The difference in response may be attributed to the different levels of exam pressure felt, and therefore different willingness to engage in active (rather than passive) revision (Seibert Hanson and Brown, 2019), as well as a mismatch between self-belief and efficacy (Kornell and Son, 2009). Year 10 were more split, with some enthusiastically embracing flashcards and others reluctantly joining in. This qualitative data indicates that the majority of Year 11 students were keen to produce and use flashcards and were grateful for the specific guidance, especially in terms of formatting and the use of quizzes as scaffolding Progressively introducing students to new concepts to suppor. Impact was monitored by noticing instances of students making or using flashcards unprompted and by asking for verbal feedback during lessons and written feedback as part of post-test reflection. These are addressed in the paragraphs below.
#Physics notecard how to#
The main issues identified relate to selection of content, organisation of it on the flashcard and how to use the flashcards once made. My starting point for the study was observations made through the years as a secondary school teacher, when I would simply instruct my students to make flashcards without realising that I was making the implicit assumption that they knew how to. Both classes had a range of abilities and achievement.
#Physics notecard series#
This article is intended as a preliminary study into what kind of guidance students need to be given to produce high-quality flashcards and use them effectively, based on qualitative observations during a series of lessons with IGCSE students: a Year 10 boys’ class and two Year 11 classes (one girls, one boys only). Since retrieval practice is an effective study technique (Roediger and Karpicke, 2006), flashcards have the potential to be leveraged for better progress and revision, particularly when compared to the relatively ineffective strategy of re-reading, which many students prefer (Karpicke et al., 2009). They provide a way for students to learn and self-assess independently, making them particularly helpful for revision – the study of work in preparation for exams. They can be on paper or digital, using web-based platforms, and all obtaining similarly positive results (Sage et al., 2016). It’s a fun way to make a complicated sounding concept easy to understand.Cecilia Astolfi, Teacher of Physics, Brentwood School, UKįlashcards are a method of retrieval involving a prompt or question on one side of a card, and a statement or answer on the other side. Try this simple experiment with your kids.
However, the inertia of the coin was overcome by the force of gravity. The speed of the applied force that moved the card overcame the frictional force between the note card and the coin, so the coin wasn’t moved by frictional force.
In fact, when the note card was quickly removed from beneath the coin, the force of gravity acted upon the coin causing it to fall into the glass. In the second part of the experiment, the coin did not move with the note card. The coin would have stayed at rest if the frictional force had not been applied to it. The hand did not touch the coin, but the coin still moved with the note card.Īccording to Apologia’s Physical Science curriculum, “ Friction is a force that results from surfaces rubbing against one another.” The frictional force between the note card and the coin acted on the coin and that force caused the coin to move along with the note card. That applied force was the hand grasping and pulling the note card. The force overcame the inertia of the note card. Then, an applied force was applied to the note card making it move. In the first part of the experiment, both the note card and the coin had a certain amount of inertia at rest. Related Post: Atmospheric Pressure Experiment ExperimentĪll you will need for this experiment is: It will help you and your students get a good idea of what the Law Of Inertia is all about and how applied force, frictional force, and the force of gravity affect objects. Try this simple experiment to test Newton’s first law of motion. Objects retain their inertia unless acted on by a force. Inertia is an object’s resistance to change in its state of motion whether at rest or moving. This is sometimes referred to as the Law of Inertia.
Newton’s first law of motion states that objects at rest tend to stay at rest, and objects in motion tend to stay in motion at the same speed and in the same direction unless acted upon my an outside force. Newton, also, gave us his three laws of motion. Most people remember Sir Isaac Newton as the man who first explained gravity. This Newton’s first law of motion experiment shows just how simple.
They are simple rules that tell how the universe works.
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