##
* *Reflection: Classroom Setup
1-Dimensional Motion Test - Section 1: Test Procedures

Cheating seems to be a never-ending battle for me, and it's exhausting. My room has lab tables that serve the purpose of both desks and lab stations, and the lab tables are screwed into the floor so they can't even be moved. I combat cheating the best that I can, but sometimes I think maybe it's a losing battle.....I get so discouraged. And, to make matters worse, it looks like cheating is on the rise.

4 students sit at a lab table in my room, so I randomly assign seats on testing days so students can't rely on copying someone's answers. I also make 4 versions of the test when possible, although sometimes there are only 2 different versions. The number of versions depends on how much time I'll have to grade the test (more versions require more time to grade) and the type of questions I have available to create the test. In the past I've given an entire class version A, and then the next class version B so that students couldn't pass answers along during passing periods and lunch, but the number of "paper peekers" was too many to ignore. In a perfect world I'd have a different test for each person, but that's not realistic so I do the best I can.

I also require cell phones to be off, but students always try to sneak them anyways or try to use them when they forgot a calculator. My final effort in fighting the battle is that students cannot have a bag at their feet or a bottle of water on their desk, as I've seen answers written on labels or backpack straps.

I do give the students credit though, they are VERY creative.....

# 1-Dimensional Motion Test

Lesson 9 of 9

## Objective: Students will be able to demonstrate an understanding of 1-dimensional motion on the Unit 1 test.

#### Test Procedures

*5 min*

As students come into the room to take their test, I direct them to look at the screen at the front of the classroom. The screen is displaying their new seats for today, and I've created the new seating chart ahead of time using a random seating chart generator. I use this generator so that I'm not biased in where students are placed and to keep students from relying on their neighbor for answers (also known as cheating).

Once students are seated in their new seats, I clearly go through my rules for tests taken in the classroom, which they were given in print at the start of the year. I emphasize that students should not use any outside resources, are only allowed the approved materials (including only calculators that are approved by the College Board), must turn all electronic devices off, and cannot leave the room for any reason at any time. I also inform students that per our school handbook, failure to meet these requirements will result in a zero on the exam and a disciplinary referral.

Before I pass out the exam, equation sheet, and a blank piece of scratch paper I give the students one more minute to organize themselves and get comfortable.

#### Resources

*expand content*

#### Test

*45 min*

After completing a unit on 1-dimensional motion that included topics such as displacement, velocity, acceleration, and free fall (HS-PS2-1), students are ready to demonstrate their understanding of these concepts. The goal of this test is two-fold. Not only are students demonstrating the content knowledge, but they are also able to experience a testing situation similar to an AP Physics 1 Exam.

I've noticed that AP students often struggle with time, so the multiple choice questions are at the end of the test. Organizing the test this way allows students to better calculate how much time they can spend on those multiple choice questions once the free-response questions are out of the way. I've also purposely picked these questions to evaluate if my students can use words, graphs, and equations (SP5) to describe an object's motion.

The time allowed for the test is strictly enforced since the number of questions is based on the number of AP questions a student will have to answer (in that same amount of time) on the AP Physics 1 exam. Also like the actual exam, students are allowed to write on my tests so that they can get into the habit of making notes and marks in small spaces.

*expand content*

When students finish their test they need to bring the test, the scratch paper, and the equation sheet to the front of the room. I collect everything to ensure that students aren't writing any notes down to share with other classes. Even after they have finished, I do not allow students access to their bags, electronics, or the restroom. The point of this rigidity is to make sure that each student has a fair opportunity to test in the same quiet conditions.

It is always my goal to grade tests and post grades within 24 hours. Because we move at such a fast pace in this AP course, I want my students to have a clear understanding of how they are doing before we move onward to a new unit.

Our science department policy is that a test cannot be returned for students to keep, so they must request a time to meet with me before or after school if they'd like to see and review their exam. This one-on-one time is a nice opportunity to discuss mistakes, trends that I noticed on their exam, and celebrate their success of finishing an AP Physics 1 exam!

Testing also creates a great opportunity for me to reach out to parents. As I'm grading the exams I put aside any exams that earned an A. I contact the guardians of these students so that they know how proud I am of their awesome efforts. I also put aside any exams that earned an F, as it's important that parents be notified of sub-par progress in the course. It takes me only a few minutes to send out an email, as I already have some parent correspondence form letters prepared for these situations. Finally, any students that did much better or much worse than their "individual normal" also gets noted. I contact these parents to either congratulate an improved effort or voice my concerns.

#### Resources

*expand content*

The average of this test was an 87.26%, which tells me that the students mastered the concepts of 1-dimensional motion. If the average had been lower than 80%, I would have gone back over the fundamentals of 1-dimensional motion and offered a retest, since it is crucial that students master this content. Not only does the content make up a significant portion of the AP Physics 1 exam, but it's the foundation of every other concept covered in this course. Since my students did so well, I don't need to worry about going back and we can move forward to the first lesson of 2-dimensional motion.

Questions 2 and 4 seemed to be good indicators of how students did overall. This first student did an excellent job on both questions and scored nearly 100% on the exam. This second example indicates that the student was really struggling with 1-dimensional motion concepts, as her answers to questions 2 and 4 (and her overall test grade) were not good.

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Sara,

I also have the lab tables that make cheating an issue. After battling this problem and doing the different test etc. as mentioned above, and feeling like I was working way to hard to keep the cheaters at bay. Thought I might share my solution: I found foam floor tiles 2 ft x 2ft at the Five and Below store. These fit together at a 90 degree angle and with four to a table makes instant cubicles for test purposes. They are light and fairly inexpensive and my students study better since they now know they can't maybe rely on their neighbors. I cut 1/3 off the top ( using a box knife) since using the entire thing blocks to much of the student to where I cant see them. It has been very much worth the money I spent.

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- LESSON 1: Dabbling in Data
- LESSON 2: Mapping Motion
- LESSON 3: Amazing Acceleration
- LESSON 4: Moving into Motion Graphs
- LESSON 5: Horizontal Kinematics
- LESSON 6: Diving into Free Fall
- LESSON 7: g On an Incline
- LESSON 8: 1-Dimensional Motion Review
- LESSON 9: 1-Dimensional Motion Test