CT 375 Lesson Plan Stage 1: Goals and Objectives !

This lesson is being planned with the intent to achieve student learning objectives at three levels of comprehension: transfer goals, or general and universally applicable learning goals, conceptual understanding goals related to general physical phenomena, and objectives related to student acquisition of physics-relevant facts and skills. The general content which this lesson will cover are the theory and application of the Lorentz force to a charged particle in a magnetic and/or electric eld. ! The transfer goals of this lesson are as follows: When given a problem to solve, students will be able to identify questions that prompt their progress toward a solution When given such a problem, students will be able to fully identify the tools and given knowledge about that problem, and be able to use those resources to answer the questions mentioned in the previous bullet point. Students will be able to provide justication for why their solutions to such a problem are correct or incorrect. Students will understand the importance of utilizing theoretical ideas in the development of practical applications. ! The conceptual understanding goals are as follows: Students will understand the basic phenomena of the Lorentz force and how it generates cyclotron motion. Students will understand how to identify variables such as the B-eld, Eeld, and radius of curvature, and will be able to determine if these variables are known in a given context. If the aforementioned variables are not known, students will be understand how to either experimentally or theoretically determine them. Students will understand clearly how these variables relate to each other and to the physical phenomena which they represent, and will be able to provide reasons why answers to their problems are either sensible or not sensible. Students will be able to extend knowledge about the Lorentz force to new and practical questions and problems. ! The acquisition goals are as follows: Students will be familiar with and know how to derive the radius of curvature of a charged particle in a magnetic eld. Students will be familiar with the application of the Lorentz force in the development of particle accelerators and mass spectrometers. Students should be exposed to some of the history behind the development of these technologies. Stage 2: Determining Acceptable Evidence of Learning

! This stage entails understanding to what extend the students have absorbed the material to which they have been exposed. In it, we plan our means of assessing the students" knowledge. ! In our lesson, we nd important that three levels of assessment are necessary to maximize the amount of objectives addressed: Informal understanding checks throughout the period, especially during discussion: these take the form of the teacher asking the student about how to take the next step in a worked problem. These are effective in ensuring that students acknowledge the questions necessary to prompt their progress in a problem. These checks also serve as a reminder to periodically check if solutions are sensible. Partner work informal assessment: this takes the form of a brief collaboration between two or three students to solve a new problem after being exposed to the problem-solving process once. A debrief is performed, where the teacher can determine how the students performed. This can test the conceptual understanding goals and also reveal any incompleteness in the transfer goals. A nal quiz, or exit ticket, is administered to the students individually, and tests all three kinds of learning objectives. Stage Three: Learning Plan ! Based on the previous two sections, we develop the lesson plan as follows: 1. Class starts, and we come together to refresh on the Lorentz force and cyclotron motion. This entails looking at how changing certain variables can affect other observables. 2. We will go through an example problem (Problem 8 on the rst attached handout) together as a group. 3. The students will then attempt Problem 9 on the rst attached handout by themselves, using methods similar to that used in Problem 8. 4. The students will then pair up and compare answers. 5. The class will be brought together for a debrieng of the problem. 6. A quiz will be administered. See the second attached handout.