Modeling Day 8

My experience in the modeling workshop has been mostly positive.  Reading the article about the birth of modeling through the work of Malcolm Wells allowed me to reflect on the incredible commitment it takes to become a proficient modeler of physics.  I am having a little trouble seeing the connection of the conceptual construction of the model and the deployment in some of the worksheets like the one we worked on today.  It seems the students conceptual understanding is still pretty vague and the worksheets ask for conceptual understanding at a much higher level.  I'm not sure how you take the students from one to the other.  There seems to be a disconnect right now with me and I hope to gain some understanding about how to create the model to allow students to understand more difficult problems without resorting to plug and chug.

SOCS - P

The real power of modeling for me comes from the discovery of relationships like we had today with the acceleration labs and data.  Although I know it's difficult to lead students to construct the model from the experiences they have been given, it's very cool when you can get them to put together x = 1/2gt^2 + vot + xo. Wow!

SOCS - 1 (Arons -2)

I am struck by the difficulty of the task at hand.  I think Rectilinear Kinematics might be the most difficult yet important subject in physics to teach in a manner in which students will not just end up mechanically regurgitating formulas.

SOCS - P (McDermott)

In order to address the shortcomings of traditional physics instruction each educator must inspect their own beliefs thoroughly and adjust them to match the way students learn new physical concepts.

SOCS - 1 (Arons)

I found the sections of this chapter on proportional reasoning very eye opening.  In my years of teaching I have always recognized the symptoms and now I can use better strategies to guide my students.