I always think it’s interesting to see how similar classes at different levels and grades learn the same topics. This year I’m teaching both freshmen physics and regular level upperclassmen physics. In both classes we began the year with a unit on units, measurements, and conversions. Each class learned the basic concepts but had the opportunity to apply the concepts in two very different ways.
Freshmen Physics – Make Your Own Unit
All freshmen at Pomfret School take the same level introductory physics course. This is great because they all share in a common experience, even if they have a different teacher. Fellow teacher, Josh Lake, and I work closely to create each unit and keep our classes paced together. This year, students worked on a lab where they were tasked to create their own unit.
Students embark on a several day lab where they measure common objects in the classroom, find conversion factors, and standardize their unit to the metric system. In years past the lab ended there, but this year, Josh and I decided to have the students create an art installation with their own units. It turned out really well, students transformed a drab white walled stairwell into a pretty cool hanging art display.
Upperclass Physics – Scaling Our Solar System
In the upperclassmen physics class I decided to up the difficulty a bit and provide the students with a bit of an open ended project based experience. The goal of the project was to create an installation along a long hallway leading to our classroom.
On the first day of class I presented the students with a properly scaled model of the Earth and the Moon and then had each of them select a random sphere from a box. They then used that sphere as a starting point for their own individual model. Students chose a celestial body in our solar system to represent their sphere and then picked a second body to create their model. They had to determine their scale and then use that scale to determine the proper size of their other object and the
distance between the two. Along with the physical model, they create a one page description of the model and we go through two rough drafts and peer editing before they are ready to hang everything on the wall. In the end there were more than 40 objects on the wall, connected by pink string, each with a description mounted on foam core. One student said after hanging her model, “At first I wasn’t sure what you had in mind, but now I love it!”
Putting Student Work on Display
Although I loved my physics major in college I got just as much joy and sense of accomplishment from my art minor. I was constantly creating things and putting them on display for critique and public viewing. It made me take a little more pride in my work when I knew it was going to be hung with my name near it. For many of our students this was the first time they had to create an art style display for their scientific work and many of them struggled to move forward with it.
Now, especially with the upperclass project, when the students walk by they always check on their display, making sure it’s still hanging straight and looking good.
There’s never much physics content learned in the process of putting their work on display but I have felt that the extra pride they take in their work translates into a better final product and more learning along the way.
They ask more questions about things they are unsure of because hanging something out on display with an error for all their friends to see is sometimes more scary then getting a bad grade. In my eyes, taking the time to put student work on display is time well spent.