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Just logged on to the new njctl pages. On my cellaphone. I like the clean, uncluttered views.
Thank you, tom
Tom - thank you for the positive feedback!
Looking over the answers to the chapter questions on kinematics, I feel strongly that two of the answers are wrong and give an incomplete view of the concepts. While I understand that this chapter focuses on motion in 1-dimension, chapter question 4 asks "Can an object have a varying velocity when its speed is constant? Explain." The given answer is "No, the varying velocity means that the object has a nonzero acceleration, therefore causing a non constant speed." However, this is not necessarily true. An object could be move at a constant speed in a circle (common case of uniform circular motion) and in that situation, the velocity is most certainly changing when the speed is constant. This gets at the key difference between velocity and speed, namely their vector and scalar natures respectively. In addition, chapter question 9 asks "If the speedometer of a car reads constant speed 50 mi/h, does it mean that the car has constant velocity?" The answer given is simply "Yes." This is again not true, as the driver could maintain a speed of 50 mi/h but change direction by turning the steering wheel. This would result in a change in velocity. Again, a case of the different vector vs. scalar nature of velocity and speed. It would be very unfortunate if teachers were not catching these key distinctions based on the given solutions.
Craig I just wanted to be sure you saw Yuriy's reply that he posted..... Craig, Thank you very much for your comments. The questions are changed and posted on the website. It is better to have them in UCM chapter where we talk about the differences between the velocity and speed. Yuriy
Melissa, can I edit the PDF presentation to add or remove slides?
Erin - sorry for the delay in my response - we were having an issue of not getting the email notifications. As far as I know there is no way to edit the PDF of the presentation unless you have an upgraded version of Adobe. If you have the full version you can delete slides, as well as combine two PDFs together (so if you made other slides you could add them in that way). Melissa
Craig, Thank you very much for your comments. The questions are changed and posted on the website. It is better to have them in UCM chapter where we talk about the differences between the velocity and speed.
When talking about average velocity using graphs it never says how to calculate the average velocity from slides 84 - 87. It would most likely be helpful for students to put in one of the slides that it is area under the curve / time. especially for teachers that don't know because they might teach students that it is v2-v1/t which is wrong
Thank you very much for this comment. We will work on changing the presentation.
The very last multiple choice questions (#55) makes the assumption that the objects start from the same location. This should be explicitly stated. I changed my slide to read "The velocity as a function of time of two moving objects is presented by the graph below. __If the objects start at the same location,__ which of the following is true?"
Thank you very much. It is fixed.
Can you please explain the purpose (not the difference) of the Quizzes in the Teacher Resource section (with the word "reading" in them) vs the quizzes in the Assessment section? Thank you.
CTL realizes that teachers may want to occasionally have their students read ahead on a given topic. To help assure accountability, CTL has published a set of quizzes for Algebra-Based Physics, AP Physics 1, and AP Physics 2. These reading quizzes are there to help teachers who want to want to check that their students have read through and studied concepts assigned. These assessments were designed to be low enough in point value so that students are not penalized if they struggled with the assigned content, but high enough that cumulatively they will have an effect should students not prepare.
I'm struggling with these smart notebook files in the updated version of Smart Notebook 18. As a new Smart Response user, it is confusing and time consuming. Will NJCTL be updating their files to match the new software?
Nicole - are you using Response 2.0 and the students answering the formative assessment questions with a device? And all of our files will open into Notebook 18. The first time you go to open the file it will ask if you want to group the response questions, or keep them as separate questions. You want to select the option for them to be separate questions so you can ask the questions one question at a time. Also - when it imports into version 18, it keeps the original SMART response question as a separate slide, then the Response 2.0 slide follows to answer the question. The problem with Response 2.0 is that it won't import over any equations that are typed with the equation editor and it also won't import over any pictures. This is why they leave the original slide there. Also - are you seeing the blue bar across each of these slides?
What have you been changing that is time consuming for you?
The students have to sign in again after every question. Questions that should be quickly answered take much longer now. I have been converting the slides into Google slides and I use the PearDeck add on to make the lessons interactive. I love Smart Notebook and all of the benefits that come from those presentations but I am teaching seniors this year and if I move too slow from question to question, I lose them.
Nicole - are you using Pear Deck or Response 2.0 for the students to answer questions? - Melissa
I am a biology major teaching physics this year. This curriculum has been a life saver for me. I don't know how to say thank you enough. Does anyone have an answer key for the moving man simulations? I am not exactly sure what the question is looking for when asking for the students to "write an expression"
Jennifer - we are working on getting an answer key posted. Thanks for pointing out that we didn't have one. In regards to your question: velocity = distance/time, so when they are asking for the expression, the answer would be just to write distance divided by time.
Thank you very much. Another thing that could be helpful would be how the problems are worked out, not just the answers. So far I have been able to get to the right answers using the formulas, but I am worried that as I get into topics that I have less understanding with that I may struggle more. Just a suggestion from those of us who may have taken physics more than a few years ago and/or are not physics majors.
Hi, I have just logged in with my new email. I have recently started a Life skills Science class that involves physics. Can you suggest some tips to help lower level learners understand some of the concepts. Thank you so much.
Regarding making sure that concepts are understandable to your lower level learners, the following tips might be of assistance:
Leverage the asterisks in the curricula materials (e.g., see Static Friction in the Dynamics Unit.); materials/concepts with double asterisks can be skipped with minimal loss of the “big idea.” Double starred material should be skipped before single starred material; there is a direct correlation between star amount and rigor of material.
Be sure to sit your students in small groups in a manner that none of their backs are to the board; this will help you facilitate social constructivism.
Encourage them to solve physics problems at the board, and when they do, have them utilize the following problem-solving mnemonic: RGEIS: R( READ the problem), G (identify GIVENS), E (use givens to determine relevant EQUATION), I (ISOLATE for wanted variable), S (SOLVE and check for logic).
Incorporate demos, interactives, videos, and real-world examples into your direct instruction when possible.
Is there an answer key for The Moving Man Acceleration lab?
Austin - yes it is available to logged in and approved teachers at this link:
You should be able to open it. - Melissa