|
Factors |
Description |
Advantage or Constraint |
Initial Ideas for Maximizing Positive
Factors or Minimizing Negative Factors |
| Age / Academic Range |
16 - 18 yrs. old
11th - 12th
Grade |
+ |
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This age group will be motivated by
the use of technology to enhance their learning because they
will have experienced manual graphing and collection of
data. |
| Sex Distribution |
15 F, 12 M |
+ |
 |
Good mixture to designate the duties
to. No one group will feel "outweighed" by the other. |
| Racial, Ethnic Diversity |
5 Hispanic
22 White |
+ |
|
The diversity of this group will not
necessarily effect learning here because all of these students
are 2nd year advanced science students (who were taught by the
same teacher last year); therefore, they all have the same
science background. Skills vary due to knowledge not
ethnicity. |
| Educational Level |
Advanced Science Students |
+ |
|
Students will not have to have the
basics of the experiment and values explained. They are
familiar with momentum, elasticity, and energy types due to
previous classes and worksheet prior to
experiment. |
| Disability or Impairment |
Dyslexia Student with above average
IQ |
|
- |
The display of the graph and figures
will be on the InFocus machine; thus, the display will be
large which is an advantage to dyslexic students. However,
because of the details and extensive numbers used, this
student must be on the front row and possibly have some of the
numbers recited to them. |
| Developmentally Appropriate |
Older aged, more mature and advanced
in knowledge. |
+ |
|
These factors should assist the
students in collecting the data and completing the
computations in a reasonably quick time. Also, the collection
of the data should move rapidly because of the maturity and
some knowledge of the experiment. |
| Prerequisite Knowledge |
Lecture, procurement of formulas,
vocabulary, pre-lab worksheet, prior use of lab software
(however, not motion detector). |
+ |
|
The knowledge that will be gained
prior to the experiment will be useful in determining the
values prescribed. Introduction of terms to be used will also
be helpful to students. Lastly, familiarity with Lab software
will be advantageous, but not required. |
| Related Experience |
Prior use of graphing equipment. |
+ |
|
The Lab software has been used once
before to collect data. However, the tools that correspond
with this experiment will be new. Also, the types of data to
be collected and the detailed manipulation and observation of
the data will be new. |
| Perception of Role as Student |
Willing learners because they are
active in the experiment process and ALL can view the
collection of data even if they ALL aren't performing the
experiment. |
+ |
|
When the data is collected manually,
the students conduct the experiment; however, they have the
data dictated to them. In this process they can watch the
experiment and watch the collection of the data..no
dictation...all is hands on. |
| Motivation for Learning |
TAKS assessment; utilization of
formulas, values and vocabulary that will be useful throughout
science courses. |
+ |
|
Use TAKS workbooks to illustrate the
use of terms and ideas present in the experiments. Use AP
standards to illustrate the use of terminology and
values. |
| Attitude Toward Subject |
Frustrated on some levels where they
don't "understand" what is going on. Enjoyment on some levels
where they welcome the experiment phase. |
+ |
|
The frustrated students will be able
to SEE what is going on in the experiment and WATCH as the
data is collected. They can make the visual connection between
the 2 factors. Whereas, the other learners will enjoy the
experiment for the sake of the experiment. |
| Expectations from Session |
From data collected, students will
learn to compute momentum at different times in a collision,
determine energy at different times in a collision, and
classify the three collision types. |
+ |
|
Rubrics of expectations from
experiment will clarify to students what must be accomplished
and how. |
| Competitiveness |
This will be a competitive
environment in that (1) students will strive to have the
experiment go correctly because of the visual collection of
data, (2) students will have no excuse if data is
incorrect....must know how to utilize technology provided and
account for "problems". |
+ |
|
Students will compare calculations
to ensure they have completed calculations correctly. Students
will compare their decisions on the types of collisions.
Students will compare their utilization of technology versus
manual means of collecting data. |
Environment factors that may impact learner-centered
instruction.
Analyzing the environment is a means to identify the issues
that will impact the (a) process of the design and production,
(b) implementation, and (c) outcomes of the learning
experience |
| Factors |
Description |
Advantage or Constraint |
Initial Ideas
for Maximizing Positive Factors or Minimizing Negative Factors
|
Design and Production
Factors:
|
Budget Available
|
NA |
|
|
|
Materials Required
|
2 Carts, meter sticks, weights,
velcro, magnets, Motion Detectors, pen & paper |
+ |
|
These supplies will be provided for
the students in the lab setting. However, there will not be a
set per lab group. One lab group will be completing all of the
work |
Production Equipment Available
|
Lap Top Computer, LabPRo software,
InFocus machine, screen/TV for viewing |
+ |
|
Presentation materials will be
set-up prior to the experiment. Students will be responsible
for computer usage, experiment set-up, running of experiment
and collection of data. |
Time for Design and
Production
|
Approximately 2 weeks |
+ |
|
Students must be presented the
lecture materials prior to the lab. Instructor must be
instructed on use of software, lab tools and specifics on
data. |
Department Technology Requirements
|
Instruction on use of InFocus and
Lap Top. Check out equipment in advance to insure usage. |
+ |
|
No restrictions on use of technology
to enhance the students. Students all have permission to use
technology. |
| Implementation
Factors: |
Class Size
|
3 classes--2 regular Physics, 1 AP
Physics |
+ |
|
Students with higher level thinking
skills and concentrated science background coupled with
experience in using technology. |
Class Period Length
|
Two - 50 minute classes. (Possibly
3). |
+ |
|
Teacher must be organized as to her
goals for the day and set-up of equipment if all is to be
accomplished. |
Location
|
Science classroom |
|
__ |
Large lab with ample space and more
computers would be ideal. However because of the InFocus and
use of technology, the experiment is workable in a timely
manner. |
Seating Arrangement
|
Lab Tables |
|
__ |
Possible problem with visibility;
however, print out of material will assist students. |
Lighting
|
Low |
|
__ |
Sometimes not conducive to
alertness; however, InFocus works better. |
Temperature
|
NA |
+ |
|
NA |
Noise
|
Normal classroom chatting, clanking
on desk. |
|
__ |
Could have a diverse effect on
experiment if not watched because of technology. Motion
detector is sensitive to noise. |
Equipment
|
Experiment products are assessable
to instructor. Instructor must schedule for use of LapTop and
InFocus. |
+ |
|
Teacher must be familiar with
products and technology in order for experiment to go
smoothly. However, these factors will also enhance the
experiment. |
| Technology Support |
Provided |
+ |
|
Technology support prior to lesson
has ensured the instructor that she can use the software, has
eliminated many of the "kinks" and has worked out many of the
details of troubleshooting. Support has also enhanced the use
of the software because of the manipulation factors now
present coupled with printing and saving of data. |
| Outcome
Factors: |
| State Requirements |
TEKS for science and technology. |
+ |
|
Even though this is not a technology
based lesson (for example, creation of a web page), the use of
software to simulate experiments is a goal. |
Employer Needs
|
N/A |
|
|
|
Co-worker Needs
|
Instruction and assistance with
set-up, use and manipulation of technology. |
+ |
|
Have her create a list of "don't
knows" to assist her with. Go through a dry run to anticipate
problems. (She has had some in the past...this is why she had
given up on the use of the software until now.) |
Student Needs
|
Collection of data, calculations,
classification documentation, and reflections. |
+ |
|
Rubrics will assist students in
"What Needed" list. |
| Other Factors: |
Collaboration |
+ |
|
Planning and instruction from both
mentor and mentee to overcome and work around any lesson
obstacles. Planning more detailed and
elaborate. |
