Showing posts with label BloomsTaxonomy. Show all posts
Showing posts with label BloomsTaxonomy. Show all posts

Sunday, March 23, 2008

Making atomic physics fun

VCE year 11 physics unit 1, area of study 2 is Nuclear and Radioactivity Physics. The textbook is Heinemann Physics 11

http://msrb.wordpress.com/2007/09/12/hiroshima-peace-memorial/
The image files are licensed under Creative Commons Attribution ShareAlike 2.0 License (cc-by-sa-2.0)

The area of study is unfortunately didactic, which does not easily lead to higher order thinking and independent inquiry. The outcome is listed in terms of describe and apply, lower order skills on Bloom's Taxonomy. Only in assessing bias in the media and assesing risk do higher outcomes get mentioned.

Add teaching this to a group with a high proportion of English as a second language, though understanding the concepts may be easy, the language of instruction may be difficult.



A solution would be to lean heavily on visual and practical materials. Youtube has a a number of student created videos which give inspiration:

YouTube - Nuclear Physics in 3D ( good 3D modelling but does have some factual errors (I think) alpha particles not gamma and critical mass is more about amount of material than compression though compression needs to be maintained through fission
YouTube - Death Metal Physics[The cutlass head charity - atom] history of nuclear physics to a heavy metal sound track
YouTube - Nuclear Fusion, Fission, & Decay A fun and detailed explanation of the concepts, delivered with enthusiasm though the explanations may be unclear
YouTube - Nuclear Fission A 3D animation of nuclear fission made for an animation class using Maya and After Effects
YouTube - Fission (nuclear physics) simulate nuclear fission by running into each other on the sports ground

The mousetrap and pingpong demonstration
100 mousetraps
6000 mousetraps

more stuff

YouTube - Castle Bravo - What went wrong? Explaination
YouTube - Structure of the Atom 3: The Rutherford Model
YouTube - Nuclear Physics 8.1: Natural Transmutations
YouTube - Atom video
YouTube - physics atomic bomb nuclear test

the links in braces are temporarily? unavailable but you can get them in a zipfile if your school hasn't blocked this site
Open source {fission simulation} (requires GameMaker)
{Nuclear decay simulation standalone exe}

Applets from Physics 2000, University of Colorado Boulder
MIT open courseware lecture video and audio

Nanotechnology
When things get small University of California Television (thanks Karlie for links)
Cancer_killer_in_action
Cellular_visions_The_inner_life_of_a_cell

Girls and physics
Madam Curie video1 2 3 4

Tuesday, March 11, 2008

Blooms Taxonomy and an English test

Bloom's Revised Taxonomy

Remembering
Understanding
Applying
Analysing
Evaluating
Creating


Can be used to evaluate the Year 7 AIM2007 English test (to make sense you also need the Horizons resources)

Q1 understanding
Q2 understanding
Q3 analysing
Q4 analysing
q5 analysing
q6 understanding
Q7 remembering
Q8 remembering
Q9 understanding
Q10 understanding
Q11 evaluating
Q12 remembering
Q13 understanding
Q14 evaluating
Q15 evaluating
Q16 analysing
Q17 understanding
Q18 analysing
Q19 understanding
Q20 understanding
Q21 understanding
Q22 understanding
Q23 understanding
Q24 remembering
Q25 evaluating
Q26 evaluating
Q27 understanding
Q28 understanding
Q29 understanding
Q30 understanding
Q31 remembering
Q32 remembering
Q33 remembering
Q34 remembering
Q35 remembering
Q36 remembering
Q37 remembering
Q38 remembering
Q39 remembering
Q40 remembering
Q41 remembering
Q42 applying
Q43 applying
Q44 applying
Q45 evaluating
Q46 applying
Q47 applying
Q48 applying
Q49 applying
Q50 applying

My categorisation was a bit rough, done on the fly, but here are the results:
The 2 lower levels of Bloom's Taxonomy are well represented, the upper levels are poorly represented and the highest level, creating, is not tested.

What does this say of a test which claims to monitor state wide achievement?
  • the full suite of skills is not evaluated
  • schools are not given any credit for teaching higher order skills
  • students are given the message that higher order skills are not valued
  • there are insufficient questions to reliably evaluate middle order skillls
Fortunately there is also a writing test, with examiner instructions which I have not evaluated.