A Photo Finish for the School Year
Posted: Friday, June 1st, 2012
by Laura Henriques and Katie Beck
CSTs and AP exams are over. Students and teachers can all breathe a sigh of relief. With those pressures off, many teachers have a little more time for multi-day projects and experiments which all-too-often get squeezed out of the curriculum in our rush to make it to exam day. Many high school physics teachers have end-of-year projects which require students to be creative, have fun and apply concepts. Some of the more popular projects shared at a recent gathering of high school physics teachers included cardboard boat building, two liter bottle rockets, mousetrap cars, Rube Goldberg contraptions and catapults. There are variations to all of these activities but to be educationally valuable, students need to be able to explain the physics behind the project.
The physics picture project described here is one that has been used in high school and university physics classes, but it could easily be used in other content areas. Adapted from the American Association of Physics Teachers Photo Contest, this project requires students to take a group of pictures to illustrate physics concepts. Virtually everyone has access to a digital camera these days (camera phones work fine for this assignment), so access to technology has not been a barrier, even in lower SES schools. Details on the project are provided below, but the goal of the assignment is to get students to photograph and explain how physics is seen in the natural (or posed!) world. Students need to explain the physics behind each picture and each of their pictures must demonstrate a different physical phenomenon. For example, they cannot provide pictures of a child on a slide and a child on a swing-set and explain both with conservation of energy principles.
Students have been excited about the project and the work they submit is really quite good. Pictures and their explanations must fit on a single page. Many of these are framed and posted in the classroom. Alumni love coming back and seeing their photos. Current students are intrigued by the pictures and they read about the physics phenomena all year long. We have used this assignment as part of the final exam grade. It really is a culminating exercise, requiring students to retrieve and apply physics concepts from across the school year. It could easily be used throughout the school year as a portion of unit, quarter or semester grades. The goal is to require students to see and explain physics concepts at work in the real world. Group sizes can vary. We have had students work individually or in groups of 2-5. At the high school level groups have been used almost exclusively.
Assignment details: Take 10 (or some set number) of pictures which illustrate physics concepts. Your picture set must have a theme. For example, children at play (swing sets, slides, playing with slinkies) or a day at the beach (waves, rafts floating on the water, polarized sunglasses). Each picture must show a different physics concept and the physics concept highlighted in the photo must be explained in writing.
Variations on the assignment have included the teacher randomly selecting concepts or the instructor providing images which the students must describe. Our favorite version, though, is requiring teams to come up with a theme for their photo set and take their own pictures. It has been fun to see how clever and creative they are.
We have found that doing a few sample pictures in class has been helpful. We show a picture and ask students to describe the physics behind it. Typically the class comes up with more than one physics concept that the image illustrates. For example, the kid on a swing-set mentioned above as an example of conservation of energy could also be an example of periodic motion. Instead of talking about the transfer of potential energy to kinetic energy the students could write about the period of the swing and the irrelevance of the mass of the child swinging as length is the only variable that matters. This is especially helpful for kids as they begin thinking about their project and helping them see that the pictures they take could be described using a different physics lens.
Try it out! You don’t have to start with a theme-based photo set of 10 images. Start out small with you providing a couple of pictures and see what they come up with. Then next year expand the project and have the students take the pictures. Another way to get started, and help the kids get comfortable with the idea, is to do photo analysis in class and include a picture or two on tests or quizzes which students must explain. This really helps students see physics as more than just a set of formulas. Have fun and say cheese!
For more information, click on the links in the article or paste these urls directly into your browser window.
AAPT physics contest: http://www.aapt.org/programs/contests/photocontest.cfm
Physics teacher gathering: http://www.physicsatthebeach.com
Laura Henriques is a professor of science education at CSU Long Beach and president-elect of CSTA.
Katie Beck (firstname.lastname@example.org) is a physics teacher at Bolsa Grande High School in Garden Grove, CA and a member of CSTA. She has served as the PhysTEC Teacher-In-Residence at CSULB for the 2011-2012 school year.
Posted: Saturday, February 6th, 2016
by Jenna Porter & Rich Hedman
Over the next few years, school districts throughout California will need to decide which curriculum course model to adopt for high school science. Unlike middle school, for which there are two relatively straightforward course models (preferred integrated and alternative discipline specific), high schools will have more than 4 distinct course model options (see Table 1). Which model would be best for high schools in your district? To assist you in answering that question, we offer some resources and points to consider, and make a recommendation for providing equitable opportunities for all students to access the new science curriculum. Learn More…
Posted: Friday, January 15th, 2016
Are you a Next Generation Science Teacher? Have the science teachers at your school participated in current science safety professional development? Did you know that training in science safety is required by CALOSHA to keep employees safe? Do you know what documentation is required to reduce an individual teacher, administrator, and/or the school’s liability?
The Science Safety for Educators Online Course will provide participants with information to build a solid foundation to create a safe science environment for employees and students. It is recommended that schools, districts, and organizations have as a goal to prepare 100% of all science teachers and other related personnel for the ever-changing environment of safety for themselves, others, and students. Learn More…
Posted: Friday, January 15th, 2016
by Jill Grace
Teachers, the moment is NOW for you to take action to influence how your district supports science education.
I often get inquiries by teachers as to how they can gain access to financial support as they transition to instruction in the California Next Generation Science Standards (CA NGSS). This includes funding to attend professional learning opportunities (like the state-wide CA NGSS Roll Outs or CSTA’s California Science Education Conference which has a heavy CA NGSS emphasis) or sub-release time for teacher collaborative planning. The lack support in some districts and schools for these activities appears to be a “lost in translation” issue; many principals and district leaders are financially supporting these activities as they relate to English language arts and math, but not science. One of the reasons why we have a lengthy period of time leading to full implementation of the CA NGSS is to give teachers time to prepare: time to refresh on science concepts that are new at your grade-level and time to wrap your head around the shifts in instruction that the CA NGSS call for. The need for this time to prepare for the implementation of the CA NGSS is recognized at the state-level.
“We encourage local districts to begin implementation of the science standards now. The recently released draft of the new California NGSS curriculum framework can serve as an invaluable resource at all grade levels. We recognize the time required to build capacity among teachers and students for these new science standards,” said Mike Kirst, president of the California State Board of Education.
Trish Williams, member and NGSS Liaison on the California State Board of Education (SBE) added: “the State Board of Education knows that the NGSS represent a very different way of teaching from the 1998 California science standards, and knows that change takes time; teachers of science will need professional learning support from their district to explore and become comfortable teaching science with an NGSS three-dimensional approach.” Learn More…
Posted: Thursday, January 14th, 2016
by Lisa Hegdahl
“The overarching goal of our framework for K-12 science education is to ensure that by the end of 12th grade, all students have some appreciation of the beauty and wonder of science …”
A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas*
In 1985, I graduated from the University of California at Davis, with a Bachelor of Science in Zoology. In 1991, I began teaching 8th grade science in Galt, where our school’s science department determined the topics I taught which, for 7 years, were genetics, sound, astronomy, and body systems. In 1998, the CA Science Content Standards arrived and the 8th grade science curriculum became exclusively physical science – physics, astronomy, and chemistry – a far cry from my Zoological roots. As are many of you, I am now in the process of transitioning to the CA Next Generation of Science Standards (NGSS) 6-8 Integrated Model which means, once again, changing the core ideas I teach my 8th graders. Instead of strictly physical science, I will now teach Integrated Life Science, Earth and Space Science, and Physical Science (along with the Science and Engineering Practices, SEPs, and the Crosscutting Concepts, CCCs). Learn More…
Posted: Thursday, January 14th, 2016
by Anna Van Dordrecht, MA and Adrienne Larocque, PhD
Storytelling, which is fundamental to humanity, is increasingly being used by scientists to communicate research to a broader audience. This is evident in the success of scientists like Neil deGrasse Tyson. Capitalizing on this, in our classrooms we both tell stories about scientists under the banner of People to Ponder. Benefits of storytelling for students are numerous, and many align with NGSS. Specifically, Appendix H states that, “It is one thing to develop the practices and crosscutting concepts in the context of core disciplinary ideas; it is another aim to develop an understanding of the nature of science within those contexts. The use of case studies from the history of science provides contexts in which to develop students’ understanding of the nature of science.”
A Person to Ponder – Frances Kelsey
Frances Kelsey was born in 1914 in British Columbia, Canada. She graduated from high school at 15 and entered McGill University where she studied Pharmacology. After graduation, she wrote to a famous researcher in Pharmacology at the University of Chicago and asked for a graduate position. He accepted her, thinking that she was a man. While in Chicago, Kelsey was asked by the Food and Drug Administration to research unusual deaths related to a cleaning solvent; she determined that a compound, diethylene glycol, was responsible. This led to the 1938 passage of the Federal Food, Drug, and Cosmetic Act, which gave the FDA control to oversee safety in these categories. In 1938, Kelsey received her PhD and joined the Chicago faculty. Through her research, she discovered that some drugs could pass to embryos through the placental barrier. Learn More…