T527 – Project PresentationShaheer Khan

Teaching O Level Physics for Understanding

Feedback Partners: Rob Schuman and Kellie Doty

Context/SettingStudents: 14-15 year oldsClassrooms: Very Traditional

Multimedia projector provided on request

Science LaboratoryBasic equipment

Computer Laboratory20-30 computers Internet connection

45 minute lessons, 5 times a weekAdministrative expectations

Study guides and Weekly planners

ThroughlinesStudents should:

Develop a deep understanding of topics highlighted in the GCE O level Physics syllabus 

Appreciate how Science relates to the real world. 

Develop the ability to think across disciplinary boundaries, appreciate connections and similarities between physics and other bodies of knowledge. 

Topic: Kinetic Model of MatterCandidates should be able to:(a) state the distinguishing properties of solids, liquids and gases.(b) describe qualitatively the molecular structure of solids, liquids

and gases, relating their properties to the forces and distances between molecules and to the motion of the molecules.

(c) describe the relationship between the motion of molecules and temperature.

(d) explain the pressure of a gas in terms of the motion of its molecules.

(e) describe evaporation in terms of the escape of more energetic molecules from the surface of a liquid.

(f) describe how temperature, surface area and draught over a surface influence evaporation.

(g) explain that evaporation causes cooling.

Insight from Readings: Analyzing O level Physics syllabus objectives using

the Taxonomy Table (Anderson) – Most goals in the O level syllabus are ‘concrete’ and ‘factual’.

Generative Topic

PARTICLES OF MATTER

MECHANICS

PRESSURE IN GASES

ELECTRICITY

THERMAL PHYSICS

DENSITY

speed

PROPERTIES OF MATTER (Chemistry)

attraction

energy

collisions tempera

tureoccupied space

electrons

motion

Targets of DifficultyVisualize matter at the molecular level. Verbal or

written descriptions explaining the nature of particles, their kinetic energy, and the attractions between them, may not translate into an accurate visual image in the learners' minds 

Simultaneously keep track of multiple variables (energy, speed, force of attraction, intermolecular distances, etc.) that determine complex interaction among particles of matter. 

Appreciate how understanding the particulate nature of matter can help them understand concepts like 'temperature', 'forces', 'pressure', and 'electricity‘

Design InsightReadings:

“Well prepared teachers have a sense of where they are going and how they and their students are going to get there” (Darling-Hammond, p.177)

Avoiding the “twin sins of traditional design”, especially the second one: “covering the curriculum” (Wiggins, p.16)

Design InsightWiggins’ Backward Design Process: 1.

Identify desired results 2. Determine Acceptable Evidence 3.Plan learning experiences and instruction

What needs to be fixed?LEARNING ACTIVITIES

DESIRED UNDERSTANDING

ASSESSMENTS (Bottleneck)

Understanding GoalsWhat does the Kinetic theory tell us about the

nature of matter? What factors determine the different states of

matter? How can temperature, pressure, volume and

density be explained in terms of the particles of matter? 

How do particles of matter transfer energy? 

Readings:Added sub-goals using the Understanding

Framework knowledge, methods, purposes, forms (TFU)

Understanding Goals (Sub-goals)What does the Kinetic theory tell us about the nature of

matter? Students will understand: how Kinetic Theory is used to describe matter (Knowledge)Brownian motion as the evidence for the continuous random motion of

particles. (Methods)

What factors determine the different states of matter? Students will understand: the characteristic properties of matter in each of its three different

states. (Knowledge)how the outcome of the 'battle' between intermolecular forces of attraction

and the kinetic energy of molecules determines the state of matter (Knowledge) 

how temperature of a substance relates to the energy (and therefore the motion) of the molecules it contains (Knowledge) 

why it is important to measure temperature, and study Thermal Physics (Purpose) 

how to use the following terms correctly in communication: kinetic energy, molecules, solid, liquid, gas, temperature, heat, volume, force, distance, and attraction (Forms) 

Understanding Goals (Sub-goals)

How can temperature, pressure, volume and density be explained in terms of the particles of matter? Students will understand:  how gases exert pressure on the walls of a container (Knowledge)  how temperature of a gas relates to energy and motion of molecules, and

hence the pressure exerted by the gas (Knowledge)  how changes in pressure, volume, and temperature may affect the

density of a substance (Knowledge)  the relationships between temperature, volume and pressure using

appropriate scientific and mathematical vocabulary, including the terms: pressure, constant, proportional, and inversely proportional (Forms) 

how knowledge of these relationships can help us understand natural phenomena and real life problems (Purpose) 

How do particles of matter transfer energy? Students will understand:  how motion of 'energetic' particles (molecules or electrons) from one place to

another is equivalent to transfer of 'energy' itself (Knowledge + Methods)  how to explain phenomena such as: conduction, convection, radiation, electric

current, and evaporation in terms of transfer of energetic 'particles' from one place to another (Knowledge + Purpose) 

the factors that influence rates of evaporation (Knowledge) 

Performances of Understanding

Existing Understanding

Technologies: Simulations and Animations

Discussion/Reflection/Collaboration

New Understanding

Introductory/Guided Performances in a Lesson

Performances of Understanding

Lesson #3Setting: Computer Lab 

Before class: Teacher will draw out a concept map of key observations and ideas discussed by students in the last two classes on the board, or using chart paper. 

Activity 1 (5 minutes): Recap the discussion on the kinetic model of matter. Invite students to share thoughts on what they studied in the last class. Refer to the concept map. Modify or add to it, if necessary. 

Activity 2 (10 minutes): In groups of three, ask students to discuss why matter exhibits different physical properties in solid, liquid and gaseous states. Ask them to brainstorm a list of reasons that explain the properties of matter, in light of what they already know about the Kinetic Model of Matter from the previous two classes. Ask each group to type their list of ideas in a template made in Google Docs and share the file with all the classmates and the teacher. 

Activity 3 (20 minutes): In the same groups, ask students to run 'States of Matter' JAVA-based interactive simulation. Encourage them to play around with temperature control in the 'Solid, Liquid, Gas' section using different types of molecules on the right. Encourage them to try out the simulation for different types of molecules. Five minutes into the activity, ask each group to open their spreadsheet and jot down any new insights they might have that explain the motion of particles in relation to the properties of different states of matter. 

Activity 4 (10 minutes): Conclude the lesson with a brief discussion on the purpose of the activity. Encourage students to play with the simulation at home and think about it some more, and add any other observations to their group's document. 

Ongoing Assessments

Issues to Consider:Assessing achievement of understanding

goalsAssess relative improvementProvide feedback to scaffold learning

School requirements (monthly achievement scores)

Exam preparation

Ongoing AssessmentsPoint-based Rubrics

Assessment for Activity 1: Each student will be asked to submit their noted observations to the teacher. These will be assessed by marking the students according to the following rubric: 

0 points = did not submit anything, or submitted a blank piece of paper 1 point = made one or two connections between observed phenomenon and prior understanding 2 points = the student made several connections between observed phenomenon and prior understanding 

Ongoing feedback Individual assignment Teacher feedback Revision with

peer feedback Collaboration and Reflection

Technologies UsedFlash Animations/Videos

Facilitate visualizationObserve complex interactions

Interactive Simulations (JAVA) Manipulate variablesStudy a complex systemCan be assessment tools as well

Google DocsSharing and collaborationGiving and receiving feedback

Technologies UsedAssistment (assistment.org)

Exam questionsHintsFeedback

Further Insights (general)Professional development involving “isolated”

teaching of technical skills (Bowe, R. & Pierson)

“Changes in the use of ICT require engagement with teachers concerning their views of knowledge (subject, school and pedagogic), as well as with teachers’ personal constructs” (Mccormick & Scrimshaw 54-55).

Tackle “wicked problems” (TPCK)

PuzzlesConsider the context and the constraints:

Culminating Performance: Should there be one at all?

How do I design Performances of Understanding for multiple intelligences?