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 * __Some observations on Challenge 1__**

I have been fortunate enough to see first hand the work your students have accomplished on this first challenge for edition 3. Each of you mentioned that you really liked this challenge more than the former first one, and I think the reasons may be similar. Some that I heard include the higher relevance of the topic (safe driving as opposed to track and field), the design of the curriculum leading up to it with frequent reflections and the mini-challenge half-way through, the presentation aspect that encouraged creativity among students rather than a dry written assignment, and the emphasis on students writing a script early in the process so they were well prepared and had thought through the process thoroughly.

I noticed a very high affect among the students I observed. There was high engagement and attention to task. Importantly, I heard lots of physics "terms." Certainly, merely throwing the terms about is not indicative of learning, but there seemed to be genuine effort at connecting the terms to meaningful, concrete applications. Everyone approached the assignment of the challenge slightly differently. That's great! Perhaps, since each has its unique merits, it would make sense to have students determine which version of challenge they wish to tackle in a given class? This could be an effective differentiation tool in and of itself. Please save exemplars; the students' work speaks louder than anything else.

Katie suggested looking at adding the momentum sections (in some, perhaps abbreviated form) from chapter 3 to this first chapter. As she noted, chapter 3 also focuses on auto safety, and it really doesn't make sense to do that chapter too. Since chapter 1 doesn't introduce the concept of forces to a great extent like in chapters 2 and 3, it might mean a significant re-write is needed to fit the sections in seamlessly. Nonetheless, perhaps this is something to consider as it could serve as a segue to chapter 2 and offer the students enough conceptual understanding of momentum/impulse. Contextually, it sounds like it makes sense.

Thanks to everyone for taking some time out of your day to offer your timely reflections on the content and context. I really appreciate your candid opinions, and I enjoyed the opportunities to hear the students' impressions too. I'll look forward to seeing the MVHS students' presentations next week!

Thanks also for uploading the materials that you have. It seems like it will make things easier if they are in one place, but I leave that up to you. Please, continue to share your comments and successes with us here either in the discussion forum or on this page.

__**Active Physics Edition 3 Pilot**__ This wiki will provide a space to communicate about and to archive reflections and materials relevant to the pilot of the new Active Physics (3rd edition) curriculum. The materials, as developed thus far, are posted on the CCPS Science intranet sight at []. As the semester moves on, there will undoubtedly be occasion to edit and update these materials. This wiki will allow us to document these identified changes when they occur so we can more effectively formalize them later.

Keeping up with a tool like this can be a chore with the many other demands we all face. Please note that you may set up either email notifications or an RSS feed to keep you apprised of changes. Please do not feel like you have to be very formal with any posts. This is meant to be an outlet for victories and frustrations equally. I don't know what form this wiki's organization will take. It's up to you and your needs so add pages or discussion threads as you deem necessary.

Don't forget the help link if needed!