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Description

Overview:
This is a PBL lesson where students explore the Physics behind motion of objects. Students will collaborate and come up with a video showing the difference between distance and displacement, speed and velocity and acceleration.
Subject:
Physics
Level:
High School
Grades:
Grade 11, Grade 12
Material Type:
Activity/Lab, Lesson
Author:
Date Added:
10/22/2019
License:
Creative Commons Attribution Non-Commercial Share Alike Creative Commons Attribution Non-Commercial Share Alike
Language:
English
Media Format:
Text/HTML

Comments

KEITH CHURCH
on Jun 01, 07:51pm Evaluation

Purpose: Limited (1)

Video making is a nice creative exercise. Adding motion analysis to the video would enhance technology connection.

KEITH CHURCH
on Jun 01, 07:51pm Evaluation

Reliability: Strong (2)

Video production equipment and software may not be available on all devices. Editing can be difficult. A portable device will be required.

KEITH CHURCH
on Jun 01, 07:51pm Evaluation

Accessibility: Limited (1)

Accommodations to learners with disabilities is not clear. This may depend on device settings.

KEITH CHURCH
on Jun 01, 07:51pm Evaluation

Usability: Superior (3)

This exercise is easily understandable in most environments. Everyone understands moving from place to place. Connecting this common practice to physics concepts is common.

ERICA COVINGTON on Dec 08, 10:40am

*I appreciate that this project allows students to exercise real-world applications in charting their routes to school.
*Full alignment to the depth and breadth of the tagged standards.
*The learning objective is the standard so it clear and achievable through the completion of the resource; may need to add more learning goals to make it more challenging for students.
*Assessments have not been clearly outlined within the resource. Assessments should be added to measure how students are progressing and how they have mastered the learning objective. How will the presentation be graded.
*The resource is not aligned with high-quality PBL. The assignment is challenging and there is sustained inquiry; the authenticity aspect is clear but could be strengthened by giving students a bit more agency; the product is public though there could be a larger audience; students are collaborating but not really managing the product so there could be some specific roles for each students and some accountability measures; and there is little to no mention of the students having time to reflect and revise their projects.
*Strengths: students have the ability to use real-world applications to create their product that relate to the content area; they can get pretty creative as they consider various modes of transportation; though it is not explicitly stated, students are learning throughout the entire project to get the information they need in order to complete their product.
Opportunity: to make the product more public and maybe even expand on it, I would suggest having representation from the district's transportation department to be their audience and even include parents who transport their children to school and have them explain to them the things that help and hinder their routes to and from school.

Standards

Evaluations

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Average Score (3 Points Possible)
Degree of AlignmentN/A
FocusN/A
EngagementN/A
EvaluationN/A
AccuracyN/A
AdequacyN/A
AppropriatenessN/A
Purpose1 (1 user)
Reliability2 (1 user)
Accessibility1 (1 user)
MotivationN/A
ClarityN/A
Usability3 (1 user)

Tags (6)