Hi Jamie,
A couple of blogs came in before yours but I have to reply to yours right away. VERY impressive analysis of the situation. I really think that your focus on how much energy 1 kWh is has real potential, and I hope you'll remind me to ask you to show it to the class. I expect some of them will find the exercise informative.
"Transferring knowledge" has always been tricky. I think your students' reactions are entirely the result of your associate's practices--copying information won't work. I think that fill in the blanks has potential, perhaps particularly if you leave LOTS of blanks! I wonder if, after each sentence with blanks is complete, it would be productive to ask "OK what does that sentence really mean?"
I wonder if it's possible to do a variation on the Nonsense notes you copied in class. Write out a paragraph of notes with double spacing. Put at the top "some of this information is correct but some of it is wrong--do not study from this page until you have made all necessary corrections." Then either get them to make the corrections and explain what each error is, or simply ask them how many errors they can spot. (That's just an idea inspired by what you wrote).
I LOVE your point that for most Gr 9 students this is the last time they will ever study electricity. This unit is NOT about preparing for Grade 11 physics. It's about getting everyday questions answered and learning things about electricity that will be useful for the rest of one's life. Things like (relatively speaking) how much energy do various appliances use, and what is the relationship between current and energy consumed. What appliances really affect your hydro bill? Your TV, your sub-woofer, your hot water heater, toaster oven, iron, cellphone charger.
Thanks for all your writing this term. It's gone a long way toward showing me the great potential you have as a classroom teacher, thanks to your love of experiential learning!
Happy New Year--see you soon--I'll try to send the file with your lesson descriptions, and I'd like to talk about it with you after you've had a chance to look at it.
Yours,
tom
Saturday, December 29, 2012
Friday, December 28, 2012
One last post from practicum
It's been about a week since the end of
placement, and after a few long sleeps and days spent outside in the
snow, I feel like I've recuperated enough to think about school
again. I didn't write a lot in my last week of placement because it
was a little crazy, and it didn't feel like there was a huge amount
of teaching/learning going on. It was a bit frustrating to feel like
the last week of an already short placement was a bit of a write-off.
I did teach a few lessons though. I
taught a lesson on power use/energy rates in my grade 9 science
class. We did a game with teams guessing "how much is one kWh"
for different things. ie: how long could you light a lightbulb, how
long could you ride a bike, how long does it take for a windmill to
produce a kWh. For each thing, the closest guess got a point. I
thought this was a good way to start out, since this is the standard
unit of energy measurement for household use, and it's important to
have an idea of how much energy a kWh is. Then I did a note on
conversions (J=>kWh, W=>kW...), and worksheets.
This seems to be my AT's standard
lesson. In an attempt to avoid the pitfall of students copying from
the board without taking any of it in, I wrote the note out and
photocopied it for them. This didn't work out too well. One student
put headphones in, and stopped listening. One asked me "do I
have to read this?" as I handed her the note I had copied. The
general consensus seemed to be: "I was told not to copy this
down, so that means I don't need to listen." Is this
unavoidable? I feel like there must be a better solution. In my
experience with this class the students either copy from the board
and don't take anything in, or they don't copy from the board and
don't pay attention at all. My AT said that I should learn a lesson
from this and have them copy notes from the board, since at least I
have their attention in some form. I'd really like to try it out with
my own class, because I think the tone could be set so that students
pay attention even when they don't have to copy anything down.
Another option is fill in the blanks notes. I'm interested in looking
into that more, but I feel that it may risk the same pitfall as
copying notes....students are listening so hard for the one word that
fits in the blank that they don't hear anything else. I think the
main conclusion I will take from this experience is that I haven't
found an effective way of transferring information/knowledge to
students by standing in front of the class talking and writing, no
matter what method I use. If it's really important for them to
receive information, I should explore other possibilities.
Teaching this physics unit has made me
ask some broader questions about what I would want a grade 9
electricity unit to look like. I think it's important to start with
this idea: most of these students will never do an electricity unit
again, and those who will study electricity further won't do so until
grade 11. I feel that that needs to be almost a central theme of this
unit, and the effectiveness of anything we teach should be viewed in
that light. To me, that means that things we teach can fit into a few
different categories: a) Things that are really
surprising/interesting/exciting and will convince students that
physics is fun. b) Things that will be useful to students in everyday
life, or will pique their curiosity about day to day things that
relate to electricity OR c) Things that will stick with them until or
come back to them in grade 11 physics, and help them succeed more in
physics.
I feel that the c) category often gets
too much focus, and often doesn't have the effect that it should.
Many students won't continue with physics. For those who do, will
mastery of equations like V=E/Q or I=Q/t do them any good? I think
that sorting parts of lessons into the 3 categories above could be
more effective for me than sorting them based on what curriculum
expectation they fit. I'd like to say that I've covered all the
expected curriculum, but only if I've done it in an effective way,
and checking off specific expectations without thinking about if or
how the information will actually serve students doesn't seem very
effective.
Sunday, December 16, 2012
More tomorrow, I hope!
You can never write too much, Jamie! And with your writing, I almost feel like I'm there. I'll try to write more tomorrow, I'm still chasing deadlines while trying to keep up with blogs and read posters!
Impressed by not surprised that you create so many activities for students--you of all people appreciate the learning that comes with first-hand experience.
You've done the best job with the Daily Lesson Analysis--look forward to pulling them all together and seeing what you think of that approach.
I hate to say it by your account of JY makes me think of that poor lost soul in Connecticut who shut up a school on Friday. Hard to make much headway with someone like that in just 3 weeks.
More soon, I hope!
Tom
Impressed by not surprised that you create so many activities for students--you of all people appreciate the learning that comes with first-hand experience.
You've done the best job with the Daily Lesson Analysis--look forward to pulling them all together and seeing what you think of that approach.
I hate to say it by your account of JY makes me think of that poor lost soul in Connecticut who shut up a school on Friday. Hard to make much headway with someone like that in just 3 weeks.
More soon, I hope!
Tom
Saturday, December 15, 2012
Hi Tom,
To start with, I have a couple replies to questions/comments in your comments on my poster. First off, thanks for your compliments on my writing. I often struggle to put pen to paper/fingers to keyboard, and it's nice to have the encouragement. I find that many people who go into sciences are at least slightly of the mindset of avoiding having to write essays, just as many people in the arts are there to avoid math. I wonder if anyone in the languages is approaching those subjects from the same perspective as Knight: why is writing so intimidating for some people, and how can we get across the key concepts without overwhelming students with really technical details. It's been great practice for me writing this blog, and it's great to get into the habit of recording my thoughts on what I'm teaching. The daily lesson analysis has been great for that too.
3 associates has been great. Any challenges have been offset by having a more balanced day. My afternoon has been prep, and then shop class (building paddles). It's so nice to get out of the classroom for half the day, and it makes me appreciate the value of having a balance in a classroom between listening time, speaking with partners/small groups, and body break/moving around time. Since there isn't much prep for the shop class, I feel like I only have to co-ordinate with two associates, and I feel that I've been balancing those classes well. I haven't loved all my lessons, but have kept Eric Finn's message in mind, and tried to focus on the value of recording what I didn't like in order to improve my teaching in the future.
One lesson that comes to mind is my physics lesson from Friday. In an effort to make my lesson on power more accessible, I tried to use an analogy of trucks dropping off boxes. The rate of trucks dropping boxes off represents the current, and the number of boxes per truck represents potential difference (so a truck is like a coulomb of charge, and a box is like a joule of energy). Then the rate of boxes being dropped off is (rate of trucks)*(boxes per truck)= rate of boxes being dropped off OR I*deltaV=P......this analogy made sense to me (and still does), but I'm not sure it was necessary, and I feel that is just confused students more. In retrospect, I'm not so sure about approaching power from that concept (P=IV). I'm thinking it might be better to just look at P=E/t, and bring in the connection to current and voltage after. I'd be interested in looking into this more. I don't feel like I had the concept of power down until I started prepping for this lesson, and I didn't find much in Knight on how to approach it.
In terms of overall class structure, there's a few things I've been doing in that class that I wouldn't want to do in my own class (in the name of not stirring the pot too much with my AT, as well as not killing myself redesigning lessons, I've been doing things more or less how she does them).
-I hate writing notes on the board
-I feel like when I teach the concept of something like voltage, and then follow that up by handing out a worksheet on V=E/Q problems that I'm sending the wrong message. Really what students end up "learning" is how to do algebra, not physics.
-I'm not creating a collaborative learning environment. My AT really stresses individual work, even with practice worksheets, and feels that any shared work will mean that struggling students will do nothing.
Ok, again I feel like I'm writing quite a lot...one more thing. I think I've missed the last couple days of daily lesson analysis, they've been a bit hectic. I haven't managed to separate students based on their preference for sitting and note taking, or being actively involved, but I did a 2 station rotation on thursday and friday. Each day, one station involved using the laptops to find information on the internet (flights on thursday, kijiji rideshares on friday), and calculating associated costs based on this information. The other station had almost no writing or hard math skills, and was more active. On thursday I brought my bike and gear for a road trip, and had students explore it, discuss the uses of various parts, and then guess costs of all the gear. On friday students played a memory card game about CAA.
For the most part I really liked how this worked, and that we were able to use the presence of two teachers (my AT and I) to our advantage. One student, however, JY, has a lot of anxiety problems. He generally sits in the back corner, and doesn't speak at all, except in a whisper one on one. He didn't want to join either of the stations, and this structure took away his option of a "safer"space in the back corner. More hands on activities are more difficult to adapt to a student who needs to sit on his own silently. A goal for the future is to find ways to a) Give someone like JY the a way to sit on his own and work through material by himself and b) expand his comfort zone in social situations by easing him into these more social lessons.
Thanks so much for reading, and for your thoughtful replies, and the incredible amount of dedication you have to this course.
Jamie
To start with, I have a couple replies to questions/comments in your comments on my poster. First off, thanks for your compliments on my writing. I often struggle to put pen to paper/fingers to keyboard, and it's nice to have the encouragement. I find that many people who go into sciences are at least slightly of the mindset of avoiding having to write essays, just as many people in the arts are there to avoid math. I wonder if anyone in the languages is approaching those subjects from the same perspective as Knight: why is writing so intimidating for some people, and how can we get across the key concepts without overwhelming students with really technical details. It's been great practice for me writing this blog, and it's great to get into the habit of recording my thoughts on what I'm teaching. The daily lesson analysis has been great for that too.
3 associates has been great. Any challenges have been offset by having a more balanced day. My afternoon has been prep, and then shop class (building paddles). It's so nice to get out of the classroom for half the day, and it makes me appreciate the value of having a balance in a classroom between listening time, speaking with partners/small groups, and body break/moving around time. Since there isn't much prep for the shop class, I feel like I only have to co-ordinate with two associates, and I feel that I've been balancing those classes well. I haven't loved all my lessons, but have kept Eric Finn's message in mind, and tried to focus on the value of recording what I didn't like in order to improve my teaching in the future.
One lesson that comes to mind is my physics lesson from Friday. In an effort to make my lesson on power more accessible, I tried to use an analogy of trucks dropping off boxes. The rate of trucks dropping boxes off represents the current, and the number of boxes per truck represents potential difference (so a truck is like a coulomb of charge, and a box is like a joule of energy). Then the rate of boxes being dropped off is (rate of trucks)*(boxes per truck)= rate of boxes being dropped off OR I*deltaV=P......this analogy made sense to me (and still does), but I'm not sure it was necessary, and I feel that is just confused students more. In retrospect, I'm not so sure about approaching power from that concept (P=IV). I'm thinking it might be better to just look at P=E/t, and bring in the connection to current and voltage after. I'd be interested in looking into this more. I don't feel like I had the concept of power down until I started prepping for this lesson, and I didn't find much in Knight on how to approach it.
In terms of overall class structure, there's a few things I've been doing in that class that I wouldn't want to do in my own class (in the name of not stirring the pot too much with my AT, as well as not killing myself redesigning lessons, I've been doing things more or less how she does them).
-I hate writing notes on the board
-I feel like when I teach the concept of something like voltage, and then follow that up by handing out a worksheet on V=E/Q problems that I'm sending the wrong message. Really what students end up "learning" is how to do algebra, not physics.
-I'm not creating a collaborative learning environment. My AT really stresses individual work, even with practice worksheets, and feels that any shared work will mean that struggling students will do nothing.
Ok, again I feel like I'm writing quite a lot...one more thing. I think I've missed the last couple days of daily lesson analysis, they've been a bit hectic. I haven't managed to separate students based on their preference for sitting and note taking, or being actively involved, but I did a 2 station rotation on thursday and friday. Each day, one station involved using the laptops to find information on the internet (flights on thursday, kijiji rideshares on friday), and calculating associated costs based on this information. The other station had almost no writing or hard math skills, and was more active. On thursday I brought my bike and gear for a road trip, and had students explore it, discuss the uses of various parts, and then guess costs of all the gear. On friday students played a memory card game about CAA.
For the most part I really liked how this worked, and that we were able to use the presence of two teachers (my AT and I) to our advantage. One student, however, JY, has a lot of anxiety problems. He generally sits in the back corner, and doesn't speak at all, except in a whisper one on one. He didn't want to join either of the stations, and this structure took away his option of a "safer"space in the back corner. More hands on activities are more difficult to adapt to a student who needs to sit on his own silently. A goal for the future is to find ways to a) Give someone like JY the a way to sit on his own and work through material by himself and b) expand his comfort zone in social situations by easing him into these more social lessons.
Thanks so much for reading, and for your thoughtful replies, and the incredible amount of dedication you have to this course.
Jamie
Friday, December 7, 2012
Teacher confusion
Hi Jamie,
Thanks for all that, I hope it helped to "get it out of your system." I wonder if we would make similar conceptual errors if we were teaching a biology unit???
I'm certainly glad that you had your wits about you (as I expected). This must have been incredibly frustrating and it shows the learning trap that goes with practice teaching. We always assume the associate knows all the right answers. It would appear that your associate is playing with mumb-jumbo.
I think the line that really caught my attention was the one you flagged:
A battery can deliver 1500J of energy to 100C of charge. How much current passes through in 5 seconds and what is the voltage.
Shouldn't it be something like "if a battery does 1500J of work on 100C of charge, what is the voltage?" and then "if 100C of charge passes a point in 5 seconds, what is the current?"
In this case I think venting was both essential and productive!!
You are reminding me of what can be so dangerous about elementary teachers often having such limited understanding of math and science. (someone mentioned to me that a math class is debating whether children should use calculators while learning math).
Yes, the water analogy can be helpful, but I think it really requires showing the differences as well as the similarities--and also asking the students if the analogy helps them BUT emphasizing that it's most important to remember that they are very different phenomena--just one is much easier to observe and connect to from everyday experience.
I'm glad you are so attentive to the students' misconceptions and the things they cannot explain. it might be interesting to put the 3 batteries question on a quiz--I bet many of them won't remember the right answer, and it would be interesting to ask them to explain their answers!!
I'm very grateful that you typed so much and thought of me as you struggled (suffered?). I look forward to discussing it in person in January!
Keep up the good work!
Tom
Thanks for all that, I hope it helped to "get it out of your system." I wonder if we would make similar conceptual errors if we were teaching a biology unit???
I'm certainly glad that you had your wits about you (as I expected). This must have been incredibly frustrating and it shows the learning trap that goes with practice teaching. We always assume the associate knows all the right answers. It would appear that your associate is playing with mumb-jumbo.
I think the line that really caught my attention was the one you flagged:
A battery can deliver 1500J of energy to 100C of charge. How much current passes through in 5 seconds and what is the voltage.
Shouldn't it be something like "if a battery does 1500J of work on 100C of charge, what is the voltage?" and then "if 100C of charge passes a point in 5 seconds, what is the current?"
In this case I think venting was both essential and productive!!
You are reminding me of what can be so dangerous about elementary teachers often having such limited understanding of math and science. (someone mentioned to me that a math class is debating whether children should use calculators while learning math).
Yes, the water analogy can be helpful, but I think it really requires showing the differences as well as the similarities--and also asking the students if the analogy helps them BUT emphasizing that it's most important to remember that they are very different phenomena--just one is much easier to observe and connect to from everyday experience.
I'm glad you are so attentive to the students' misconceptions and the things they cannot explain. it might be interesting to put the 3 batteries question on a quiz--I bet many of them won't remember the right answer, and it would be interesting to ask them to explain their answers!!
I'm very grateful that you typed so much and thought of me as you struggled (suffered?). I look forward to discussing it in person in January!
Keep up the good work!
Tom
My first Physics Lesson / A bit of Venting
I have to start with a bit of venting. I'm feeling a bit frustrated about the science class I've been working with. My associate teacher is really friendly and encouraging, but I can't help being really critical about some of her teaching choices. I know that physics isn't her favourite unit, and she is a biology teacher. She has clearly put a lot of work into learning physics for the grade 9 and 10 classes, but after working a lot on electricity in our class this fall, and reading through the chapters in Knight, several issues jumped out at me.
I am venting some of this here because I don't feel comfortable giving it all to her as feedback. I'd really like to, but don't feel the dynamics are right, and I know that I don't have too much experience. I've shared a couple of these things with her, trying to state it in a way that is not too critical sounding.\
Here are some of the things I've noticed:
She used an analogy of speed for current. I feel that this gives the wrong idea. If you compare a circuit to a highway, current is not represented by the speed of the cars, but by the number of cars passing a certain point.
She also gave the charge of 1C = 6.25e18, but charge of one electron as 1.2e-10 (I pointed this one out to her after, I think it was just a typo in her notes)
These last 2 were in a note they were copying from the board => I hate to say it, but it came frighteningly close to a "dirty trick", except that the teacher wasn't in on it. The students dutifully copied down the note, and didn't question it at all.
On monday we did some practice reading meters. The class was divided into 3 stations, and they all ended up being really crowded. This meant that some students weren't even looking at the meters, let alone how the circuits were set up (just giving each other the answers). In my mind, the purpose of the lab was lost.
In taking up the lab, I noticed an error in the measurement of current in a parallel circuit:
____A1_________A2__________A3_____
| | | |
- L1 L2 L3
- | | |
L's lightbulbs, and A's are ammeters.
She said that: A1 = A2 +A3, since it is a parallel circuit.
Of course, since the lightbulbs are all the same resistance, the data collected from the meters backs this up, but it is not true in general. There should be an A4 at L1, giving A1=A2 + A4
The current at A3 is actually included in the current at A2.
(I hope the formatting doesnt make my circuit illegible)
In a worksheet later, the same circuit was used, but measured correctly.
(For this one, I was thinking that it doesn't really make sense to do a parallel circuit with 3 bulbs. 2 bulbs would get the same point across but in a simpler way - this would also free up some equipment, so that it might be possible to have more stations)
Today she gave out a worksheet with the following problem:
A battery can deliver 1500J of energy to 100C of charge. How much current passes through in 5 seconds and what is the voltage.
This one frustrated me so much! It doens't make any sense at all. There isn't even necessarily a circuit! Of course, I see what she is saying (if 100C pass through in 5 seconds, what is the current). One student asked me about the problem as I was circulating, so I brought it back to the teacher. She acknowledged that it was maybe not the best wording, and had students correct it, but then took up another problem with the same wording, and didn't change that one.
_____________________________________________________________
I know that venting isn't always the most productive excercise. However, I feel that if I try to give all of this as feedback, it won't be taken well. I also need to share it with someone who understants the fallacies of some of these explanations (and can maybe provide me with feedback if I've gotten anything wrong here).
Thirdly, I feel that it might be interesting for you to hear some of the misconceptions that are really out there, even among teachers. How can we effect change when it is not only the students who have misconceptions, but teachers who are reinforcing them?
(just a thought, that last one might be interesting to do as a "where and why is it wrong")
_____________________________________________________________
My lesson on Thursday - Potential Difference:
In an effort not to stir things up too much, I went with more or less what my AT had planned for this lesson. She had a worksheet with deltaV=E/Q questions on it. I started with the POE with three 1.5 volt batteries that we did in class (measuring the voltage when one is backwards). My main goal in doing this POE was just getting students to try to think critically. No one even suggested 1.5V as a possible answer, and when I suggested adding it to their guesses of 0, 3, and 4.5V, it was the one answer that no one could give an explanation for. Once we verified it, however, someone came up with a good explanation.
We then did a note on potential difference (she insisted on them copying down a note from the board). I really like the water analogy, with a waterfall turning a waterwheel (pot. diff. and a resistor), and a pump raising the water up (battery). The difference in height in a waterfall defines the energy difference, just like there is an energy difference on either side of a resistor. Potential difference is a measurement of this energy change per coulomb. Have you found this to be an effective analogy? Is there any added confustion it might create?
The biggest problem I ran into: not a single one of the students was able to make any attempt at explaining the word energy. They looked at me like I was crazy. Couldn't really avoid a mini lesson on different forms of energy, especially since the whole worksheet was on deltaV=E/Q. I think I got the concept across alright
I've got a lot of thoughts on my lesson, but I'm worried I've already written quite a bit, and don't want to write a book. I'm putting together a lesson and lab on Resistance and deltaV=IR for next week...not really sure how to approach that, but I'll take a look through the plethora of resources we've amassed
Thanks for reading,
Jamie
I am venting some of this here because I don't feel comfortable giving it all to her as feedback. I'd really like to, but don't feel the dynamics are right, and I know that I don't have too much experience. I've shared a couple of these things with her, trying to state it in a way that is not too critical sounding.\
Here are some of the things I've noticed:
She used an analogy of speed for current. I feel that this gives the wrong idea. If you compare a circuit to a highway, current is not represented by the speed of the cars, but by the number of cars passing a certain point.
She also gave the charge of 1C = 6.25e18, but charge of one electron as 1.2e-10 (I pointed this one out to her after, I think it was just a typo in her notes)
These last 2 were in a note they were copying from the board => I hate to say it, but it came frighteningly close to a "dirty trick", except that the teacher wasn't in on it. The students dutifully copied down the note, and didn't question it at all.
On monday we did some practice reading meters. The class was divided into 3 stations, and they all ended up being really crowded. This meant that some students weren't even looking at the meters, let alone how the circuits were set up (just giving each other the answers). In my mind, the purpose of the lab was lost.
In taking up the lab, I noticed an error in the measurement of current in a parallel circuit:
____A1_________A2__________A3_____
| | | |
- L1 L2 L3
- | | |
L's lightbulbs, and A's are ammeters.
She said that: A1 = A2 +A3, since it is a parallel circuit.
Of course, since the lightbulbs are all the same resistance, the data collected from the meters backs this up, but it is not true in general. There should be an A4 at L1, giving A1=A2 + A4
The current at A3 is actually included in the current at A2.
(I hope the formatting doesnt make my circuit illegible)
In a worksheet later, the same circuit was used, but measured correctly.
(For this one, I was thinking that it doesn't really make sense to do a parallel circuit with 3 bulbs. 2 bulbs would get the same point across but in a simpler way - this would also free up some equipment, so that it might be possible to have more stations)
Today she gave out a worksheet with the following problem:
A battery can deliver 1500J of energy to 100C of charge. How much current passes through in 5 seconds and what is the voltage.
This one frustrated me so much! It doens't make any sense at all. There isn't even necessarily a circuit! Of course, I see what she is saying (if 100C pass through in 5 seconds, what is the current). One student asked me about the problem as I was circulating, so I brought it back to the teacher. She acknowledged that it was maybe not the best wording, and had students correct it, but then took up another problem with the same wording, and didn't change that one.
_____________________________________________________________
I know that venting isn't always the most productive excercise. However, I feel that if I try to give all of this as feedback, it won't be taken well. I also need to share it with someone who understants the fallacies of some of these explanations (and can maybe provide me with feedback if I've gotten anything wrong here).
Thirdly, I feel that it might be interesting for you to hear some of the misconceptions that are really out there, even among teachers. How can we effect change when it is not only the students who have misconceptions, but teachers who are reinforcing them?
(just a thought, that last one might be interesting to do as a "where and why is it wrong")
_____________________________________________________________
My lesson on Thursday - Potential Difference:
In an effort not to stir things up too much, I went with more or less what my AT had planned for this lesson. She had a worksheet with deltaV=E/Q questions on it. I started with the POE with three 1.5 volt batteries that we did in class (measuring the voltage when one is backwards). My main goal in doing this POE was just getting students to try to think critically. No one even suggested 1.5V as a possible answer, and when I suggested adding it to their guesses of 0, 3, and 4.5V, it was the one answer that no one could give an explanation for. Once we verified it, however, someone came up with a good explanation.
We then did a note on potential difference (she insisted on them copying down a note from the board). I really like the water analogy, with a waterfall turning a waterwheel (pot. diff. and a resistor), and a pump raising the water up (battery). The difference in height in a waterfall defines the energy difference, just like there is an energy difference on either side of a resistor. Potential difference is a measurement of this energy change per coulomb. Have you found this to be an effective analogy? Is there any added confustion it might create?
The biggest problem I ran into: not a single one of the students was able to make any attempt at explaining the word energy. They looked at me like I was crazy. Couldn't really avoid a mini lesson on different forms of energy, especially since the whole worksheet was on deltaV=E/Q. I think I got the concept across alright
I've got a lot of thoughts on my lesson, but I'm worried I've already written quite a bit, and don't want to write a book. I'm putting together a lesson and lab on Resistance and deltaV=IR for next week...not really sure how to approach that, but I'll take a look through the plethora of resources we've amassed
Thanks for reading,
Jamie
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