I'm blessed enough to have received a job here in Lethbridge teaching Math, Physics, and chemistry. It's in a smaller Francophone school, which didn't previously have a physics class offered (except via ADLC) - so there weren't many resources there. One of the resources that I was missing, and could NOT find anywhere asking a few other local teachers, and doing lots of googling, was a data/formula sheet for the physics 20 curriculum here in Alberta.
So - after getting a scanned copy, I decided to re-create it using LaTex, and I offer it here for anyone who needs a digital/vector/PDF version.
This sheet is two sided, contains some constants, kinematics equations, dynamics equations, waves and harmonic motion equations, energy equations, trig and geometry equations, and all formulas needed for physics 20.
Since I'm teaching these in French, the French version is here too (la version française pour les formulaires de physique 20).
If you would like the .tex file, leave some comments below and I can make it available.
UPDATE (Nov 2016): I have fixed a few small errors in both the French and English version of the formula sheet. Good luck in your studies!!
I officially convocated from the University of Lethbridge with a Bachelor of Education (science focus, technology specialization) and a Bachelor of Science degree (major in Physics). I've got my interim teaching certificate, and am ready to teach!
I've already subbed one french class, and I am looking forward to subbing more this month if possible, and looking forward to getting some interviews and job offers for fall 2014 in the Lethbridge area!!
I have two exams left, and I'm done university! I'll have a combined B.Sc/B.Ed officially in my name at the end of May, but I'm eligible to start teaching May 12, 2014! WooHoo!
Update May 3 - I've passed all of my classes... just waiting to make it official. :-)
I like the easiness of just entering grades into a computer, finding the average, and I'm done.
But - I wish more schools (including post-secondary) were not so focused on percentages and averages, but actually looked at the proficiency and improvement of a student over time through a given unit. See this example article which is awesome!
I know which student I would use to pack my parachute. Before the "older" generation chime in, recognize that there are a lot of researchers and professionals who study assessment practices, what works and what doesn't, and how to properly guage student success before getting emotional about the 'fact' that an average grade is not necessarily the best method of showing what a student knows.
Photography is one my hobbies here in Lethbridge, it helps keep my creative juices flowing, and lets me get out on my own a little bit (as an introvert, I thoroughly enjoy this!).
After a few positive comments, I've decided to start offering some of my favorite/best photos for sale through a print-on-demand service. If you're looking for some Southern Alberta canvas, acrylic, metal or poster prints - check out my online store!
I've even got some new abstract digital art!
Update: I've recently sold a Milky Way print on canvas - you can get your own copy of my Milky Way print here!
This is a concept map I made up this past spring to show how I visually broke down the curriculum for the physics/energy unit of the Science 10 curriculum.
Click the image for a larger version.
Below is an embedded concept map I made as a summary of Jeff Bradbury's podcast about PLNs (the podcast is about 45 minutes long).
As of right now, my PLN consists of youtube subscriptions to other science and technology educators, as they are helpful resources for teaching science, or learning different topics which I am not fully comfortable with (yet).
I liked Jeff's ideas of connecting more face-to-face; it doesn't always have to be an online network. (Though I'm a fairly quiet and reserved person when it comes to conferences and conventions... we'll see how that evolves over time).
I agree with everything that was mentioned in his podcast, and can see many benefits of twitter inside and outside the class, and see it as a potentially extremely valuable tool inside and outside the classroom, as more students are bringing internet-connected devices to the class (or can use school devices).
In a Virtual Reality for Education class here at the University of Lethbridge, we are using an OpenSim VR environment (Second Life clone) with FireStorm viewer to interact with classmates. This 3D VR environment/server still has a few glitches, one being that the audio chat feature is not working.
In our group meeting last night, we discussed some of our findings from internet searches about the Pros and Cons of using virtual reality in a classroom. We shared our lists, then had a little discussion around the combined lists of pros, then for the cons.
This PDF file is my summary of our discussion.
The Alberta Ed. Information and Communication Technology (ICT) programs of study include a very lengthy document covering all grades from 1-12. They are divided into the four divisions (1-3, 4-6, 7-9, 10-12), and further divided into three main categories - Foundation, Communicating, and Process.
The ICT outcomes can be found here: http://www.edc.gov.ab.ca/ict/pofs.asp
The outcomes for each of the F, C, and P categories are similar throughout all 4 divisions, but grow in depth and intensity/complexity with the student.
One of the main differences between the ICT curriculum and all other subject curricula from Alberta Ed, is that the ICT outcomes do not get a separate class treatment - they need to be integrated into all (any) other subject classroom. This works well in many cases, since most teachers try to cover two or more birds with one stone as frequently as they can. Teachers can tie in 3-4 ICT outcomes like Internet research, word processing, multimedia presentation, and creating a simple website all while working through a social studies module. The technology now literally serves as a tool or vehicle to assist and express understanding.
My gut reaction to how these outcomes are setup is that there are too many specific outcomes for this decade. I could see how this document would have been helpful in the last 10-15 years, with fewer teachers having adopted some of the more modern electronic technology, fewer students with computers and internet at home, and higher prices of such technology which would have affected budgets. But now - most students have access, all schools have internet and a decent amount of computers, and most teachers and parents have at least a basic understanding of the software options available.
If there were fewer outcomes in the ICT P of S, teachers would have flexibility to use technology however and whenever, without having a mandate to do 'this' or 'that'. A lot of technology is already being used and or learned at home, making it a redundant effort in some cases to do so at school.
Perhaps an option would be to leave the curriculum as it stands, but to not mandate every outcome; this would still give teachers and parents ideas to ways which technology could be used, but allow freedom to provide optimal learning opportunities to all students.
Here is my summary in both text and video form about the Alberta Ed ICT outcomes, and the integration of some of them into four grade 8 science SLOs from the light and optics unit. The video is far from my best... but for the time it will have to do.
Alberta Ed - Division 3 ICT outcomes - (Page 37 or here).
The ICT outcomes for Alberta Education are divided into the four divisions - grades 1-3 are division 1, grades 4-6 are division 2, grades 7-9 are division 3, and grades 10-12 are division 4. For the ICT programs of study, each of these divisions is then further divided into three categories of technology integration - the C category - which is for communication, and problem solving like using technology for research, the F category, which is for foundational knowledge - like understanding ergonomics and the nature of technology, and the P category, which is for processes of productivity, like manipulating data, and communicating through multimedia - where the rubber hits the road, so to speak.
P3 (Students will communicate through multimedia.)
3.1) create multimedia presentations that take into account audiences of diverse size, age, gender, ethnicity and geographic location
3.3) create multimedia presentations that incorporate meaningful graphics, audio, video and text gathered from remote sources
P5 (Students will navigate and create hyperlinked resources.)
3.1) create a multiple-link web page
3.2) demonstrate proficient use of various information retrieval technologies
P6 (Students will use communication technology to interact with others.).
3.1) communicate with a targeted audience, within a controlled environment, by using such communication technologies as email and web browsers
3.2) demonstrate proficiency in accessing local area network, wide area network and Internet services, including uploading and downloading text, image, audio and video files
Grade 8 Science Outcomes - Unit C - Light and Optical Systems
The following concepts are developed in this unit and may also be addressed in other units at other grade levels. The intended level and scope of treatment is defined by the outcomes below.
− microscopes and telescopes
− contribution of technologies to scientific development
− transmission and absorption of light
− sources of light
− reflection and refraction
− vision and lenses
− imaging technologies
GLO 2. Investigate the transmission of light, and describe its behaviour using a geometric ray model
Technologies to use: (computer, screen recorder, internet/browser, website creation, concept mapping software, video editor, email/social media)
Rationale: This is more than the required two technologies - but they fit nicely together to complete this project. Light and optics are an interesting branch of science, it would be interesting to show these topics through a rich multimedia experience - first through an interactive ray diagram applet via screencast with spoken explanation, then with the concept map graphic organizer showing how all of the topics are connected or branch out from each other. The video editing and website are a part of the ICT outcomes, but really are just tools to represent the information from the student.
Computer to create a variety of small projects after learning about light interactions:
(all temporary files saved on the student’s networked folder on the school server).
1. a video screencast (using screencast-o-matic) showing and explaining with speech recording a ray diagram applet such as http://teleformacion.edu.aytolacoruna.es/FISICA/document/applets/Hwang/ntnujava/Lens/lens_e.html - The video must be edited in a basic editor to include a title, date, your name, and intro section showing images from the internet depicting real-world uses of lenses and mirrors, and a subdued and appropriate selection of royalty free (legal) background music available from sites such as http://incompetech.com/music/royalty-free/
Create a second video (with a helper or at least a tripod) of you demonstrating light interacting with lenses, mirrors, and passing through different medium interfaces (ie air-glass, air-diamond, air-water etc). For each of these interactions, attempt to measure the angles of the light (ingoing and exiting) using a protractor. Try different lenses from magnifying glasses, eye glasses, telescopes, microscopes, etc. and describe what they are made out of, and possible reasons.
Upload the videos to a hosting service such as Youtube or Vimeo.
2. a concept web using the free www.xmind.net software showing the relationships and connections between higher order concepts of light down at least three levels for three different categories to specific details. Saves the concept web as an image file to upload to a website such as weebly or Google sites.
3. Set up a website with at least four pages, and a menu to navigate throughout. The pages should include a homepage with a basic introduction to the topic of light and optics, a page with your videos and legible concept web, a page with additional resources and links to other websites that are helpful in learning about light interactions, and a Bibliography-type page listing detailed sources of all images, sounds, and other resources used. Include disclaimer/note on your pages that you are a student, and that it is possible that there are mistakes.
4. Promote your website to the other students, the teacher, your friends, family, etc. using email and/or social media, and elicit feedback and comments from them.