Kicking off the year in my modeling physics course means practicing working with and interpreting linear data. Some students quickly pick up the modeling method of describing slope and intercept, while other students just need more practice for the data to speak to them in the same way.
I use the spaghetti bridge lab to introduce graphing linear relationships and have a pretty good handout with a few more linear data sets as practice.
However, my experience has taught me two things:
- There will be students that just need a bit more practice to really nail down the skill.
- It's deceptively hard coming up with linear data sets.
So, I sat down earlier and surfed the internet, found some real data sets, cleaned them up a bit, and imported them into Excel & Google Sheets (from whence they are easily copyable and paste-able). I might as well share them, because I know you'd prefer to avoid converting .txt data files to .xlsx. In fact, I'll make the Google Sheets version editable, so you can add your own awesome data sets).
Download the data sets
The Excel version includes graphs with the equation for best fit lines. Google Sheets doesn't do best-fit lines yet, so those have the graphs (as interpreted by the Google Sheets converter), but no equations.
Fairly often I find things online that I think are either terribly interesting, awesome, or thought-provoking, but don't have either the time or the will or write anything in depth about how or why they're interesting, awesome, or thought-provoking. I'd still like to share these items, so I've decided to make the 3 Quick a semi-irregular feature here at Re:Thinking. Offered with little to no editorialization. Feel free to kick off a conversation in the comments.
Dr. Wesch says:
As an alternative to the idea that we teach “subjects,” I’ve been playing with the idea that what we really teach are “subjectivities”: ways of approaching, understanding, and interacting with the world. Subjectivities cannot be “taught” – only practiced. They involve an introspective intellectual throw-down in the minds of students.
I agree. I think this is something discussed fairly often in the scientific spectrum (though through different terminology). For me it boils down to the statement, "I'm not concerned if my students can't remember specific scientific content if they have learned to think scientifically."
Alfie Kohn has never been a supporter of giving out grades, and this article goes into detail on the three big effects of grading:
- Grades tend to diminish students’ interest in whatever they’re learning.
- Grades create a preference for the easiest possible task.
- Grades tend to reduce the quality of students’ thinking.
Even better, he gives some examples of assessment done right. My only beef with the article is the seeming lack of acknowledgement that many (probably most) teachers are working in situations where they would simply not be able to get rid of grades due to the requirements of their schools and districts.
If you're interested in using the well-researched and effective Modeling Instruction with physics, let me recommend Kelly O'Shea's series explaining how her classes build the models. It gives an excellent peek inside a classroom using modeling to those (like myself) who are interested in implementing it in the near future. As of this posting, she's written up explanations for the Balanced Force Particle Model and Constant Acceleration Particle Model, but it looks like she'll have six in total when she's done.