PPTConcepts & Skills

Developer comments

Purposes

For students

  • a review sheet
  • a list of what they should know
  • a way to gauge their performance
  • a way to make up work or do extra credit

For teachers

  • a concept list, or list of things to teach
  • a way of grading/ assessing

Procedure

  • If we give it to students as a review list/ self-evaluation/ study guide, it will be useful to them without a lot of effort for teachers or students. They probably won’t keep it up without incentives, however.
  • If we give it to the students and ask them to fill it out, we should probably also fill it out in order to compare. But how do we update it? When? Remember, there will be about 5,000 cells (or more) to fill in and keep up to date.
  • We could do it once at the end of a unit. Then, it would be up to the kids to come back later if they think they can demonstrate mastery. But they won’t. Not the bad ones.

Administration/ record keeping

  • If we try to track each student and each concept, that will be 53 times 100 - 200 items, assessed multiple times.
  • If we also to try to log our evidence for their achievement, multiply again.
  • The number of sheets of paper will be 53 times 20-ish concept lists – a 1,000 page book.
  • This seems completely unmanageable. Other teachers will not use it.

Grades

  • How does this affect grades? Frank has suggested that if you pass this, you won’t fail. The idea that we’re looking for mastery, not test scores, is a valid one.
  • Perhaps there should only be 3 levels of mastery instead of 5: Don’t know it well. Know it somewhat. Know it pretty well. But how good is pretty well? If we’re saying that you need to know it in order to pass the course, then that is C level mastery. Not A.
  • How do we determine mastery? What are the criteria? Do one problem? Draw one graph? Use the equation today? Use the equation in May?
  • If the students have a list of what they should know, they naturally do their own evaluation by studying what they’re not sure of. We evaluate their average knowledge by tests.
  • The main value of the graded list seems to be for students who are failing and need to do something in order to pass. So, if they come in and demonstrate one concept per day, does that count? They may also forget one concept per day. Students who do well on tests don’t need the evaluation. Students who aren’t doing well need a way to make up.

Concept/
Skill / Dory Baga / Sunny Chan / Dayna Chang / Randy Cortez / Ashley de Guzman / Jared Ferrer / Beau Makana Fyrberg / Philip Gayagoy / Lucion Holyfield / Yoo’Na Hwang / Rachael Ing / Joel McClatchey / Tilden Miguel / Kyle Monma / Stephanie Murayama / Nicole Niau / Scott Nishimoto / Jordan Ota / Ku’ulei Padeken / Christopher Peterson / Jennifer Playdon / Ma Nerissa Sadaya / Mechael Tenorio / Jessica Watanabe / Rance Yanabu / Alana Yanagida / na
independent variable
dependent variable
control
qualitative
quantitative
graphing technique
the slope of a graph is rise/run
manipulating 3 variables
velocity
acceleration
average velocity
average velocity for an object with constant acceleration
acceleration, distance, and time for an object with constant acceleration from rest
acceleration due to gravity on Earth / 1
Concept/
Skill / Mitchell Chum / Florendo Corpuz, Jr. / Jeanson Duong / John Duro / Dayna Furusawa / Bennett Guira / Madonna Ibrahim / David Johnson / Marissa Kanemura / Justin Katto / Kevin Krupp / Kylie Ann Lum / Kevin Migita / Aprille Muscara / Marisa Oshiro / Rachel Pacarro / Cynthia Putzulu / Primrose Raquel / Jason Shon / Garth Sodetani / Sarah Souza / Anthony Thornburg / Richie-Anne Titcomb / Loydd Waki / Matthew Yoneda / Jonathan Yuen / Dinah Zuniga
independent variable
dependent variable
control
qualitative
quantitative
graphing technique
the slope of a graph is rise/run
manipulating 3 variables
velocity
acceleration
average velocity
average velocity for an object with constant acceleration
acceleration, distance, and time for an object with constant acceleration from rest
acceleration due to gravity on Earth

These items were not included in the table, but are left here for reference

experimental error
speed / s = d/t
the slope of the curve of d/t is the velocity / v = d/t
the slope of the curve of v/t is the acceleration / a = v/t
average velocity for an object with constant acceleration from rest / vav = vf/2
final velocity for an object with constant acceleration from rest / vf = 2vav
acceleration, distance, and time for a falling object on Earth / d = gt2/2

con linear motion 021004 dk01.docPrinted: 11/13/20189:43 AM

Revisions:

PPTConcepts & Skills

Linear Motion

Student Name

For each concept or skill, decide your mastery level, then initial and date the appropriate box in the table. If your mastery level increases later, initial and date that level in the table.

Mastery Level

0I don’t understand it very well.

1I sometimesget problems on it right.

2I almost always get problemson it right.

3I can teach it to others.

Concept / Skill / Level 0 / Level 1 / Level 2 / Level 3
independent variable
dependent variable
control
qualitative
quantitative
graphing technique
the slope of a graph is rise/run
m = y/x
manipulating 3 variables
x = y/z, y = xz, z = y/x
velocity
v = d/t
acceleration
a = ∆v/t
average velocity
vav = dtot/ ttot,
average velocity for an object with constant acceleration
vav = (vi + vf)/2
acceleration, distance, and time for an object with constant acceleration from rest
d = (at2)/2
acceleration due to gravity on Earth
9.8 m/s2 (or 10 m/s2 for easy calculations)

Reaction Time

Student Name

For each concept or skill, decide your mastery level, then initial and date the appropriate box in the table. If your mastery level increases later, initial and date that level in the table.

Mastery Level

0I don’t understand it very well.

1I sometimesget problems on it right.

2I almost always get problems on it right.

3I can teach it to others.

Concept / Skill / Level 0 / Level 1 / Level 2 / Level 3
dynamic time
nerve time
processing time
reaction time
conditioned response
habituation
reflex arc
central nervous system
peripheral nervous system
somatic system
autonomic system
sympathetic system
parasympathetic system

Projectile Motion & Pendular Motion

Student Name

For each concept or skill, decide your mastery level, then initial and date the appropriate box in the table. If your mastery level increases later, initial and date that level in the table.

Mastery Level

0I don’t understand it very well.

1I sometimesget problems on it right.

2I almost always get problems on it right.

3I can teach it to others.

Concept / Skill / Level 0 / Level 1 / Level 2 / Level 3
gravity never stops
projectile
free fall
projectiles (in free fall) fall at the same speed, regardless of their horizontal speed

con linear motion 021004 dk01.docPrinted: 11/13/20189:43 AM

Revisions: