Module Outline and Rationale

Outline

Learning Objective: Standard PHYS.1.1 [Link]

Analyze and interpret data to determine the cause and effect relationship between the net force on an object and its change in motion as summarized by Newton’s Laws of Motion. Students apply these principles to one-dimensional motion and macroscopic objects moving at non-relativistic speeds.

Subject: Physics (9th - 12th grade)

Materials: Chromebooks, Newton's Laws lab, balls of various sizes (playlist experiment), students use their phones with cameras (to record the video and play back in slow motion to get a more accurate time estimation for calculating acceleration), and internet access.

Duration: 7 Days

Assessments:

Students will take a pre-assessment at the very beginning of the unit which will provide them immediate feedback about key information for the unit and will provide me with immediate feedback about what students already know and what they do not know. This assessment consists of 5 questions, 1 of which comes from a question bank, and is worth 10 points. There will be a short in-class assessment at the end of this unit and I will assess the the students' ability to apply their learning based on the video assignment. The post assessment will consist of 15 questions, done on paper (to make it easier for the students to do calculations), and all students will have the same questions as one another, but in a random order.

Technologies and Pedagogical Strategies:

Students will use Canvas to navigate the modules and use the playlist for additional learning. The discussion board allows for the students to be creative in applying Newton's Laws to see what careers may use them and can amplify their learning as they discuss how different careers utilize the knowledge of Newton's Laws. On the playlist, there are a couple videos which function as a passive use of technology. However, one of the videos was created on EdPuzzle so it has pausing points to make it interactive.  The video on Newton's First Law is replacive because it explains concepts that I could do in person. However, the video about how astronauts weigh themselves in space amplifies the students' learning since it forces them to think creatively to solve the posed question that I would not normally have time in class to do with them. There is a link to Quizlet, which is a creative use of technology that also amplifies their learning experience as they think more deeply about Newton's Laws and create flashcards to help them study.  The playlist also contains a simulation which is an interactive technology designed to amplify the students' learning. The last thing on the playlist is an experiment that students can do at home or in class, which is a creative time for students, but their interaction with technology is passive since they only use the technology to read the instructions and collect their data.

The major assignment for this unit is a group project, in which students use Chromebooks design and create a video in which the record and explain an example of Newton's Laws. This is an creative use of technology that can amplify or transform their learning because they will be brainstorming and creating a video based on their own ideas or ideas from the discussion board. Students will spend a lot of time working together in class, as they plan their video, collect data, solve for variables, and record their videos. Students can use any recording app, however,I will encourage them to use KineMaster on their Chromebooks since I have already familiarized myself with it in order to be able to better assist them if they run into problems.

Instructions and a basic introduction will be given in class to give students a greater capability to ask questions and get immediate answers.  After the first day, we will utilize a flipped classroom in which the students will do most of the "homework" lab rotations, and do readings or watching videos to do most of the "learning" at home. This will give us a greater advantage to allow students ample time to work on their video, ask questions, get immediate assistance, and have designated time to work with their groups. 

Schedule:

Day 1: We will take an introductory look at what Newton's Laws are. Students will take a pre-assessment to see how much they currently know about Newton's Laws and watch the introduction video found on the resources page. 

Day 2: In class we will review the information from the pre-assessments and what was talked about in the introduction video. We will go over whatever questions the students have from the video or the pre-assessments. We will review the reading and homework assignments, an in-class lab, and their unit project. Students will then break into groups to begin working on their various assignments. At home, students will complete the first discussion post.

Day 3: In class we will go over the equations associated with Newton's laws and we will talk about the upcoming lab. Students will continue working on the assignments in class in their groups. At home, students will finish the "homework" assignment and begin thinking about what they will post for their second post. 

Day 4: In class, we will begin talking about more forces that affect Newton's third law. We will review some examples of this and how to solve these sorts of problems. At home, students will complete their peer post and read from their text book on Newton's laws. 

Day 5: In class, students will finish up their discussion posts, labs, and their unit projects. At home, students will finish anything that they have left to do.

Day 6: Students will present their unit projects in class. Once all of the groups have presented, we will go over any last minute questions that they may still have. At home, students can work on the playlist and study for the post-assessment. 

Day 7: In class, students will take the post-assessment to see how much they have learned and whether or not they have mastered the material. 

**The schedule in the unit allows students to progressively work on assignments based on their progression. By having lab rotations, students can progress through their assignments based on what they need more time to work on, or what they need more help on. The readings at home progress through the basics of Newton's Laws, proceeds to how to analyze the problems, and concludes with how to solve the problem that they have been analyzing. Students can work through their video assignment with this same progression as they choose an example, figure out how to analyze their example, collect data, and use that data to solve for the forces in their example. 

Rationale

This blended classroom and flipped classroom model will allow students a better opportunity to learn together while spending more time on the assignments that interest them the most or that they need the most time to complete.  Having parts online will make the learning process more accessible to students at home so that they can spend more time working in their project groups in class. 

Students will have a greater ability to participate since the online discussion will allow them to share their ideas in a setting that is less time restricted.  Working in lab rotations in class will give the students a greater ability to pace themselves in what areas they need more time or assistance, as well as allow them to choose the place in which they work on different assignments by allowing them to do them in class or at home. The video assignment allows for greater personalization since it allows students to work in groups to pick an example the interests them. Additionally, the playlist allows students to personalize their learning as they pick from various activities that interest them. The lab rotation allows for better personal interaction since I will be able to work with smaller groups of students or individuals and help them with whatever assignment they are working on at that time. Students will be better prepared to complete their assignments since they will have access to all of the learning materials at home and each class will begin with a short refresher and Q&A session to answer any questions that they may have had from their readings or videos. Students will also have practice with feedback since their pre-assessment give immediate feedback after they have completed it. 

Their video assignment is a perfect representation for the four c's. Students will collaborate in groups to design and create a video that explains an example of Newton's Laws. This requires a high level of critical thinking as they break down their example, collate data, analyze the data, and calculate the forces involved in their example. They then have to communicate these findings in their video to teach how Newton's Laws are being shown in their example.  Some of these principles are also found in their online discussion (collaboration, communication, and critical thinking) and pre-assessment (critical thinking).