##
* *Reflection: Routines and Procedures
Simple Harmonic Motion Test - Section 3: Simple Harmonic Motion Unit Test

Our latest challenge in dealing with students cheating is that they store information in their calculators. This information can be anything from programs that perform calculations for them to lists of equations and constants. As a learning community, we thought we were combatting this by forcing students to clear their memory on their calculators prior to starting a test. Unfortunately, students then brought 2 calculators. So, after showing the teacher that the memory was cleared they would slip the dummy calculator into their backpacks and pull out the real calculator. The teacher was never aware of the swaps, since students were making the switch while the teacher was checking the next calculator.

*Swapping Calculators*

*Routines and Procedures: Swapping Calculators*

# Simple Harmonic Motion Test

Lesson 8 of 8

## Objective: Students will demonstrate mastery of Simple Harmonic Motion.

## Big Idea: Students show all that they know about waves, simple pendulums, and oscillating mass-spring systems.

*50 minutes*

Students have developed an understanding of waves, simple pendulums, and mass-spring systems (HS-PS2-1 & HS-PS4-1), 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 with quantitative and qualitative questions that are representative of the AP exam. We've also covered a significant amount of material since our last test, and I want to ensure students have mastered the concepts of simple harmonic motion. So after students are settled, they immediately start the exam, which requires them to create responses, justify answers with computations, and qualitatively explain concepts (SP5 & SP6).

#### Resources

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#### 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 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 clearly go through my rules for tests taken in the classroom, which students 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 the 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

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The classroom is absolutely silent while students take their simple harmonic motion unit test, as I really try to simulate the environment that students will experience when taking the AP Physics 1 exam. This means I won't answer many questions during the testing process and students are only allowed to use approved materials (listed in the Test Procedures, above). 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.

I've specifically designed the test so that it represents the AP Physics 1 exam in level of difficulty and content. This test has slightly more qualitative questions, although there are enough quantitative questions for me to accurately assess students' mathematical understanding of simple harmonic motion. The test starts with multiple choice questions that cover several concepts, including energy conversions in springs, wave interference patterns, longitudinal waves, and wave speed. The short answer questions focus on mass-spring oscillations, Hooke's Law, and the relationship between simple harmonic motion and circular motion.

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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 did less than stellar, 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 form letters prepared for these situations. Finally, any students that did much better or much worse than their "individual normal" also get noted. I contact these parents to either congratulate an improved effort or voice my concerns.

The length of the test seemed to be perfect, as students finished the test with just about five minutes left in the class. Most students did quite well on the majority of questions, but struggled with numbers 7 and 9. The problem with number 7 was that students didn't seem to understand what the question was asking for when it said "equation of motion." I did assign several questions similar to this throughout the unit, but it was not part of the review during the previous class. Question 9 seemed to also confuse students with its wording. While the students would properly calculate the period of the clock for both situations, but then couldn't translate that information into gaining or losing time. Still, the students did exceptionally well on the exam and I'm proud of how well they understand simple harmonic motion.

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- LESSON 1: Exploring Elastic Energy
- LESSON 2: Springing into Hooke's Law
- LESSON 3: Swinging into Pendulums
- LESSON 4: Anatomy of a Wave
- LESSON 5: Waves on a String
- LESSON 6: Wave Reflection & Interference
- LESSON 7: Simple Harmonic Motion Unit Review
- LESSON 8: Simple Harmonic Motion Test