TPA Task 1A: Context for Learning

About the school where you are teaching

1. Where are you teaching? Greater Seattle High School

2. List any specialized features of your school or classroom setting (e.g., themed magnet, classroom aide, bilingual, team taught with a special education teacher) that will affect your teaching in this learning segment.

This school utilizes an “Academy” style of organization for the students beginning in the 9th

grade meaning that students progress through their high school curriculum as part of a cohort. Although this does not directly impact the content taught, there is a school-wide knowledge base about the progress and capabilities of each cohort. Additionally, the science faculty have begun using a “methods and inquiry based” teaching strategy which focuses on observational experiences and inter-disciplinary units developed amongst the faculty as a whole.

3. Describe any district, school, or cooperating teacher requirements or expectations that might impact your planning or delivery of instructions, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.

The Seattle School District does not implement a pacing guide for Physics or physical sciences at the high-school level. The content presented in this physics unit is developed alongside the requirements of the Washington State Learning Standards (2009) as well as with the newest version of the Common Core Standards for Science in mind.

About the subject area/course you are teaching

4. What is the name of the course you are documenting? Physics

5. What is the length of the course? Two Quarters

6. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)? Block scheduling – 50 min on Mon/Fri, 40 min on Tues, 90 minutes on Wed or Thurs (no class on alternate day)

7. Is there any ability grouping or tracking in science? If so, please describe how it affects your class.

The ability tracking or grouping available does not separate students in the classroom. Students who wish to attempt honors level or AP level material are presented with additional tasks (such as term projects or national tests) which will allow them to acquire the advanced status. The students continue to progress through the school with their age based cohort. Since the unit I am presenting is an introductory lesson in which basic characteristics are presented, there is no alternate task or information that must be

included in the lesson. If I was to be presenting the entire lesson instead of just the introductory lesson, I would need to include a challenging additional task for the students who wish to attempt the honors route.

8. Identify any textbook or instructional program you primarily use for science instruction. If a textbook, please provide the name, publisher, and date of publication.

The teaching instruction utilized in the science department is based off the “Modelling Instruction” method developed at Arizona State University. Although there is no text, there is plenty of curriculum guidance available through the project’s website at http://modeling.asu.edu/modeling-hs.html.

9. List other resources (e.g., SmartBoard, scientific calculators, on-line resources) you use for science instruction in this class.

Document Camer/Projector/ComputerVariety of educational laboratory equipment from Pasco ScientificSmartBoardGeneral materials (raw and hobby shop quality) for construction of small lab

demonstrations

About the students in the class featured in this assessment – Physics

10. Grade level composition: All seniors (12th grade) but course is open to 11th graders as well

11. Number of:a. Students in the class: 27b. males: 17, females: 10c. English Language Learners: 0d. students identified as gifted and talented: Nonee. students with Individualized Education Plans (IEPs) or 504 plans: None for this course although a handful of students have 504 plans which impact some of their other courses. Acknowledgement of these students’ challenges in other classes allows for appropriate expectations in this course.

Lesson Plan:

Teacher Candidate: Shaun BellMentor Teacher: R. ScheuermanUniversity Coordinator: N/ASchool: N/AGrade: 11/12Subject: PhysicsDate: May 13th 2012

3.3) EALR's/Standard's: EALR4 PHYSICAL SCIENCE: 9-11 PS1C/9-11 PS1D

3.4) GLE's: Given specific scenarios, compare the motion of an object acted on by balanced forces with the motion of an object acted on by unbalanced forces. (PS1C)Predict how objects of different masses will accelerate when subjected to the same force. Calculate the acceleration of an object, given the object’s mass and the net force on the object, using Newton’s Second Law of Motion (F=ma). (PS1D)

3.5) ObjectivesAs described in detail below, the students will be manipulating a set of variables in a controlled experiment to observe the changes in the system (specifically they will be manipulating force, mass, and radius of an object rotating about a central point in a circle and will be observing the change in the velocity of the object by watching the change in number of rotations during a given time frame). Any object in uniform circular motion is experiencing an unbalanced force and in this case the force is due to centripetal acceleration allowing for calculations using newtons second law of motion. Students should be able to perform the experiment responsibly and make observations of their system to be used to determine the force/acceleration relationships in a body making circular motions at constant speed.

4. AssessmentFormative Assessment - Responsible lab/experimental procedures, observe and question student groups while making measurementsEvaluative Criteria - Observations have been recorded for at least one of the three variations to the experiment for multiple trialsDesigned to Assess - Whether students can design and implement the experiment described in the handout, student responsibility, and understand their basic observations so that a discussion of physical principles can follow, students can perform the physical task of the experiment without to much difficulty Feedback to Students - Certain aspects of performing this lab can be challenging. Techniques can be discussed with students as well as ideas for possible measurement bias or error. Additionally, teacher can gain an idea of what the students "think" is happening, before describing the details.

Summative Assessment - Graphing of data collected.Evaluative Criteria - Whiteboard displays / computer generated displays of variables plotted properly (discussion of dependent (y) and independent (x) variables may need to be allotted).

Preliminary relationships between these variables should be discussed.Designed to Assess - If students are seeing the relationships that exist in their control and variable measurements. This allows the discussion to continue to the point where more general theoretical models (Newton's 2nd law for rotating objects)Feedback to Students - Variability in data collected can make the above observations challenging. Students may need to be guided to general relationships, or a subset of relationships to choose from in order to see the big picture responses to their experimental input.

5. Instruction*This unit may take 2-3 days for students to gather data and plot charts for all variations. A shortened version would be to split the variations in experiments amongst different groups such that the class as a whole has explored all the possibilities but each group is only responsible for one variation. It is also designed as the first part of a multi-part lesson on Uniform Circular Motion.

Intro - Discussion - 5-10 minsTopic: Uniform Circular Motion

Define or describe what "Uniform Circular Motion" means in common englishRequest examples of Uniform Circular Motion in students’ daily experiences or things

they may be familiar with. (As this is a natural lead-in topic to planetary motion, make sure planet orbits get discussed, or lunar orbit, or artificial satellites).

Have students explain/review the difference between "speed" and "velocity" as it is used in a scientific setting.

Handout -10 mins - Provide handout (attached) with lab description and procedures and show quick demonstration of experiment technique. This consists of swinging a small weight tied to a rope/string, around in a circle at constant speed. The other end of the rope/string is attached to some weights, which are being pulled down by gravity. The experimenter is not touching the string, but must swing the small mass around sufficiently quickly to keep the gravity weight stationary.

Discovery - Have students distinguish what variables in the system can be changed (mass of small weight being spun around, radius of circle small weight is making, gravitational weights) and have them verify how we will be measuring them (including units).

We will be interested in observing the change in speed of the rotating object for each of the experimental variations. Have students illustrate/describe how they might do that (e.g. number of rotations in a given amount of time, or amount of time for a fixed number of rotations. Circle has known circumference for known radius allowing total distance traveled in total time elapsed, this is the tangential velocity of the rotating object)

Help students set up first of three data tables. Each two of the above variables held constant and one will have one will be allowed to change. Students should change the experimental variable multiple times (5-8 is ideal) per data table (e.g. when varying the radius they should try .1m, .15m, .2m, etc). Students will be exploring/observing the change in the velocity/speed of the small weight as it is being rotated around for each of the three setups.

Students perform lab in groups of 3-4 (if time is short, split groups so that a third are

keeping one variable constant, a third another variable, and a third the final variable and allow them to share their findings as opposed to them performing all three variations -20 mins for one variation)- This is a discovery lab, students know what variables to change but do not yet have any formal discussion regarding what they should expect.Analysis - from lab data students will plot their changing variable against their measured speed. A handout (attached) will be provided for them to compare their plots to (to determine relationships between the two variables).

Follow up lesson:Synthesis: Using students derived relationships, the teacher can lead them through a

derivation/discussion on how to obtain the general equation for uniform circular motion (which leads to discussion of centripetal force and centripetal acceleration). Students will then be able to begin to apply this relationship to a multitude of different scenarios in which uniform circular motion is involved (worksheet). Student ideas will probably lead to a discussion of Centrifugal Forces (apparent forces) as well as student experiences with circular motion.

Write a commentary (including prompts) that addresses the following prompts. If you are prompted for any explanations that can be found in your lesson plans, simply refer the assessor to the appropriate page(s) of your lesson plans.

1. Summarize the content focus of this learning segment. This summary might take the form of a “big idea” or “essential question”. How will you give students opportunities to express their understanding of the big idea or essential question?

Content – Big Ideas:Students will:

- Understand that circular motion requires a constant acceleration on the orbiting object.

- Understand that the speed at which an object orbits a center-point is based on the mass of the orbiting object, the distance from the center-point, and the magnitude of the force acting on the orbiting object.

- Design their experimental method based on some of the key questions presented in the lab (there is no formal progression presented)

Student Demonstration of Big Ideas:Students will:

- Observe the relationship between the acting central force, orbiting mass, and distance from rotational center-point as they pertain to the tangential velocity of the orbiting object.

- Understand the non-linear relationship of the above three components- Continue to exhibit and explore their understanding of the scientific method to

approaching problems, experiments, and results.

2. Describe what you know about your students with respect to this content focus, what they can do as well as what they are learning to do. Consider the variety of learners in your class, including individuals and subgroups requiring different strategies. Include how this knowledge influences your choices of instructional strategies to promote student learning of this content. Address the following areas:

a. Academic development (e.g., prior knowledge, key skills, ways of thinking in the subject areas, developmental levels, and other special educational needs).

Prior Knowledge:The students will have had observational knowledge of uniform circular motion from daily experiences (cresting a hill in a car, satellites orbiting the earth, spinning rides at fairs and events, merry-go-rounds, etc) however, they may have never contemplated the relationship to physics. Additionally, students will cling to ideas such as “Centrifugal Force” which they have likely heard in discussions with peers and parents. Although this section is not the place for a discussion regarding the technicalities inherent in the idea of centrifugal force (it is not an actual force – it doesn’t actually exist at all but is a product of reference frames), it is sure to be a

discussion point brought up by students and will require deconstructing students perceptions so that they can rebuild their observational understanding.

Activating Prior Knowledge:- The opening discussion of the lesson is designed to do exactly this. Students will be

prompted to pedantically describe what the term “Uniform Circular Motion” means. They will then be asked to discuss instances in which they think they have witnessed experiences which meet the agreed upon definition. These lessons will build on previous lessons regarding Newton’s Laws of motion.

Other skills:- Lab skills – students have spent a quite an amount of time working in laboratory

environments and take the equipment and responsibilities of working in a lab with seriousness and responsibility. This allows the class as a whole to remain focused on the observations at hand.

- Discussions – students are cautious to speak to quickly but are excited and eager to share results and findings with the rest of their classmates. Experimental results and initial ideas regarding the science involved is almost always enhanced by their discussions.

- Lab notebooks – students are distracted by the concept of lab notebooks. They focus too much on what should be in the notebook at the end of an experiment instead of maintaining their focus on the details involved in the lab as it happens. However, with this said, the students are methodical and attentive to recording their data which is a helpful base to build from.

- Graphical Analysis of observations – students express a commendable ability to connect their knowledge of graph theory from their math classes in order to make more complex observations of data from lab experiments.

Skills I can capitalize on to the benefit of the outcome of the learning segment:

- Lab skills: this learning segment has a significant focus on “discovering” the relationships through lab investigations.

- Graphing skills: in order for students to quantify the aforementioned relationships they will need to put their graphing and analysis skills to work, guided by an additional handout on “linearization of graphs”

- Discussion skills: As this segment is an extension of previous class content regarding forces and acceleration, except now in a system which is constantly changing direction, being able to have the students collaborate and work out , outloud, that changing directions requires an acceleration/force even if the object remains at constant speed. Students will be given ample opportunity to provide examples of this to their classmates through directed discussion.

b. Academic Language Development (students’ abilities to understand and produce the oral and written texts in English that are part of the learning segment).

Students are often comfortable with the usage of academic language if properly defined at the beginning of the unit/segment or when used for the first time. Challenging uses of academic language arise when words have both academic and colloquial meanings, which although similar (such as heat/temperature, energy/power, speed/velocity) have sufficient distinction to muddle if not alter ideas and concepts. Introduction of key vocabulary will be defined and discussed as needed.

c. Social and emotional development (e.g., relationships with each other, expressing themselves in constructive ways, engaging in collaborative learning, contributions to a productive learning environment).

Although the physics class is open to any student with the proper pre-requisite math and science coursework, this class is populated solely with seniors. These students are quite adept at the aforementioned characteristics – 90% of the time. Challenges appear when students are visibly stressed or exhausted. Most of the time, quick discussions regarding student study and sleep habits, proper time management and prioritizing are offered by classmates as many of these students are active and affiliated with many events and organizations in the school and community. Appropriate teacher lead discussions are provided when the class finds itself distracted and offtask.

d. Family/community/cultural assets (e.g., cultural norms, student interests, relevant experiences and resources)

Student Interest and Experience: Many students will have at least experienced a “centrifuge-based” ride at an amusement park or a merry-go-round being rotated at fixed speed. As these actions are usually associated with enjoyable experiences (for those not easily affected by motion sickness) it should not be too hard to get students to relate and therefore ask questions relevant to the content at hand.

Cultural norms: Many members of the community, will be familiar with the examples presented but will probably have some incomplete or misdirected understanding of the cause and effect occurring in a rotating body. This leads to the discussion and usage of the phrase “centrifugal force” – an apparent force due to the position of the observer that is said to “balance the inward centripetal force, thus keeping an orbiting object in a constant circular orbit. It is never easy to address an incomplete idea or misconception which is ingrained in a community. It is even more challenging when only a limited number of members of the community have the scientific/mathematical background to rigorously question the improper usage of academic language or concepts, prior to their students interaction in this unit.

Resources: The basic ideas presented during the laboratory experience can be replicated in almost any household environment or neighborhood park with minimal need for complicated equipment thus allowing the students to easily continue to explore outside of the classroom.

3. How do your plans support your students’ learning of science and academic language related to the big idea/essential question of the learning segment?

a. Explain how key learning tasks are sequenced in the learning segment ot build connections from prior knowledge to new knowledge. Include how you will help students make connections between and among prior and new knowledge of a scientific phenomenon, science concept(s), and investigation/ experimentation skill to deepen student learning of science throughout the learning segment. As needed, reference the instructional materials you have included.

Uniform Circular Motion Lab is an investigation into the three balancing characteristics that lead to uniform circular motion. This requires that the students build on their understanding of the academic language “uniform” – same/constant, “circular” – in a circular orbit, and “motion” – movement. Understanding initially of the language used to indicate or dictate the direction that the lab will take. The students are directed in the lab handout to focus on how the radius of the orbit, the mass of the orbiting object, and the strength of the attracting/centripetal force interact with each other to dictate the necessary tangential velocity (or rotational velocity) needed to maintain a balanced system. The big idea within this experiment is that a rotating object is characterized by a centerward acting force which constantly changes the direction (vector-wise) of the rotating object. It is an extension of newtons laws of motion toward an “unbalanced force system”

Graphical followup of Motion Lab allows students to take their knowledge in plotting experimental data and utilizing graphs to make inferences between the relationships inherent in dependent and independent variables. The students are given assistance in the form of a handout to explore the nature of these relationships (that they are non-linear makes this a more complicated analysis, which asks students to go beyond the basic y changes in accordance to variations in x by suggesting that y changes in accordance to some higher order function of x e.g. x squared or the log(x), etc.).

Extension of relationships to determine a model for the system which works under a variety of circumstances allows the students to take their observations and explanations and generalize them to a more descriptive equation governing circular motion. This is a teacher directed activity which has multiple pathways for investigation. No handout is provided because this will be a concurrent discussion with students. As they present their findings to the class, patterns and characteristics can be elucidated, leading to the final Force-centripital = mass (of rotating object) * velocity squared (of rotating object) / radius of circle object orbits with. Ultimately, students will discuss that the centripetal force is not a force of nature (e.g. electo-magnetic, gravitational, strong or weak force) and that it needs one of these forces to be interacting simultaneously in order to exhibit uniform circuluar motion, otherwise it seems to violate Newtons Law stating”objects in motion stay in motion until acted upon by an outside force”.

b. Consult with experienced science educators to identify common sense understandings or misconceptions that contrast with accepted scientific understandings that are often associated with the learning segment content. How will you detect and attempt to change these common sense understandings or misconceptions?

Errors in Graphical Analysis: This misconception is a bit tricky because it allows students to quickly blame “human error” and “insufficient instrument resolution” to account for the deviations between their results and the expected results of the experiment. Unexpected results of an experiment are a scientific gold-mine that can often lead to increased understanding, but this relies on a detail oriented approach to the scientific method in order to rule out external or extraneous possibilities.

Centrifugal force as an actual force: Students are inclined to think that this force is in effect, an actual force acting on the system. It is the introduction to a much more complex topic of “inertial vs non-inertial”, aka accelerating, reference frames. And more importantly, it is a complex idea that the “observer” of the experiment’s viewpoint is important in understanding the acting forces. It is an extension of the “person on a train versus, person on a platform” example where a person on a moving train throwing a ball upward, does not see the forward motion of the ball in respect to the train, but a person on a platform sees the ball move both up and forward since the train is also moving forward in their reference frame.

Orbits as spherical with planets (orbiting objects) only acting with the object they orbit. Planetary orbits are actually elliptical but exhibit near uniform circular motion. This is one of many examples where a model is developed in science that explains a large (>95%) amount of the observed interactions. This does not imply that the model is wrong, only that it may be incomplete. This idea of “wrong” shows up in popular topics such as climate change, where corrections are being added to the model in rapid succession causing doubt to be cast on the original hypothesis instead of exploration into the more fine-scale structure of the problem. In addition, these models often lack discussions on the higher complexity interactions so as to keep the problem within the scope of the developing scientist. This example leads into what is known as the three-body or multiple-body problem, whereas there is no exact mathematical solution to the equations that emerge (for example, how does the moon-earth-sun-(other planets) system all interact with each other to provide our observations of planetary orbits and allow for future predictions of the state of the solar system.