The goal of this lesson is to give a quiz to see what students have learned about electrostatics and Newton's Law of Gravitation. Students apply computational thinking to Coulomb's Law and Newton's Law of Gravitation (SP5), use models we created for the different types of charging (SP2) and engage in an argument from evidence about the reason an object is or is not charged (SP7). All of the electrostatics concepts lead up to students being able to accomplish HS-PS2-4. This standard has students using the relationships in Coulomb's Law and Newton's Law of Gravitation. To start class I pass out the quiz and have the Coulomb's Law & Newton's Law of Gravitation equations written on the board. There are a few parts of the quiz: calculations, types of charging, and determining the charge of an object.
In the types of charging portion of the quiz, I ask students to match the type of charging with a statement as well as determine the type of charging is in a situation and give a written explanation. In the portion where students determine the charge of the object, students use the triboelectric series or what they know about the types of charging to determine the actual charge on the object: positive, negative and neutral as seen in this lesson.
As students finish the quiz, they pick up the final review packet to get started while the rest of the class continues to work.
After the quiz, I pass out the Final Exam Review Sheet and tell students they can write in this packet to answer the questions and show their work. I talk about it a little bit to show students how they can use it as a resource. I advise students to complete the whole packet as review but since it is not mandatory I emphasize that students should focus on the areas that they struggle with first so that they can have extra practice in those areas, especially if they do not plan to complete the entire packet. I tell students that all of the learning targets are on the review sheet followed by a few practice questions or problems that pertain to that unit. Since I only selected a few questions, they should read through each of the learning targets since the problems focus on things graphs, free body diagrams, energy bar charts and computational problems. They can review by just looking at the learning targets are things like definitions and relationships between variables.
During this time, I allow students to work with a partner of their choice to complete some of the review sheet. In this time they are able to ask me questions, so I recommend to students that they start with the hardest problems for them. As they are working, I walk around to be available to answer questions for the students.
To end class, I have students write on an index card the top three things they would like me to go over before the final exam. I do this so I can focus my warm-up and cool-down practice questions over the next few days of review to be catered to what they need. You can see below some of the student responses.
When I look at all of the student responses, I tally what students said next to the learning target it applies to so that I can see where the trend is at and what to focus on. As shown below, I did this for each class and I saw a similar trend for each class. All of my tallies are shown in the Results from student exit slip. The overall trends included: mathematical model practice, free body diagrams, elevator problems with Newton's second law, conservation of energy, motion maps and motion graphing and electrostatics charging problems.