Friday May 3, 2013
OAPT 35th Annual Conference at
University of Ontario Institute of Technology
“Getting the HOTS* with Brain Research”
"Explosive growth in brain-based research and neuroplasticity points the way to
improved learning of physics. In this session, participants will experience
classroom practices designed to selectively integrate brain centres of algebraic,
linguistic, pictorial and graphical reasoning. Expert learners are able to do this
naturally, the challenge is to move novice learners much further along the
continuum - and improve retention and enrollment in high-school physics
classrooms. The surge in STEM education puts physics teachers plainly on the
crest of a wave. These research-driven brain-based strategies will show us how
best to ride it. Hop on board - surf's up!"
Dave Doucette
teacher: chemistry, AP physics
Richmond Hill High School OAPT Past- President
Richmond Hill, Ontario
2009-2011
905-884-2131 ext 468
doucettefamily@sympatico.ca
3 Pillars of Effective Teaching
Content
knowledge
Knowledge of
physics concepts,
relationships among
them
and methods of
developing new
knowledge
Pedagogical
content
knowledge
Orientation towards
teaching Knowledge of
physics curriculum
Knowledge of student
ideas
Knowledge of effective
instructional strategies
Knowledge of
assessment
methods
Pedagogical
knowledge
•Knowledge of brain
development,
• Knowledge of
cognitive science,
•Knowledge of
collaborative
learning,
•Knowledge of
classroom
management and
school laws
The new reality: STEM Education
Why is STEM Education a National Priority? (US Data)
“The average annual wage for all STEM occupations was $77,880 in May 2009,
significantly above the U.S. average of $43,460 for non-STEM occupations.”

“60 percent of U.S. employers are having difficulties finding qualified workers to
fill vacancies at their companies.”
“Over the past 10 years, growth in STEM jobs was three times as fast as growth
in non-STEM jobs.”
“In almost every state, children will get less time for science in elementary
school than they did 15-20 years ago.”
(NB: no EQAO testing for science in Ontario!)
STEM Education
PER &
Brain Research

Carl Weiman,UBC
Nobel Prize Physics 2001
feature article in: Issues in Science & Technology, Fall, 2012
“Applying New Research to Improve Science Education”

The current approach to STEM education is built on the assumption those with
STEM “talent” will succeed, usually easily, whereas the others have no hope.

Research advances in cognitive psychology, brain physiology, and classroom
practices are painting a very different picture of how learning works.

Children have the capability to learn complex reasoning at much earlier ages than
previously thought, at least from the beginning of their formal schooling

Cognitive processes that are explicitly and strenuously practiced are those that
are learned…. called “deliberate practice” .
Physics: Multiple Modalities
Conceptual
(language)
Pictorial
Frontal (Executive)
Cortex
Algebraic
Graphical
Cognitive processes that are explicitly and strenuously practiced are
those that are learned…. called “deliberate practice” .
AP Physics 1 and 2 Curriculum Framework
2014-2015: new Science Practices



When using equations or mathematical representations, students need to
be able to justify why using a particular equation to analyze a particular
situation is useful, as well as to be aware of the conditions under which
the equations/ mathematical representations can be used.
Students tend to rely too much on mathematical representations.
When solving a problem, they need to be able to describe the problem
situation in multiple ways, including picture representations, force
diagrams, and so on, and then choose an appropriate mathematical
representation, instead of first choosing a formula whose variables match
the givens in the problem.
(p124)
AP College Board, 2014-2015
Sample Multiple Choice Question

1. Two solid spheres of radius R made of the same type of steel are placed
in contact, as shown in the figures above. The magnitude of the
gravitational force that they exert on each other is F1 . When two other
solid spheres of radius 3R made of this steel are placed in contact, what is
the magnitude of the gravitational force that they exert on each other?
(p131)
R

(A) F1
(B) 3 F1
R
(C) 9 F1
(D) 81 F1
AP College Board, 2014-2015
Sample Free Response Question: Experimental Design
1. You are given a set of chimes that consists of eight hollow metal tubes open at both ends, as
shown below. The chimes are played by striking them with a small hammer to produce musical
sounds.
Your task is to use the chimes to determine the speed of sound in air at room
temperature. You have available a set of tuning forks and other common laboratory
equipment but are not allowed to use electronic equipment, such as a sound sensor.
(p138)
(a) Describe your experimental procedure in enough detail so that another student could perform
your experiment. Include what measurements you will take and how you will take them.
(b) Describe how you will use your measurements to determine the speed of sound, in enough
detail that another student could duplicate your process.
(c) Describe one assumption you made about the design of your experiment, and explain how it
might affect the value obtained for the speed of sound.
Integrating Modalities:
Begin at the beginning!

The Physics Teacher
SPH3U Constant Motion
SPH3U acceleration
SPH3U problem solving

Less is more!



[AP research results]
Evaluating the 4 Modalities
1. A car traveling at 40 m/s [N] accelerates at 4.0 m/s2 [S] for 6.0 s. Determine the displacement of the car
in the 6.0 s interval? Solve, using either a graphical or algebraic solution.
2. The velocity-time graph of a skidoo is shown, right.
Use the information provided in the graph to determine
the initial velocity, vo, of the object.
3. For a physics investigation you are asked to determine if the time taken for a ball to roll down a ramp is
dependent on the mass of the ball. In this investigation identify:
i) the independent variable ___________ ii) the dependent variable ________________
iii) two control variables ___________________ _________________
iv) Describe the ideal results you would expect to obtain. Explain your reasoning.
4. Describe the method you can use with a velocity-time graph to measure displacement of an object.
Sketch a sample v-t graph, with sample velocity values, to illustrate a displacement.
5. A motion diagram is shown below. A student looks at it and remarks “That is showing a westerly
velocity and a westerly acceleration!” Is the student correct? Justify.
N
W
E
S
Building Robust Mental Models

Stepping up the antè with ‘rich learning
experiences’

Focus: pictorial representations/schemas

Free Body Diagrams ‘kicked up a notch’
Time to get Whiteboarding!
Force System Diagrams (schema)

traditional paradigm
Common
misconception
• Fbt and FbE are
action-reaction
forces. Why?
Force System Diagram (schema)
Fg1
Free Body Diagrams
book
FN1
table
FN2
Fg1
FN1
Fg2
Entire Earth
FN2
draw ALL forces between objects in system,
using lines with arrows at each end (3rd Law)
 Label each force line: Fg,FN, Ff, FT, …
FN2
Fg2
FN1
Fg1
Fg2
Force System Diagrams 2


student pulling book across table
Modify your force system diagram!
Force System Diagram 2
FT
Fg1
book
Ff
FN1
table
Ff2
FN2 Fg2
Free Body Diagrams
student
FT
book
Ff
Fg1
FN1
Ff
table
Entire Earth
draw ALL forces between objects in system,
using lines with arrows at each end (3rd Law)
 Label each force line: Fg,FN, Ff, FT, …
FN2
FN1
Fg2
Ff2
Focus: SPH4U Energy Transfers/Transformations
4U: Multiple Representations &
System Diagrams for Energy Systems




Let us play!
Guided Inquiry - Dollar Store style.
The car launcher
The dart gun
~10% of US physics HS teachers use guided inquiry. It requires
content depth and pedagogical content knowledge (PCK).
Optional:
From Force System Diagrams
to Energy Systems
Force System diagrams are ideal
platforms for Energy Systems…
…and an ideal precursor for thermodynamics
Check it out
Energy System Diagram
boundaries of closed system
Fg1
book
Ff
FN1
table
Ff2
FN2 Fg2
Entire Earth
internal energy transformations
∑Einitial = ∑Efinal
DEsystem=0
FT
External Agent
student
external energy transfers
W= F.Dd
DEsystem≠0
treating Friction:
use a ‘cheat’:
Work done by friction often
produces a positive DEthermal
 Wfriction = +DEthermal
A Look Forward...University Preparation
Randall Knight, California Polytechnic State University
“Using Multiple Representations to Understand Energy”
Challenge Question:
A 5.0 kg box is attached to one end of a spring that has a
spring constant of k=80 N/m. The other end of the spring
is attached to a wall. Initially the box is at rest at the
spring’s equilibrium position. A rope with a constant tension
of FT=100 N pulls the box away from the wall. The
coefficient of kinetic friction between the box and the floor
is mk=0.30.
What is the speed of the box after it has moved 50
cm?
Finding a Solution
The full energy conservation statement is: ΔEsys = ΔK + ΔU + ΔEth =Wext .
The rope does external work Wext = TΔx, the spring’s potential energy increases by
ΔU = ½ k(Δx)2, and the thermal energy increases by
ΔEth = −Wfric = −(− fkΔx) = μkmgΔx.
These can be used to compute the box’s increase in kinetic energy and thus to find

vf = 3.6 m/s.
A student who successfully solves a problem like this has come a long way
toward a full understanding of energy in mechanical systems.
Easily Handled by 4U classes!
A block (m = 0.750 kg) is to be propelled across a floor, up a ramp and onto a
table top. The table top is 1.00 m above the floor, and the ramp is 2.00 m
long. The floor and the table top are frictionless, while the ramp is not. The
block will experience a force of friction on the ramp of 1.20 N on the ramp.
The spring that will propel the block has a constant of 600.0 N/m.
Question: How far must the spring be compressed in order to get
the block onto the table top with a speed of 3.5 m/s?
Educational Leadership, May 2010



In our vision of the future, perhaps 10% of the
teaching force – drawn form a pool of the most
accomplished educators – will assume hybrid
roles as lead teachers…(p38)
“We must create pathways for effective
teachers to take on a variety of leadership roles
in the profession without giving up
teaching.” (p39)
Alternative staffing arrangements and
schedules…will also help bridge some of the
key policy questions in education reform right
now, including how to evaluate, compensate
and develop teachers.
∑ (BBL+ STEM + PER + JOBS) = STEM
Master Teachers