April 21, 2014

Frustration and failure - things to capitalize on to facilitate learning

There's a great answer to the question on Quora: "Why do we get frustrated when learning something?"

Read Quote of Marcus Geduld's answer to Why do we get frustrated when learning something? on Quora

There's much more to the answer on Quora. Hopefully you can see all of it if you click through.

April 17, 2014

Dynamically updated figures - real data! Looking for more.

There are a number of graphs that I like to use in astronomy class which are based on historical data.  Over the years, the graphs have become a bit dated and I needed to find new copies of them.  I then discovered that some of these are kept up-to-date online at all times.  Very cool!  Here's one that I discovered, but I'm really looking for more examples of these.


I really thought that I had more examples of these - images that are dynamically updated, but that the url for the image stays the same. Now I can't seem to find any more.  Anyone know of any others?

April 14, 2014

Thoughts on mindset vs. grit

A recent story on NPR caught my attention. The story is about schools teaching "grit" and whether or not it can be done. My introduction to the concept of grit came from a really great episode of This American Life from 2012. Even though grit is only mentioned by name twice in the episode, there was quite a bit of discussion on non-cognitive traits and their importance to learning. My interest in the episode is summed up best by this line:

"Non-cognitive traits like grit and self-control are even more important in college than in high school."

How best to encourage the best non-cognitive traits leading to success in college?  In the NPR piece, Alfie Kohn makes a great point: persistent people persist.

I'm a big believer in the Dweck model of mindsets: fixed vs. growth mindsets. I work to cultivate growth mindsets in my students. It's not easy. It would be great to add grit to my student's toolbox of tools to use for success in college. I watched Duckworth's TED talk hoping she would have some research to present that would be useful for me to use with my students. Here's her TED talk:

If you watched the talk, you may have noticed that the only research cited was Dweck's work on mindset! The talk is over a year old, so maybe there is new work on grit that I'm not aware of.

I spent a lot of time thinking about these questions over the last few weeks. How can mindset be such a solid concept and grit sound great but have easy criticisms?

Leave it to Dr. Tae to answer my questions in less than 140 characters:
Simple, right? There's nothing WRONG with encouraging grit. It's just not as effective as building the growth mindset. Thanks, Tae!

April 10, 2014

Standing on the shoulders of SBG greatness

I've done a lot of reading on the implementation of standards-based grading (SBG) in physics classes. I often tell people I meet that most of the SBG classrooms I know of are in the high schools. I can point to Frank Noschese, Kelly O'Shea, Geoff Schmit, and Shawn Cornally as SBG experts who have successfully used SBG in their classes and share resources online.

Looking online for resources for doing this at the college level has often seemed to turn up fewer resources, at least in my opinion. But, I do want to acknowledge the great SBG users at the college level who have helped me along my way towards using SBG. These include, though are not limited to:

Ian Beatty
Joss Ives
Todd Zimmerman
Andy Rundquist 
Rhett Allain

I'm linking above to resources that they have all posted which have helped me start to focus my plans and methods for how I'm implementing SBG in my classes.

Others who I've had great conversations related to SBG include Heather Whitney from Wheaton College, Chris Goedde from DePaul University, and Matt Harding who is a teacher I went to college with.  Thanks to all for helping me figure things out.  I couldn't have gotten this far without you.

April 07, 2014

Drafting standards for algebra-based intro physics at a two-year college

Last weekend I was at the Illinois Section AAPT meeting, where I gave a presentation of my foray into Standards-Based Grading. My main points in the presentation were that I have observed:

a.) Most of the people who try SBG the first time write too many standards initially

b.) It's really hard to find a list of standards used in college physics classes online

I've been drafting a set of standards that I would feel comfortable using for a first semester physics class. To address the first point from above, I've whittled it down to 18 standards, although several have multiple parts to them.

I believe that I can assess these standards in chunks of less than 18 assessments. I am aiming for 13-14 nominal assessments with the opportunity for re-assessments on any of them.

I am also working on as-of-yet-unwritten lab standard or standards, which I will likely need help with.

To address the second point from my talk, I'm putting the draft up here for review from the community. I would love to see a discussion of physics faculty from all levels getting involved on building a set of standards that work well. (Not that I want the standards to be, uh....standardized on any level beyond a classroom....)

Here is my draft standards for first semester intro physics, algebra-based. We move oscillations and sound to the second semester, in case you're wondering where they appear. Thank you (in advance) for any thoughts you have on them.

Physics 101 Standards (Draft Spring 2014)

1.) I can interpret and construct graphs of objects in 1-D motion

2.) I can apply a logical problem-solving process to model the motion of objects moving in 1-D.

3.) I can resolve vectors into their components.

4.) I can add and subtract vectors graphically as well as by components.

5.) I can recognize situations described by projectile motion and apply an accurate model of the 2-D motion to determine unknown quantities.

6.) I can apply Newton’s laws of motion for objects in equilibrium as well as objects in motion including:

a.) single objects
b.) connected objects
c.) objects in contact with a spring
d.) objects in circular motion

7.) I can recognize situations where the Work-Kinetic Energy theorem applies, and be able to solve problems using the theorem.

8.) I can recognize situations where the conservation of energy principle is appropriate and be able to apply the principles to those situations including:

a.) objects under the influence of a gravitational field
b.) objects in contact with a stretched or compressed spring

9.) I can identify situations where impulse is used and correctly apply the momentum-impulse theorem.

10.) I can identify situations where conservation of linear momentum is appropriate and correctly apply the conservation principle to those situations including:

a.) elastic collisions
b.) inelastic collisions

11.) I can evaluate (graphically and analytically) the quantities of rotating objects in terms of the linear kinematic equivalents including:

a.) angle
b.) angular velocity
c.) angular acceleration
d.) moment of inertia

12.) I can apply the conservation of energy principle to rotating objects.

13.) I can apply Newton's second law for rotational motion for

a.) objects rotating
b.) objects in static equilibrium

14.) I can identify situations where materials are subject to thermal expansion and be able to calculate the change in their length, area or volume.

15.) I can determine the equilibrium temperature when materials of different initial temperatures are brought into thermal contact with each other.

16.) I can differentiate between conduction, convection and radiation mechanisms.

17.) I can apply the ideal gas law and the results of the kinetic theory of gases to calculate properties of gases.

18.) I can determine the energy transferred by heating required to change the temperature of material and cause materials to change phases.