# Simple Harmonic Motion Unit Review

## Objective

Students will review elastic energy, Hooke's Law, pendulums, and waves in preparation for the Simple Harmonic Motion Test.

#### Big Idea

Who does a student need to solve simple harmonic motion problems? Today students work alone, with a partner, and then with the teacher to complete a simple harmonic motion practice test.

## Context & Equipment Needs

Students need to prepare for a unit test, so today's goal is to review the major concepts of simple harmonic motion. These concepts include Hooke's Law, simple pendulums, and waves (HS-PS2-1 & HS-PS4-1). To accomplish our goal, students work through a practice test individually and collaboratively (SP5 & SP8). After that work time is over, I provide the practice test's answers using my sharing solutions strategy in hopes of giving students another resource to study from.

I provide red felt pens for the last section of this lesson. If it's not possible to buy pens, I suggest asking students to bring a red pen from home. The reason I don't make students provide their own is that students usually forget them. I also use the pens for different activities throughout the year, so they come in handy on multiple occasions.

## Review for Simple Harmonic Motion Unit Test - Individual

15 minutes

I start class with a reminder that the Simple Harmonic Motion Unit Test is tomorrow. This means that we are reviewing today, so I remind students about testing rules and procedures and pass out the practice test and an equation sheet. I explain to students that I'd like them to work the first fifteen minutes completely alone on this practice test, with no resources other than a calculator. Because I made enough copies of the practice test so that each student has one, I allow them to write on the test. I do ask that students only use a pencil for this first fifteen minutes. Although I don't explain the entire procedure at this point to prevent cheating, we use different color pens throughout the class period. My goal is that when students leave the classroom today they have an additional resource to study from and a clear understanding of what they accomplished individually, with a partner, and with teacher assistance.

Once everyone has his or her practice test, I instruct students to work through as many problems as possible in the next fifteen minutes. I'm strict on the time requirement, so I set an egg timer at the front of the room and let the students begin working. My role throughout their work time is to just observe, which means when I walk around I'm very stingy on answering any questions and only making sure that students are on task. I designed the test so that it is a good representation of what students will see on the actual unit test. While the questions are slightly more difficult than those on the actual unit exam, I've done this purposely because I want students to be well prepared. Also, the practice test has a mix of conceptual and quantitative questions, since the unit exam is also formatted this way.

During this time, I also make a list of partners for the next activity. I pair students based on grades - quite simply I go to my grade book, sort the class by overall grade, and put the top person with the bottom person. The second from the top then gets put with the second from the bottom, and so on, until everyone has a partner. Pairing students by course grade is meant to provide an additional resource for the lower scoring student and help reinforce the knowledge (through peer teaching) of the higher scoring student.

## Review for Simple Harmonic Motion Unit Test - Partners

15 minutes

Now that it's time for students to work in partners, I quickly read the list of partners that I've already organized (based on their current grades. See pairing instructions in the "individual" section above.) I then tell students they need to move to sit with their partner, who is their only additional resource for the next 15 minutes. Students must also use a pen for this session, and no pencils are allowed. I'm flexible on what color pen they want to use, as long as it's not red. Again, the goal is that when students leave the classroom today they have an additional resource to study from and a clear understanding of what they accomplished individually (using a pencil), with a partner (using a pen), and with teacher assistance.

I reset the egg timer for 15 minutes, and continue to walk around and observe the pairs while they are working on the practice test. Students have some freedom in how they can spend this time working with their partner: they can compare answers to questions they answered during the individual work time or work on problems that they haven't yet looked at. I also encourage students to use this time to discuss any problems that they found difficult or are unsure of. Once again, I'm extremely stingy on answering questions because I want students to try their absolute best with their partner.

20 minutes