Mike Dudley - Teacher
Content Area(s): Mathematics
Background / Bio / Educational Philosophy:
CAPSULE IMPLEMENTATION PLANS: My implementation plan involved the integration of a Mouse Trap Car project that could serve as an engineering-based capstone experience for the Mechanics portion of Physics at North Central Charter Essential School. This project changed every year, and first had to be used as a way to teach concepts related to energy and momentum. Within three years, I was able to adapt the Physics curriculum to support the Mouse Trap Car Project as a full demonstration of their mastery of Newtonian mechanics. As such, the Mouse Trap Car Project remained open-ended, and I deviated very little from the original framework of the project, instead deciding to use external formative and summative assessments to determine the extent of student learning.
During the third year of implementation, I used two formative assessments that gave me an idea of how well students responded to their work in Physics: the Force and Motion Conceptual Evaluation (FMCE), and the Maryland Physics Expectation Survey (MPEX). These assessments helped me track how students learned the content and felt about the course over the course of the year.
Background / Bio / Educational Philosophy:
CAPSULE IMPLEMENTATION PLANS: My implementation plan involved the integration of a Mouse Trap Car project that could serve as an engineering-based capstone experience for the Mechanics portion of Physics at North Central Charter Essential School. This project changed every year, and first had to be used as a way to teach concepts related to energy and momentum. Within three years, I was able to adapt the Physics curriculum to support the Mouse Trap Car Project as a full demonstration of their mastery of Newtonian mechanics. As such, the Mouse Trap Car Project remained open-ended, and I deviated very little from the original framework of the project, instead deciding to use external formative and summative assessments to determine the extent of student learning.
During the third year of implementation, I used two formative assessments that gave me an idea of how well students responded to their work in Physics: the Force and Motion Conceptual Evaluation (FMCE), and the Maryland Physics Expectation Survey (MPEX). These assessments helped me track how students learned the content and felt about the course over the course of the year.
Download copies of my implementation plan, classroom activities, EBL strategies, or related curricula below.
mike_forcemotion.pdf | |
File Size: | 497 kb |
File Type: |
Student Expectations in University Physics: The Maryland Physics Expectations Survey | |
File Size: | 84 kb |
File Type: |