Day 6 was a blur, spent every waking moment catching up with a lack of work over the long weekend.
Physics: first quiz on metric conversions and graphing data. Showed a TED talk on why scientific method kind of sucks.
Digital electronics: set-up engineers notebooks and started to explore basic circuit concepts. Did one bulb one wire one battery challenge.
Today our students took the explore, plan or ACT tests to gather baseline data for the year. I didn’t teach classes, so after the day was over I could finally unpack the brand new carts, tracks, and motion sensors that came in this week. Hooray for being able to collect good data this year!
Physics: we discussed how grades are different in physics, with standards based reporting. Then they started a math pre test which we corrected a class. Tomorrow is a full school testing day.
Digital electronics: safety PowerPoint with all the ways you can hurt yourself with electricity. Then a safety test.
This is the temperature in my room. With a large fan on. Too hot.
Physics: went over advice on how to productively say you don’t understand and work in groups. Finished measuring small things in metric.
Digital electronics: talked grading policy and what is digital and why does it matter.
First day of students after two weeks of preparation and pd. Because Powerschool was down for a few days due to a cooling failure at some data center in New Jersey, our schedules got finished up over the weekend. This morning’s surprise was finding out that my physics classroom was going to host a Biology class and a Chemistry class during planning periods. Fortunately my colleagues are awesome about sharing rooms, and our principal is working on getting more whiteboards installed quickly to facilitate better sharing.
In Physics I used Frank Noschese’s subversive grouping game (with a few additional groups of my own). The debrief was a great way to show how new data will force you to discard your first theory. Then I had them write up Claim, Evidence and Reasoning on their category. Good way to show that Evidence is just data, no interpretation.
In digital electronics (a Project Lead The Way class) we started the marshmallow challenge but ran out of time.
Digital Electronics – did a complete marshmallow challenge, watched the TED talk about the challenge and prototyping, then tried for a 2nd round. No clue what we’ll do tomorrow, ordering happened late so almost no supplies are in!
Physics – finished up Claim Evidence Reasoning from Day 1 (should’ve taken a picture of that!). Started measuring things in meters. I had the students estimate before each measurement so they would actually think about the length of a meter in real life.