Interactive, Collaborative, Electronic Learning Logs in the Physics Classroom

Interactive, Interactive, Collaborative, Electronic Collaborative, Electronic Learning Logs in the Learning Logs in the Physics ClassroomPhysics Classroom

Chris Gosling Chris Gosling

Physics TeacherPhysics Teacher

Saranac Lake High Saranac Lake High SchoolSchool

Sponsored by the National Science Foundation DUE0302097, SUNY-Buffalo State Physics, The Adirondack Teacher Center, and Saranac Lake Central School District

Presentation StructurePresentation Structure

Why journal?Why journal? Types of journalsTypes of journals Personal experiencesPersonal experiences Methods for Methods for

implementationimplementation Selected excerptsSelected excerpts

Why journal?Why journal?

Students who journal outperform Students who journal outperform their peers their peers MacDonald and Cooper as cited by MacDonald and Cooper as cited by Bazerman, Little, Bethel, Chavkin, Fouquette, & Garufis (2005).

Written record of ideas and attitudesWritten record of ideas and attitudes Opportunity to make sense of Opportunity to make sense of

different experiencesdifferent experiences Form group identityForm group identity Gauge student understandingGauge student understanding

Paper Journals - Paper Journals -

Traditional paper journals Traditional paper journals

– kept by the student without kept by the student without promptsprompts

– checked periodically by an checked periodically by an instructorinstructor

Limitations of paper Limitations of paper journalsjournals

Student entries do not keep up with classStudent entries do not keep up with class– most entries written just before due datemost entries written just before due date

Feedback limited to instructor comments Feedback limited to instructor comments at end of grading cycleat end of grading cycle

Quality of writing/reflection limited with Quality of writing/reflection limited with students of lower ability students of lower ability MacDonald and Cooper MacDonald and Cooper as cited by as cited by Bazerman et. al. (2005).

Dialogue JournalsDialogue Journals

Students respond to questions Students respond to questions posed by instructorposed by instructor

Instructor reads responses, Instructor reads responses, comments, and asks both follow-comments, and asks both follow-up and new questionsup and new questions

Advantages of Advantages of Dialogue JournalsDialogue Journals Rapid feedback from instructorRapid feedback from instructor

High quality reflection can be High quality reflection can be achieved with proper questionsachieved with proper questions

Disadvantages of Disadvantages of Dialogue JournalsDialogue Journals Time consuming for instructorTime consuming for instructor

Physically challenging: numerous Physically challenging: numerous journals to be collected and journals to be collected and transportedtransported

Advantages of Using Advantages of Using an Electronic Formatan Electronic Format Physical demands of traditional Physical demands of traditional

dialogue journals eliminateddialogue journals eliminated

Identical questions can easily be Identical questions can easily be directed to all students (copy & directed to all students (copy & paste)paste)

Students can quickly search for topicsStudents can quickly search for topics

Disadvantages of Disadvantages of Using an Electronic Using an Electronic FormatFormat Still time-consumingStill time-consuming Files can be lost or corruptedFiles can be lost or corrupted Physical act of writing is Physical act of writing is

eliminatedeliminated If images are improperly used If images are improperly used

files can become unwieldyfiles can become unwieldy

Advantages of Group-Advantages of Group-Based JournalingBased Journaling Easier for instructor: respond to Easier for instructor: respond to

1/3 of entries compared to 1/3 of entries compared to individual journals individual journals

(for groups of 3)(for groups of 3)

Variety of class experiences within Variety of class experiences within journaling group can lead to good journaling group can lead to good discussiondiscussion

Disadvantages of Disadvantages of Group-Based Group-Based JournalingJournaling Written comments may be those Written comments may be those

of typist rather than groupof typist rather than group– Must ensure that typist rotatesMust ensure that typist rotates

Perspectives of quiet group Perspectives of quiet group members can be ignoredmembers can be ignored

Sketches are more complicated to Sketches are more complicated to createcreate

Personal ExperiencesPersonal Experiences

Used traditional individual paper Used traditional individual paper journals in graduate physics journals in graduate physics education courseworkeducation coursework

Functional, but only if students Functional, but only if students keep up with classkeep up with class

Use of Journals as a Use of Journals as a TeacherTeacher Spring 2005 Spring 2005 Paul Smith’s CollegePaul Smith’s College

– Implemented traditional paper Implemented traditional paper journals with algebra and calculus-journals with algebra and calculus-based physics courses for non-based physics courses for non-physics majorsphysics majors

– Students wrote entries after each Students wrote entries after each class meeting (3x per week)class meeting (3x per week)

Traditional Journal Traditional Journal ResultsResults

Collected Journals at Midterm: Collected Journals at Midterm: Disaster & DisappointmentDisaster & Disappointment

Most students wrote the journals Most students wrote the journals the night before they were duethe night before they were due

Complete journals showed little Complete journals showed little genuine reflectiongenuine reflection

Hickman’s Interactive Hickman’s Interactive Collaborative Electronic Collaborative Electronic Learning Logs (ICE Learning Learning Logs (ICE Learning Logs)Logs) Used with high school studentsUsed with high school students Word-processing documents facilitate a Word-processing documents facilitate a

group dialogue journalgroup dialogue journal

instructor – bold fontinstructor – bold font

students – non-bold fontstudents – non-bold font Randomly assigned groups Randomly assigned groups

(no single sex groups)(no single sex groups)(Hickman, 2000)

My Adaptation of the My Adaptation of the ICE Learning LogsICE Learning Logs Virtually identical to Hickman’sVirtually identical to Hickman’s

With small classes, single-sex With small classes, single-sex groups were sometimes unavoidablegroups were sometimes unavoidable

Random groupings helped ensure Random groupings helped ensure that groups had different class that groups had different class experiencesexperiences

My Adaptation of the My Adaptation of the ICE Learning LogsICE Learning Logs 3 semesters of use with 3 semesters of use with calculuscalculus andand

algebraalgebra-based courses of non-physics -based courses of non-physics majors at the college levelmajors at the college level

1 semester of use with algebra-based 1 semester of use with algebra-based high schoolhigh school students students

(color-coding will denote origin of (color-coding will denote origin of excerpt)excerpt)

Methods of Methods of ImplementationImplementation 2 methods of sharing: shared network 2 methods of sharing: shared network

folder and websitefolder and website

Shared folder is greatly preferredShared folder is greatly preferred

– faster and easier to accessfaster and easier to access

– Don’t have to email file back to instructorDon’t have to email file back to instructor

– instructor doesn’t have to repost file to instructor doesn’t have to repost file to websitewebsite

Themes of FocusThemes of Focus

Group IdentityGroup Identity Connection to the real-worldConnection to the real-world Probing for Conceptual Probing for Conceptual

UnderstandingUnderstanding Ah-ha moments (for Learning Ah-ha moments (for Learning

Commentaries)Commentaries) HumorHumor Student Responses Student Responses

Group Group IdentityIdentity

SassinatorsSassinators Killer Time Traveling Killer Time Traveling

Train TeamTrain Team Rats in a BoxRats in a Box Kinematic CockatoosKinematic Cockatoos The Best Group EverThe Best Group Ever

The SnowmenThe Snowmen NamelessNameless Friction FightersFriction Fighters Bowling BallsBowling Balls Wyld stallionsWyld stallions Dream TeamDream Team

Calculus-BasedAlgebra-BasedHigh School (Algebra-Based)

Group Names

The Exotic Yet Tasteful Learning LoggersThe Exotic Yet Tasteful Learning Loggers Team This is Nice n WarmTeam This is Nice n Warm Team déjà vuTeam déjà vu Interactive Collaborative Electronic Learning Interactive Collaborative Electronic Learning

LoggersLoggers The Pink FlamingosThe Pink Flamingos The Rubber DuckiesThe Rubber Duckies The BlowfishThe Blowfish


The most common group names were those formed using students’ initials

Group Names

Group Group IdentityIdentity

Conceptual Conceptual UnderstandingUnderstanding

What is the difference between average and What is the difference between average and instantaneous velocity?instantaneous velocity?– Instantaneous velocity is the slope of the tangent line at Instantaneous velocity is the slope of the tangent line at

a specific point. Average velocity is the average slope of a specific point. Average velocity is the average slope of the entire curve on the p vs t graph.the entire curve on the p vs t graph. Good!Good!

– The difference between average and instantaneous The difference between average and instantaneous velocity is the average is between many different velocity is the average is between many different velocities and the instantaneous is the actual velocity. velocities and the instantaneous is the actual velocity. You find the velocity of each part of the line and then You find the velocity of each part of the line and then average them together to get the instantaneous velocity average them together to get the instantaneous velocity and then to find Average velocity draw a line of best fit and then to find Average velocity draw a line of best fit and find the slope of the line of best fit.and find the slope of the line of best fit. I agree with I agree with your strategy for finding average velocity, but am your strategy for finding average velocity, but am not sure why you’d average all the slopes not sure why you’d average all the slopes together to find instantaneous velocity. Would you together to find instantaneous velocity. Would you like to revise your statement? If you’re still unsure like to revise your statement? If you’re still unsure feel free to call me over for a quick moment.feel free to call me over for a quick moment.


Cptl. Und. / Cptl. Und. / real worldreal world

What does it mean when you say that What does it mean when you say that an object is accelerating? Provide an an object is accelerating? Provide an example of a situation where an object example of a situation where an object accelerates.accelerates.– When an object accelerates, it is gaining velocity. When an object accelerates, it is gaining velocity.

An example of this would be a small child rolling An example of this would be a small child rolling down a hill in a garbage can.down a hill in a garbage can. Ouch, but good Ouch, but good example!example!

– A sled accelerates going down a hill.A sled accelerates going down a hill. – When you spit off a bridge the spit accelerates When you spit off a bridge the spit accelerates

from your mouth as at falls to the icy depths of from your mouth as at falls to the icy depths of the water.the water. Wow, very vivid example.Wow, very vivid example.


Question 2.b. helped ideas hit home Question 2.b. helped ideas hit home because it showed a real life situation because it showed a real life situation that created a visual of what was that created a visual of what was really happening with distance and really happening with distance and time and coming up with the story on time and coming up with the story on our own allowed us to see this our own allowed us to see this comparison better.comparison better. Good, I really Good, I really like this question and was sorry like this question and was sorry that we didn’t have time to that we didn’t have time to discuss it as a class.discuss it as a class.


Connection Connection to real worldto real world

Connection to Connection to real worldreal world

Aside from the human-sized cage, what’s Aside from the human-sized cage, what’s another example of a real-life object than another example of a real-life object than can function as a Faraday cage? How so?can function as a Faraday cage? How so? – We talked about cars, trucks, or other petroleum We talked about cars, trucks, or other petroleum

spewing vehicles acting as a faraday cage in a lightning spewing vehicles acting as a faraday cage in a lightning storm. With a metallic shell, electrical charge is storm. With a metallic shell, electrical charge is distributed on the outside. This is the reason that distributed on the outside. This is the reason that people do not get barbequed when their car is struck people do not get barbequed when their car is struck with lightning while sitting on the side of the highway with lightning while sitting on the side of the highway during a tornado… (e.g. during a tornado… (e.g. Student CStudent C’s poor, unfortunate ’s poor, unfortunate family). family).

– An object in the real world that can function like a An object in the real world that can function like a Faraday cage would be a car in a lightning storm. This is Faraday cage would be a car in a lightning storm. This is because if the car is struck while you’re inside it, the because if the car is struck while you’re inside it, the outside of the car is charged, but inside you’re safe.outside of the car is charged, but inside you’re safe.



Give an example of a situation where Give an example of a situation where the velocity of an object is changing the velocity of an object is changing but its speed is not.but its speed is not.

– An example of the velocity of an object changes An example of the velocity of an object changes but not the speed is if an airplane was changing but not the speed is if an airplane was changing course but maintaining a constant speed.course but maintaining a constant speed.

– A car can be traveling north on I87 at 60 mph A car can be traveling north on I87 at 60 mph and then go South on I87 at 60 mph. The and then go South on I87 at 60 mph. The speed of the car remains the same and the speed of the car remains the same and the direction changes. direction changes.



Come up with a real-life situation where you could use Come up with a real-life situation where you could use the kinematic equations to solve a problem. Be creative!the kinematic equations to solve a problem. Be creative!

– You are flying a helicopter at an elevation of 500m Above Ground You are flying a helicopter at an elevation of 500m Above Ground Level and are hovering at a blistering speed of 0m/s.Level and are hovering at a blistering speed of 0m/s. wow!wow! You are You are trying to drop a ball out and land it in your friend’s pool. How long trying to drop a ball out and land it in your friend’s pool. How long would it take for the ball to land in the water?would it take for the ball to land in the water? Great problem!Great problem!

– A squirrel is running to a tree at the constant velocity of 2 m/s. The A squirrel is running to a tree at the constant velocity of 2 m/s. The tree is 50 m away from the squirreltree is 50 m away from the squirrel’’s starting point. You could use a s starting point. You could use a kinematic equation to figure out how long it would take the squirrel kinematic equation to figure out how long it would take the squirrel to reach the tree.to reach the tree. Great!Great!

– Student GStudent G jumps off Bluff (a cliff above water). The rock is precisely jumps off Bluff (a cliff above water). The rock is precisely 25m25m high?high?. . It takes him precisely 5 seconds to hit the water. It takes him precisely 5 seconds to hit the water. Given the average acceleration based on the downward force of Given the average acceleration based on the downward force of gravity to be 9.81m/s2, what is Student G’s velocity when he hits gravity to be 9.81m/s2, what is Student G’s velocity when he hits the water?the water?



Tell me a story about a situation where net Tell me a story about a situation where net force might be applicable.force might be applicable.

– A toA toww truck pulling someone out a ditch is an example of truck pulling someone out a ditch is an example of net force. The cars gravidity is pulling against the truck net force. The cars gravidity is pulling against the truck and the truck is pulling against the car. The truck needs and the truck is pulling against the car. The truck needs to exert more force than the car to pull it out of the to exert more force than the car to pull it out of the ditch.ditch. okok

– An example of this is if An example of this is if Student BStudent B’s car stalls out and he ’s car stalls out and he needs two of his friends, Willie and Bob, to help him needs two of his friends, Willie and Bob, to help him push while he steers the wheel. The net force is push while he steers the wheel. The net force is equivalent to the force applied on the car by Willie (F_w) equivalent to the force applied on the car by Willie (F_w) plus the force applied on the car by Bob (F_b). plus the force applied on the car by Bob (F_b). Therefore, F_xnet = F_w + F_b. Therefore, F_xnet = F_w + F_b.



Connection Connection to real worldto real world

And finally, please tell me a story And finally, please tell me a story that could have resulted in the that could have resulted in the motion shown on the graph below. motion shown on the graph below. Be creative!Be creative!

Position vs. Time

0

5

10

15

20

Time (s)

Po

sit

ion

(m

)

ResponsesResponses

– Suzy was walking her dog at a constant speed. Then Suzy was walking her dog at a constant speed. Then she stopped to look at a bird for a moment and all of she stopped to look at a bird for a moment and all of the sudden a car hit her and the dog and sent them the sudden a car hit her and the dog and sent them both backwards at a constant speed. Then they both both backwards at a constant speed. Then they both lie in coma on the rode until someone came along and lie in coma on the rode until someone came along and found them. But it was tofound them. But it was tooo late, they were already late, they were already dead.dead. Ouch! Harsh, but it matches the graph Ouch! Harsh, but it matches the graph well.well.

– Student D was on his way to school and turned Student D was on his way to school and turned around, then he got back to his house and fought with around, then he got back to his house and fought with his mom for a little while, until she drove him back to his mom for a little while, until she drove him back to school, were he stayed for the day.school, were he stayed for the day. Interesting Interesting story, but a perfect match to the graph!story, but a perfect match to the graph!

– A runner goes back toward the starting line because A runner goes back toward the starting line because he dropped the baton then stops to pick it up, and he dropped the baton then stops to pick it up, and after a few seconds sprints forward make up the time after a few seconds sprints forward make up the time lost and stops at the finish. lost and stops at the finish.


Responses Responses continuedcontinued

– So, there was this guy. His name was Phil. So, he was So, there was this guy. His name was Phil. So, he was sitting there, in his recliner, 10 feet away from his T.V. But sitting there, in his recliner, 10 feet away from his T.V. But he left the remote on the coffee table, 6 ft away from the he left the remote on the coffee table, 6 ft away from the T.V. He went and got the remote, and tripped and fell. So, T.V. He went and got the remote, and tripped and fell. So, now he’s lying on the floor, for some seconds. So then, his now he’s lying on the floor, for some seconds. So then, his show came on, but he forgot his iced tea in the kitchen. show came on, but he forgot his iced tea in the kitchen. So, he SPRINTED to the kitchen and got his iced tea. So, So, he SPRINTED to the kitchen and got his iced tea. So, then he sat and drank his iced tea, when someone called. then he sat and drank his iced tea, when someone called. It was his mom. And then she made him talk indefinitely. It was his mom. And then she made him talk indefinitely. The End.The End. Wow, that’s an incredibly sad story. Nice Wow, that’s an incredibly sad story. Nice work!work!

– There was a zookeeper and he started at his office, and There was a zookeeper and he started at his office, and then he went away from his office to go home and on his then he went away from his office to go home and on his way he stopped at the lions cage and realized it was open. way he stopped at the lions cage and realized it was open. So he stopped on his way out to close the gate. He then So he stopped on his way out to close the gate. He then heard a noise behind him and ran because he knew it was heard a noise behind him and ran because he knew it was the lion. He ran past his office and into the woods where the lion. He ran past his office and into the woods where the lion tackled him and ate him and that is where the line the lion tackled him and ate him and that is where the line remains in the same position. remains in the same position.




Please tell me a story where an object or a person Please tell me a story where an object or a person has a positive position and velocity, but negative has a positive position and velocity, but negative acceleration.acceleration. – If you are moving in a positive direction but slow down so you If you are moving in a positive direction but slow down so you

don’t you get hit by a truck you will have negative acceleration. don’t you get hit by a truck you will have negative acceleration.

– A runner is running away from the starting line (the origin), A runner is running away from the starting line (the origin), steps into a pothole, stumbles for a bit, and then continues steps into a pothole, stumbles for a bit, and then continues running. His velocity would have decreased, but would stay running. His velocity would have decreased, but would stay positive, while acceleration would be negative.positive, while acceleration would be negative. Yes! This is a Yes! This is a good story. Did Scott (who’s on the cross-country team) good story. Did Scott (who’s on the cross-country team) help dream it up? help dream it up? I’m glad you liked it, It was Scott.I’m glad you liked it, It was Scott.

– A story about a sprinter running away from a starting line has a A story about a sprinter running away from a starting line has a positive position and velocity but a negative acceleration.positive position and velocity but a negative acceleration. Oops Oops sorry he’s drunk and turned around to start running towards the sorry he’s drunk and turned around to start running towards the starting line.starting line. check this- you sure? If the sprinter is moving check this- you sure? If the sprinter is moving away from the starting line at an increasing rate (speed away from the starting line at an increasing rate (speed is getting faster) then the acceleration would be is getting faster) then the acceleration would be positive. If you’d like to edit your story you’re welcome positive. If you’d like to edit your story you’re welcome to.to.

Ah-ha Ah-ha momentsmoments

Did any of your group members have an Did any of your group members have an “Ah-ha” moment when the light bulb “Ah-ha” moment when the light bulb turned on and everything made sense?turned on and everything made sense?

– The analogy with the car and the gas tank made a lot of sense for us.The analogy with the car and the gas tank made a lot of sense for us. [reference to constructing motion maps] [reference to constructing motion maps] Good, glad to hear that it Good, glad to hear that it worked for you.worked for you.

– None of us experienced an epiphany but we all understand the subjects None of us experienced an epiphany but we all understand the subjects proficiently.proficiently. okok

– Our light bulbs are flickering, but are not turn on completely. We Our light bulbs are flickering, but are not turn on completely. We understand most of the material but the subtleties in understanding the understand most of the material but the subtleties in understanding the different graphs. All we need is just to review the material to gain a different graphs. All we need is just to review the material to gain a complete understanding.complete understanding. Ok, sounds good to me. Did anyone have Ok, sounds good to me. Did anyone have time to do this over the past week?time to do this over the past week?

– There weren’t any real ah-ha moments, everything was pretty straight There weren’t any real ah-ha moments, everything was pretty straight forward. We enjoyed playing with the balloons and tinsel, that was fun. forward. We enjoyed playing with the balloons and tinsel, that was fun.


……made you made you thinkthink

Within your group, select one problem that made you THINK!Within your group, select one problem that made you THINK!– 4.20 in the purple book made us think hard about where the ball would go. 4.20 in the purple book made us think hard about where the ball would go.

We thought the ball would continue in a straight line, but we would like to We thought the ball would continue in a straight line, but we would like to see proof in class. (tennis ball and pvc pipes). (a bowling ball and rope see proof in class. (tennis ball and pvc pipes). (a bowling ball and rope would also work well)would also work well) How about a marble and a pie tin? Though a How about a marble and a pie tin? Though a bowling ball would certainly be more dramatic, especially since bowling ball would certainly be more dramatic, especially since we’re working in 2-D without the effects of gravity. That means that we’re working in 2-D without the effects of gravity. That means that the ball would have to be swinging in a perfect horizontal circle the ball would have to be swinging in a perfect horizontal circle while Andrew gets to run in with a pair of scissors and cut the while Andrew gets to run in with a pair of scissors and cut the string. Remind me if we didn’t do this activity!string. Remind me if we didn’t do this activity!

– And I just found out from And I just found out from Student IStudent I explaining to me that the ax vector is the explaining to me that the ax vector is the same as the vector of the net force.same as the vector of the net force. When you say the same, do you When you say the same, do you mean that it has the same units and magnitude? OR do you mean mean that it has the same units and magnitude? OR do you mean that they’re proportional? that they’re proportional? We meant that they are in the same direction, We meant that they are in the same direction, we weren’t talking about units or magnitude or proportionality at all. we weren’t talking about units or magnitude or proportionality at all.

– The problem that made us think was the problem with the two cars colliding The problem that made us think was the problem with the two cars colliding with different masses and velocities. We had to predict the direction after with different masses and velocities. We had to predict the direction after the collision. It made us think because it was a real life situation. the collision. It made us think because it was a real life situation.



Within your group, select one problem that made you THINK!Within your group, select one problem that made you THINK!– Student KStudent K’s group did a problem with the quarterback and it showed that you ’s group did a problem with the quarterback and it showed that you

can move backwards and forwards. The quarterback dropped back from the line can move backwards and forwards. The quarterback dropped back from the line of scrimmage, then threw the ball forward to a receiver, and then the receiver of scrimmage, then threw the ball forward to a receiver, and then the receiver continued to run into the end zone. This showed us that there is both positive continued to run into the end zone. This showed us that there is both positive and negative movement in terms of direction. and negative movement in terms of direction.

– Question 1c was helpful because we could compare our answer to another Question 1c was helpful because we could compare our answer to another groupgroup’’s answer. It showed how real life situations could be represented and how s answer. It showed how real life situations could be represented and how different people use different scales for the same thing.different people use different scales for the same thing.

– Student J Student J predicted that two objects of equal size but different weight would hit predicted that two objects of equal size but different weight would hit at different times, the heavier of the two hitting first. I predicted that objects of at different times, the heavier of the two hitting first. I predicted that objects of different weight would hit at the same time.different weight would hit at the same time. Ok- thanks. Most people on the Ok- thanks. Most people on the street would predict that they hit at different times, but now you know! street would predict that they hit at different times, but now you know! We observed that the shape of the object has more affect on falling rate than the We observed that the shape of the object has more affect on falling rate than the mass of the object does. mass of the object does.

– Problem number seven was the one that made us think the most. Intuitively, Problem number seven was the one that made us think the most. Intuitively, most of us thought that the object with the higher mass would have the greater most of us thought that the object with the higher mass would have the greater momentum, but when we put the numbers into the equation the momentums momentum, but when we put the numbers into the equation the momentums were equal.were equal. Yes! This shows that momentum depends on more than Yes! This shows that momentum depends on more than mass alone.mass alone.



Within your group, select one problem that Within your group, select one problem that made you THINK!made you THINK!– The problem with the resistors in series and the voltage The problem with the resistors in series and the voltage

graph showing the drop in voltage across the resistors. graph showing the drop in voltage across the resistors. This problem made us think because we had to consider This problem made us think because we had to consider current as well.current as well. Ok- good.Ok- good.

– The problem with the electric filedThe problem with the electric filed (what is this?) (what is this?) um um we meant “field” (sp)we meant “field” (sp) lines and the five different points lines and the five different points surprised us. We did not expect that they would all have surprised us. We did not expect that they would all have the same electric field potential. We thought that the the same electric field potential. We thought that the closer the point was to the negative charge, the weaker closer the point was to the negative charge, the weaker the force would be.the force would be. Yes, this is certainly the case Yes, this is certainly the case when dealing with charges. However, the problem when dealing with charges. However, the problem gave us lines of equipotential rather than the gave us lines of equipotential rather than the charges themselves, so that’s all we had to go on.charges themselves, so that’s all we had to go on.



Within your group, select one Within your group, select one problem that made you THINK!problem that made you THINK!– We think number 7 on the homework #3 We think number 7 on the homework #3

was really difficult. You had to apply a was really difficult. You had to apply a lot more thinking to it then previous lot more thinking to it then previous questions. You had to realize the questions. You had to realize the relationship and substitute different relationship and substitute different numbers in different places in the numbers in different places in the equation. You also had to alter the equation. You also had to alter the equation so that it would work for the equation so that it would work for the variable you were trying to find!variable you were trying to find!


Cries for helpCries for help

– No one in our group has an epiphany, but most of our No one in our group has an epiphany, but most of our group is confused with the slope of velocity. We also group is confused with the slope of velocity. We also have trouble with acceleration vectors.have trouble with acceleration vectors.

– Soooo, the homework, was NOT as easy as we were Soooo, the homework, was NOT as easy as we were thought to believe. In fact, the diver question and skier thought to believe. In fact, the diver question and skier question were near impossible! It is partially our fault question were near impossible! It is partially our fault for not starting the homework earlier and asking for not starting the homework earlier and asking questions on it, but we thought it would be easy and questions on it, but we thought it would be easy and quick, and the fact that blackboard was down this quick, and the fact that blackboard was down this weekend did not help weekend did not help

– We all had trouble understanding the force vectors.We all had trouble understanding the force vectors. Ok, Ok, thanks for letting me know. The good news is that thanks for letting me know. The good news is that we’ll be spending a lot more time with them in the we’ll be spending a lot more time with them in the future so there will be plenty of time to practice.future so there will be plenty of time to practice.


Humor/trade Humor/trade booksbooks

But once we started talking about the But once we started talking about the “Greenies” I actually understood. Physics “Greenies” I actually understood. Physics should be taught everywhere using Greenies. should be taught everywhere using Greenies.

p.s. What we p.s. What we reallyreally learned is that the learned is that the “greenies” will go on “greenies” will go on THE PRICE IS RIGHTTHE PRICE IS RIGHT and and will play plinko with flashing bouncey balls and will play plinko with flashing bouncey balls and win Switzerland. Greenies enjoy cheese and win Switzerland. Greenies enjoy cheese and chocolate. In fact cheese and chocolate are chocolate. In fact cheese and chocolate are the two major constituents of the greenies’ the two major constituents of the greenies’ diet. They also enjoy hamsters. (reference to: diet. They also enjoy hamsters. (reference to: There are no electrons: Electronics for There are no electrons: Electronics for Earthlings) cite?zgfEarthlings) cite?zgf


HumorHumor

Tell me a story about a situation Tell me a story about a situation where net force might be applicable.where net force might be applicable. – If you have two Rare Mountain Shoats playing If you have two Rare Mountain Shoats playing

tug of war on top of St. Regis Mountain. The tug of war on top of St. Regis Mountain. The two shoats are of equal strength but not two shoats are of equal strength but not stamina. So for a while the net force on the stamina. So for a while the net force on the rope applied by the shoats is ZERO. After 3 rope applied by the shoats is ZERO. After 3 minutes shoat 1 gets tired and is applying less minutes shoat 1 gets tired and is applying less force than Shoat 2. Shoat 2 pulls him down force than Shoat 2. Shoat 2 pulls him down the mountain and into Lower St. Regis Lake. the mountain and into Lower St. Regis Lake. He won.He won. That’s one of the best shoat That’s one of the best shoat stories ever. Maybe you should write it stories ever. Maybe you should write it down and put it in a fairy tale book for down and put it in a fairy tale book for your grandkids someday. I might do that your grandkids someday. I might do that too.too.


HumorHumor

Invent a motion map and then provide a Invent a motion map and then provide a plausible explanation for how it could have plausible explanation for how it could have been created.been created.– This guy Chris Gosling was walking along one day and This guy Chris Gosling was walking along one day and

he tripped on a porcupine. It is important to note that he tripped on a porcupine. It is important to note that he was near the top of a hill when this incident he was near the top of a hill when this incident happened. So when he tripped he fell in the direction of happened. So when he tripped he fell in the direction of the downward slope and proceeded to roll into a ball the downward slope and proceeded to roll into a ball and then down the hill. Along the way a large rock and then down the hill. Along the way a large rock intercepted Chris’ path and he flew 2ft into the air and intercepted Chris’ path and he flew 2ft into the air and was caught by a large eagle and carried off to spend was caught by a large eagle and carried off to spend the rest of his life to live in a nest. However, between the rest of his life to live in a nest. However, between the time of porcupine impact and when he slammed the time of porcupine impact and when he slammed into the rock, some nearby Physics students decided to into the rock, some nearby Physics students decided to measure motion maps than save him from his doomed measure motion maps than save him from his doomed fate.fate. Outstanding scenario!Outstanding scenario!


HumorHumor

Teddy, Makeda, and Brian- This drawing is one of the best I’ve ever Teddy, Makeda, and Brian- This drawing is one of the best I’ve ever seen. Maybe I will take it home and put it on my fridge. But why is seen. Maybe I will take it home and put it on my fridge. But why is the grassy hillside level? The eagle is a particularly nice touch.the grassy hillside level? The eagle is a particularly nice touch.


HumorHumor

Tell me a story about a situation where Tell me a story about a situation where net force might be applicable.net force might be applicable. – So we got team A and team B in an extreme tug-o-So we got team A and team B in an extreme tug-o-

war tournament. They are in the final round and it’s war tournament. They are in the final round and it’s a heated match. Team A is a applying a force of 80 a heated match. Team A is a applying a force of 80 wheat figwheat fig N and team B is applying a force of -80 N and team B is applying a force of -80 wheat figwheat fig N. The net force of the tug-o-war match is N. The net force of the tug-o-war match is 0 0 wheat fig wheat fig N. All of a sudden, little Timmy musters N. All of a sudden, little Timmy musters up enough strength to increase the force of team B’s up enough strength to increase the force of team B’s net force to -82 net force to -82 wheat fig wheat fig N. With this larger amount N. With this larger amount of force, the new net force of the tug-o-war match is of force, the new net force of the tug-o-war match is -2 -2 wheat figwheat fig N. Team B is now able to pull team A N. Team B is now able to pull team A into the alligator infested mud pit and win the into the alligator infested mud pit and win the extreme tug-o-war tournament for the fifth extreme tug-o-war tournament for the fifth consecutive year. All of the players of team A were consecutive year. All of the players of team A were sadly consumed by the alligators and will no longer sadly consumed by the alligators and will no longer be able to compete in next year’s tournament. be able to compete in next year’s tournament.


HumorHumorCalculus-BasedAlgebra-BasedHigh School (Algebra-Based)

Student Student ReactionsReactions

Which do you prefer: individual journaling or the group Which do you prefer: individual journaling or the group journals we’ve been doing the second half of the journals we’ve been doing the second half of the semester? Why?semester? Why?

– We all agree that group journal is the better way to get thoughts We all agree that group journal is the better way to get thoughts and ideas out and is much easier to work in a group than to sit and ideas out and is much easier to work in a group than to sit down individually and write the entries. Being done in class, you down individually and write the entries. Being done in class, you don’t forget like you would when having to do them individually. don’t forget like you would when having to do them individually.

– Well the groups journal was preferred as we can work together to Well the groups journal was preferred as we can work together to find our way and in addition we get some satisfaction in the more find our way and in addition we get some satisfaction in the more immediate reply from you the teacher as to our rightness or immediate reply from you the teacher as to our rightness or wrongness wrongness

– Journaling is definitely better as a group because its fresh in the Journaling is definitely better as a group because its fresh in the mind and it makes sure we do it. mind and it makes sure we do it.

– It was nice to have your question to point us in a direction. It was nice to have your question to point us in a direction.


Student Student Reactions Reactions Cont.Cont.

Which do you prefer: individual journaling Which do you prefer: individual journaling or the group journals we’ve been doing or the group journals we’ve been doing the second half of the semester? Why?the second half of the semester? Why?

– We believe that the journals in class were definitely We believe that the journals in class were definitely the way to go. They allowed us more constructive the way to go. They allowed us more constructive journal entries, instead of writing them all at the end journal entries, instead of writing them all at the end and forgetting some stuff. It’s actually incentive to do and forgetting some stuff. It’s actually incentive to do them, since it’s done in class. them, since it’s done in class.

– Group journaling is much better. In case we don’t Group journaling is much better. In case we don’t understand something we can discuss it over with our understand something we can discuss it over with our group and understand it better. …it helped to direct group and understand it better. …it helped to direct the journal entries.the journal entries.



Which method makes it easier to Which method makes it easier to write a Learning Commentary later?write a Learning Commentary later?

– When it comes to writing Learning When it comes to writing Learning Commentaries we feel that individual Commentaries we feel that individual journaling is better because individually your journaling is better because individually your problems are in the journal, maybe the problems are in the journal, maybe the problems that you (individually) have. problems that you (individually) have.

– We think it was also easier to write Learning We think it was also easier to write Learning Commentaries because you didn’t have to Commentaries because you didn’t have to keep flipping through journal pages, and keep flipping through journal pages, and everything was found on the computer. everything was found on the computer.



Which method helps you learn better?Which method helps you learn better?(electronic learning logs vs. traditional (electronic learning logs vs. traditional journals)journals)

– We believe that this electronic journaling helps us We believe that this electronic journaling helps us learn better since there are specific questions to learn better since there are specific questions to answer about the topics we cover in class. answer about the topics we cover in class.

– We think that as a group you learn better because We think that as a group you learn better because every ones views are expressed and discussed. every ones views are expressed and discussed.

– This method was also probably better for learning This method was also probably better for learning because of two reasons; you always did it and your because of two reasons; you always did it and your answers were more complete and correct. answers were more complete and correct.



How do these learning logs compare to How do these learning logs compare to traditional journals (pencil and paper) traditional journals (pencil and paper) that you’ve kept for other classes?that you’ve kept for other classes?

– We all like the electronic learning logs a lot better We all like the electronic learning logs a lot better than having to write them on paper. than having to write them on paper.

– They are faster and are easier to correct mistakes They are faster and are easier to correct mistakes with a teachers response.with a teachers response.

– We decided that we like electronic learning logs We decided that we like electronic learning logs better than written ones, because it is more efficient better than written ones, because it is more efficient and fast than journals on paper.and fast than journals on paper.



Do you think that writing the Learning Do you think that writing the Learning Logs helps you learn physics? Logs helps you learn physics?

– Learning logs help- they kind of bring everything Learning logs help- they kind of bring everything together. together.

– We think they help us and they are a better way to We think they help us and they are a better way to figure out things we have problems with. figure out things we have problems with.

– ……they do help us get information straight.they do help us get information straight.

– It didn’t necessarily help to It didn’t necessarily help to learnlearn physics but they physics but they definitely gave us a good summary of the material definitely gave us a good summary of the material and good practice!and good practice!


ReferencesReferences

Bazerman, C., Little, J., Bethel, L., Chavkin, T., Fouquette, D., & Garufis, J. (2005). Reference guide to writing across the curriculum. West Lafayette, Indiana: Parlor Press.

http://wac.colostate.edu/books/bazerman_wac/

Hickman, P. (2000). Assessing student understanding with interactive-electronic-collaborative learning logs. ENC Focus, 7(2), 24-27.

Questions?Questions?

Documents

Interactive, Collaborative, Electronic Learning Logs in the Physics Classroom