ࡱ> b 3jbjb }apnnnnnnn%%%8&4L&44*&&p''''''.4040404040404,7RY9n\4n'''''\4d(nn''q40d(d(d('vn'n'.4d(4"nnnn'.4d(d(rR3Tnn.4& %v'3.44<43z9d(9.4d(nd<<Patrick H. Sears SUNY-Buffalo State College Department of Physics, 1300 Elmwood Ave, Buffalo, NY 14222 searsph@buffalostate.edu Appendix A: NYSED Physics Content Standard Review Sets (Partial List) (Standards taken from: http://www.emsc.nysed.gov) Electric and Magnetic Phenomena Set #1 4.1b Energy may be converted among mechanical, electromagnetic, nuclear, and thermal forms. 4.1p Electrical power* and energy* can be determined for electric circuits. 4.1.vi. Recognize and describe conversions among different forms of energy in real or hypothetical devices such as a motor, a generator, a photocell, and a battery Set #2 4.1n A circuit is a closed path in which a current* can exist. (Note: Use conventional current.) 4.1.viii. Measure current and voltage in a circuit 4.1.xiii. Draw and interpret circuit diagrams which include voltmeters and ammeters Set #3 4.1l All materials display a range of conductivity. At constant temperature, common metallic conductors obey Ohms Law*. 4.1.ix. Use measurements to determine the resistance of a circuit element 4.1.x. Interpret graphs of voltage versus current Set #4 4.1m The factors affecting resistance in a conductor are length, cross-sectional area, temperature, and resistivity.* 4.1.xi. Measure and compare the resistance of conductors of various lengths and cross-sectional areas Set #5 4.1o Circuit components may be connected in series* or in parallel*. Schematic diagrams are used to represent circuits and circuit elements. 4.1.xii. Construct simple series and parallel circuits 4.1.xiv. Predict the behavior of lightbulbs in series and parallel circuits Set #6 4.1k(a) Moving electric charges produce magnetic fields. 4.1.xv. Map the magnetic field of a permanent magnet, indicating the direction of the field between the N (north-seeking) and S (south-seeking) pole Appendix B (assignment description student handout) Physlet Review Objective Examine a group of physics ideas (known as content standards) and lead the class in a short review session of those ideas with the aid of on-line animations like the ones Mr. Sears has used during the year. Process Step #1 Find 1 or 2 partners (+2 bonus points for working in pairs) Get a Group # and set of Content Standards from Mr. Sears Step #2 Pick a contextual event that demonstrates the physics in your Content Set Draw diagrams to show the concepts in context Step #3 Find a Physlet Describe the Physlet in writing Write an explanation of the connection between the Physlet and the content standards Step #4 Make a step-by-step lesson plan for each of 4 sections: 1. Introduction (what are your standards) 2. Physlet presentation (What do the standards mean) 3. Typical question (Present an actual regents question) 4. White boarding (Discuss solution after class attempts to solve question) Plans for parts 1 & 2 should include at least 4 questions to ask the class during the lesson. A complete solution should be prepared for parts 3&4, even if the example is multiple choice. Step #5 Present the lesson to the class Step #6 Write a reflection of the experience including: What went well during the lesson and how do you know What went poorly during the lesson and how you could make it better What you understood better after the process Appendix C (Grading Rubric) Name ____________________________ Step #1 ____________________________ ( Find group (____) ( Get set of Content Standards ____________________________ Step #2 (x2 On time (due:_________________) ( Appropriate Context (Diagram ( Neat and well drawn ( Labels on objects ( Title and key ( Labels and vector arrows on any relevant measurements Step #3 (x2 On Time (due:________________) ( URL and name of appropriate Physlet ( Written Description ( Visual appearance (Animation ( Variables (quantities) ( User Controls ( What physical actions are represented ( What do the standards say about those actions qualitatively? ( What do the standards say about the quantities displayed? Step #4 (x2 On Time (due:_______________) ( 4 part Lesson Plan Pt1 ( ID of Standards ( Define terms ( Questions for class Pt2 ( Explain Concept ( Explain Physlet ( Adjust controls/Ask for predictions ( Run Physlet/Discuss results ( Present alternative context Pt3 ( Appropriate regents question ( Explain connection to standards Pt4 (Complete/accurate solution ( Closing Step #5 (x2 On Time (due:_________________) ( Face class ( Speak clearly ( All partners speak ( Integrate Physlet smoothly ( Pt1 (Pt2 (Pt3 (Pt4 ( Stay focused Step #6 (One reflection from each team member) (due:__________________) __________________ _____________________ ______________________ ( On Time ( On Time ( On Time (What went well (What went well (What went well (What went poorly (What went poorly (What went poorly ( What you learned ( What you learned ( What you learned Sears  FILENAME Sears_690_Appendicies_Mar_2009 Page  PAGE 1  DATE \@ "M/d/yy" 3/6/09  TIME \@ "h:mm AM/PM" 12:33 PM  FILENAME 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