Ryan Kurtz

Data Analysis

A.) The students are expected to formulate one explanation of why

something (anything) is happening in terms of using the charged
rod and metal sphere, using the physics of electrostatics.
- This has a connection to the high school sciences: physical
science: 2. (physical properties of matter) and could easily tie
into physical science: 4 as well, although wasnt directly
discussed
- Ex) When you rub the rod on the pelt, the result of stripping
the electrons will give you a negative charge on the rod. When
you put the rod near the metal sphere, the ball will polarize its
own charge, creating a force driven towards the rod. When the
rod is then touched to the metal sphere, the charge will
transfer and equal out between the two objects, creating the
same charge. Therefore, after they are touched together, they
are repelling each other.
- I would say that the assessment gave a fair chance to
demonstrate what they know. The only thing that wasnt quite
fair was I was rushed on time, so the key components to help
then see what was happening were rushed, and I could tell
that it confused the students a little bit.

B.) 10%- high

70%- expected
20% - low

C.)I am not really sure what prerequisite knowledge they knew

concerning electrostatics. What I know about is that they knew
about gravitational force, and I used that to leverage some
learning. This was the very first electrostatics lesson that they
had, so anything that they knew, it was outside of this class, and
I do not know enough about my students to know who knew
what.

D.)High- these students clearly had no misconceptions that were

displayed in this assignment. They did a great job of connecting
what they learned to things that they werent even expected to
connect.

Expected- There was some misconception in the polarizing

concept, but this is because I did not go over this as well as I
 would have liked. Another thing they got mixed up was some of
them did not connect the charge transfer concept, or they at
least did not explain it right.

Low- These students just missed the mark on what was

happening. They both did not understand the polarizing effect. To
be fair, they were trying to make connections, but they were just
completely off the mark.

E.) Some patterns that I saw was that everything that I explained
towards the end went completely over their head. I would say
that I noticed only one person explaining polarized charge
correct and it was not a 100% response, Id say they got enough
right to make me happy. I also noticed that everyone still got
everything I did at the beginning pretty handily.

I would benefit from next time planning a little better on timing. I

would also need to self-note that even if Im rushed on time,
keep strong and explain those last things very well, because
often times that is the most important. On that note, I would also
need to remember not to keep the most important stuff towards
the end of the lesson.

High- encouraging and noting to the class their findings if I can.

They did a good job of making new discoveries outside of the lab.

Expected- I want to make sure I explain the important factors a

little better. I rushed the things that they really needed to
understand

Low- better job of explaining what I want them to turn in, and
make sure everyone is on the same page when I walk around.