##
* *Reflection: Data Analysis
2-Dimensional Motion Test - Section 4: Test Collection, Grading, & Communication

As I grade tests, I always look to see which questions are most commonly missed. Doing this allows me to identify gaps in knowledge and prepare a thorough review before students go to take the AP exam. Looking at questions that are most commonly missed also gives me the opportunity to self asses my teaching practices and make adjustments for future classes.

Question 4 was not meant to be a trick question, but it was the question that most students missed on the exam because of a tricky angle. With the exception of 1 student, everyone who missed the fourth question was able to recognize that the y-component of vector A equals zero. This eliminated choice E, but it seems that students failed to recognize that the angle given in the diagram was the compliment to the angle needed (or that using sine of the given angle would produce the x-component of vector B). Students were also quick to forget that vector B is pointing left, so the x-component should be negative.

My guess is that students were simply careless on this question because they were able to apply the fundamental concepts of vectors in other problems. However, being careless is just as much of a problem as not understanding concepts and when we get closer to the exam date, I plan to address this issue of carelessness. I also plan to throw more of these types of questions at my students next year to better prepare them for "trick" questions.

# 2-Dimensional Motion Test

Lesson 7 of 7

## Objective: Students will demonstrate an understanding of 2-dimensional motion.

## Big Idea: Students show off how much they've learned when taking today's unit test on vectors & projectiles.

Throughout this unit students have developed an understanding of projectile motion, so the goal today is to get students to showcase that knowledge. The design of my test is meant to prepare students for the AP Physics 1 exam and includes questions on vectors, horizontally launched projectiles, and projectiles launched at an angle. So after students are settled, they get right into the exam, which requires them to create responses, justify answers with computations, and qualitatively explain concepts (SP5).

#### Resources

*expand content*

#### 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 I've created ahead of time using a random seating chart generator. I used 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 review 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, must turn off all electronic devices, 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 adjust and organize themselves.

#### Resources

*expand content*

#### Projectile Motion Test

*45 min*

The classroom is absolutely silent while students take their 2-D motion test, as I really try to simulate the environment that students will experience when taking the AP Physics 1 exam. This means that students' only resource is the AP Equation Sheet and I won't answer many questions during the testing process. While students are testing, I alternate between sitting at the front of the room and walking around the room checking to ensure students aren't cheating.

#### Resources

*expand content*

When students finish their test they bring the test, the scratch paper, and the equation sheet to the front of the room. I collect everything to ensure that students haven't written down any notes to share with students in 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*

##### Similar Lessons

###### Airplane! - An Introduction to Vectors

*Favorites(18)*

*Resources(24)*

Environment: Suburban

###### Solving Problems with Vectors

*Favorites(1)*

*Resources(11)*

Environment: Suburban

###### Measurement: Forces

*Favorites(27)*

*Resources(18)*

Environment: Suburban