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Re: [Phys-l] teaching physics conceptually



And before yoou do that, you'd better decide what a "rubric" is. According to my dictionary, you may choose among:
• a direction in a liturgical book as to how a church service should be conducted.
• a statement of purpose or function : art of a purpose, not for its own sake, was his rubric.
• a category : party policies on matters falling under the rubric of law and order.

If you speak as you would to a 5-year old, you will probably not be misunderstood.
Regards,
Jack

"Trust me. I have a lot of experience at this."
General Custer's unremembered message to his men,
just before leading them into the Little Big Horn Valley




On Sat, 12 Feb 2011, William Robertson wrote:

Just a couple of suggestions. First, take the time to develop a rubric
for each question. If you don't know what you're looking for in the
students' answers, then how do you know you're assessing their
understanding? Second, head to diagnoser.com for many examples of
conceptual questions that get at students' understanding. I'm sure
others here can guide you to many other sources of such questions.

Bill



On Feb 12, 2011, at 1:55 PM, Kirsten Manning wrote:

For my graduate class at UVa, I am working on an assignment that I
will use with my high school students. This assignment increases
the amount of questions in tests and homework sets that are both
qualitative and conceptual in nature . I’ve always tried to
incorporate some conceptual aspects to my labs, homework, and test
questions, but I struggle with it in several areas. Obviously,
“plug and chug” is easier to teach than the conceptual nature of
physics. Show the students the pattern to a formula and they can
find numbers to plug into an equation with very little effort.
Some areas that I would like to work on are:
1) I’d like to increase the conceptual nature of my class without
losing the quantitative component. What is an appropriate balance to
the number of conceptual type questions versus the number of
quantitative problems found on a test (or even a homework
assignment) for a high school physics class?
2) Remaining objective in grading questions that are qualitative.
I don’t always have time to make out rubrics for every question.
What characteristics do you look for in short essay answers? What
about grammar and spelling issues?
3) Preparing students for these types of test questions. What
techniques do you use to help them develop the skills necessary to
think conceptually?
4) Finding resources that show the conceptual nature of physics.
Typically, when I look for conceptual type questions, I either use
Hewitt’s book or use <physicsclassroom.com>. What other resources
are available for this type of assessment?
Any suggestions that you could offer would be most appreciated.
Thank you.
Kirsten Manning
_______________________________________________
Forum for Physics Educators
Phys-l@carnot.physics.buffalo.edu
https://carnot.physics.buffalo.edu/mailman/listinfo/phys-l

_______________________________________________
Forum for Physics Educators
Phys-l@carnot.physics.buffalo.edu
https://carnot.physics.buffalo.edu/mailman/listinfo/phys-l