graph-experiment
or sketch-best matches he story.<br>
(25 minutes)<br>
</font> </p><p><font face="Verdana, Arial, Helvetica, sans-serif" color="#0000FF">Conceptual
Probe. </font></p>
<p><font face="Verdana, Arial, Helvetica, sans-serif">A graph is produced by the
teacher and a student and is sent to all computers. Each group is asked to annotate
where the student was closest and farthest from the sensor and where he/she
was walking fastest and stopped. These graphs are returned anonymously and once
they are all completed, superimposed and shown to the class. Each is stamped
with a pseudonym of each group's choosing. Before class, the teacher has been
asked to predict student performance. The predicted and actual results are shown
on the teacher's computer only. (10 min). </font> </p><p><font face="Verdana, Arial, Helvetica, sans-serif" color="#FF0000">Homework.
</font></p>
<p><font face="Verdana, Arial, Helvetica, sans-serif">Students are asked to bring
in a cart, car, ball, or other rolling, sliding, or swinging object for the
next day's experiment. In addition, they are then asked to predict a graph of
its motion over three meters. A bounce off a wall, ramps, and other obstacles
can be included. They are also encouraged to use the Slalom game outside class
during the week. </font></p><p><font face="Verdana, Arial, Helvetica, sans-serif" color="#0000FF">Optional
Activity. </font></p>
<p><font face="Verdana, Arial, Helvetica, sans-serif">Graph-to-Motion Game. If
the Conceptual Probe indicates student confusion, teachers can insert the following
activity and delay the subsequent activities. Students are given a graph of
motion. They then convert it to a list of (x, t) pairs and, looking only at
the list, try to reproduce the graph. When they are done, they see the original
and get a Slalom score</font></p><p><font face="Verdana, Arial, Helvetica, sans-serif" color="#0000FF">Activity.
Position graphs of an object, using a motion detector.</font><font face="Verdana, Arial, Helvetica, sans-serif">
<br>
<br>
1. Elicit a conjecture. Each student pair decides on the motion of an object
based on their homework and asked to sketch the expected graph. <br>
2. Frame an investigation, develop procedure. Students lay out a track for their
object and think about where to locate the motion detector. Develop a procedure
and practice collecting data. <br>
3. Gather evidence through experimentation. Try several times to collect data
and select the best graph. <br>
4. Summarize the evidence and evaluate the conjecture. Compare the best graph
with the prediction. Rate themselves according to a rubric that gives points
for the overall shape, axes, time durations, magnitudes, etc. '<br>
5. Identify other evidence related to the question. What might have influenced
the motion that might account for differences between prediction and data. Friction,
difficulty with the detector, location of the detector, etc. <br>
6. Evaluate the ideas based and data from the experiment. Write a report using
annotated snapshots of the prediction <br>
(30 minutes)<br>
</font> </p><p><font face="Verdana, Arial, Helvetica, sans-serif" color="#0000FF">Conceptual
Probe.</font></p>
<p><font face="Verdana, Arial, Helvetica, sans-serif"> Students are given a story
of a motion and asked to pick the graph that best describes it. (10 min). </font>
</p><p><font face="Verdana, Arial, Helvetica, sans-serif" color="#FF0000">Homework.</font></p>
<p><font face="Verdana, Arial, Helvetica, sans-serif"> Make qualitative graph-story
connections. Given a graph, tell a story about it. Given a story, sketch a graph.
Uses Qualitative Grapher. The story and graph pairs are submitted. A smart graph
immediately evaluates student graphs, providing feedback. </font></p><font face="Verdana, Arial, Helvetica, sans-serif">Video analysis may be important
way to link a graph to actual pictures and build important associations. It also
demonstrates how motion can be converted to distance measurements over time, removing
some of the magic of the ultrasonic position detector. </font><font face="Verdana, Arial, Helvetica, sans-serif" color="#0000FF">Demonstration.</font><font face="Verdana, Arial, Helvetica, sans-serif">
<br>
Teacher demonstrates how to do video analysis. Ideally, the teacher can capture
some one-dimensional motion on video and then show how to construct a position
graph using video analysis. (10 min) </font><font face="Verdana, Arial, Helvetica, sans-serif" color="#0000FF">Teacher Introduction</font><font face="Verdana, Arial, Helvetica, sans-serif">.<br>
<br>
"What is the motion of a person protected by an airbag in a crash?"<br>
Generate alternative ideas. Each student group creates an annotated position-time
graph of a crash. These are submitted and shared anonymously. <br>
Orient with videos. Students watch a video of the crash used in Air Bags.. Ask
about the speed of the dummy. (It appears to speed up, but doesn't; cannot.)<br>
Provide a pivotal idea. Data can be collected from video. The teacher demonstrates
the video analysis software using the video of a crash in Air Bags to generate
a graph the position against time.<br>
Diagnose weaknesses. Lead a discussion about different kinds of errors: direction,
location of the crash on the graph, the horizontal line after the crash. <br>
(25 minutes)<br>
</font><font face="Verdana, Arial, Helvetica, sans-serif" color="#0000FF">Conceptual
probe</font><font face="Verdana, Arial, Helvetica, sans-serif"><br>
Again ask about the speed of the dummy. <br>
</font></p><p><font face="Verdana, Arial, Helvetica, sans-serif" color="#0000FF">Discussion.</font><font face="Verdana, Arial, Helvetica, sans-serif">
<br>
What did you learn? Does the dummy ever speed up?<br>
</font></p><p><font face="Verdana, Arial, Helvetica, sans-serif" color="#0000FF">Conceptual
Probe</font><font face="Verdana, Arial, Helvetica, sans-serif">.<br>
A video clip of a car crash is on all computers. Each group is asked to sketch
a graph of the motion of the car and the dummy. These predictions are shared
among the students and teacher and compared. The teacher will probably see that
the predictions fall into a few categories. At this point, there is no right
answer, just predictions in terms of expected graphs (10 min)<br>
</font> </p><font face="Verdana, Arial, Helvetica, sans-serif" color="#0000FF">Principle
Maker</font><font face="Verdana, Arial, Helvetica, sans-serif"><br>
A position graph sketch is sent to all groups along with five velocity sketches.
Each group is asked to pick one and provide an explanation, by selecting principles
and logic from lists. This gives an approximate KI scale. (10 min)</font></p><p><font face="Verdana, Arial, Helvetica, sans-serif" color="#0000FF">Final assessment</font><font face="Verdana, Arial, Helvetica, sans-serif">
(20 min) </font></p><p><font face="Verdana, Arial, Helvetica, sans-serif" color="#0000FF">Discussion.
</font><font face="Verdana, Arial, Helvetica, sans-serif">(10 min)</font><font face="Verdana, Arial, Helvetica, sans-serif" color="#0000FF">