Project Case Study

Project Case Study

Michelle SteeverLincoln High School

Conceptual Physics / 10-12 Grade

Table of Contents Situation / Setting: “My Conceptual Physics has 30 students who will participate in a

potentially technology rich project during the 2008-2009 school year. My campus has one stationary computer lab and a portable media cart which I have access to”

Issue / Problem:. “According to the California Physics Standards: High School Physics Students are required to understand that Newton's laws predict the motion of most objects.

Solution: Teachers’ project: Sports in Physics Results / Outcomes:.

– Survey Results: Student Opinions of Arts and Technology – Student Product /Artifacts

Conclusion / Reflection: l Survey Student Opinions of Arts and Technology - Post Project– Teacher reflections

Situation: 6th Period Conceptual Physics

Students 29 10-12th graders 6 ELL 4 GATE 8 Redesignated FEP 3 Migrant 15 Low SES

Tech Resources Library PC Computer

Lab Portable Laptop One in-class computer

for student useBack to TOC

Issue / Problem

California Content Standards: Physics According to the California Physics Standards:

High School Physics Students are required to understand that Newton's laws predict the motion of most objects.

Solution: Use students choice of content topic (activity or sport) and medium (print, poster, multi-media, video,etc) to demonstrate comprehension and application of the content standard.

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Pre-Survey Results

Pre - Survey indicated a 87 % connection of Art and Science

Pre- Survey indicated a 65% comfort with the use of technology

Pre-Survey indicated 94 % agreement that technology is a tool for learning

Pre-Survey indicates that 83 % agree that science is better with the use of art and technolgy

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Student Products

Some students chose a visual or print medium

Some chose a more technology based presentation style:

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http://my-ecoach.com/project.php?id=13207&project_step=49259

Student Products

More examples of the less technology based projects….

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Post -Survey Results

Post - Survey indicated a 87 % connection of Art and Science (same as Pre)

Post- Survey indicated a 55% comfort with the use of technology

Post-Survey indicated 100 % agreement that technology is a tool for learning science

Post-Survey indicates that 83 % agree that science is better with the use of art and technology

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Conclusion / Reflection What Worked? Students always love the freedom to

choose the product outcome of their assignments. It allows students to work in a medium that they are comfortable with and have access to.

What didn’t? There were a lot less technology based projects than anticipated - about 27% of the class chose to use technology based media.

What needs to be changed? (Wishful thinking) A collaboration with the technology instructors to assist in the applications used to do projects, more in-class time with accessible technology.

What impact did the technology have? It was a clear indication of prior experience (technology classes or exposure) and access.

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What the data said and didn’t say…

Lincoln High School is an AVPA (Academic Visual and Performing Arts Magnet School. Many of our students choose to attend Lincoln because of this emphasis. It is not surprising to see the post and pre- survey differences as slight when asking these students about the art in science vs the science in art connection. They are already predispositioned towards it .

There is always “post motivation” to do more with technology after peer viewing of projects. It begs the question: Does the showing of former classes projects enhance motivation, inspire and challenge the students to do better or similar work, or cramp creativity? This IS the million dollar question when using prior work as modeling. Having done similar projects in years past - it has always seemed that the more prior models are seen, the less the creativity. More study of this phenomenon is idicated.