I mentioned in the video to consider adding elements of previous content into the problem set – a bit of interleaving. Another option is to begin the lesson, before introducing the new concept, with a recall worksheet using equations, ideas, and skills relevant to the upcoming lesson. Be strategic, but not gifting - we want them to be successful.
Recalling previous content to solve a current problem given new content weighs heavily in physics; so much so my last chapter No problem is unprecedented focusses exclusively on that metacognitive skill.
Remember, they should have a working circuit on their desk throughout their lessons.
Tangibility for intangible content.
Not surprisingly, the next video is Word problems without cues – there’s more to it than you think. After that episode I’ll upload a (written) post using a complete sample of my Competence before comprehension theme. Then closing off with some difficulties I’ve found using this theme, and then off to Chapter 2 Answers matter, but they don’t make a difference.
I understand you may find this dribbling of content videos difficult to follow as I post them slowly. Many years ago, Plan A was to write a book for Enduring Physics but I realised some videos would be useful. Then Plan B was to create a video series posted en masse as a book is published. Now Plan C is to post the videos as I produce them.
For the record, Plan C 2.0 is to add other posts and videos on educational matters similar to Enduring Physics.
There is a typo error in the slides, and my commentary. The word problem with the question at the end was meant to be 56 C, not 54 C, therefore dividing into 8 J was supposed to be 1/7 volt. Although I do expect my students to handle 8/54 as an exact fraction (once reduced), I prefer to keep the extra bit of mathematical complexity for later problems. Oh well.
Cheers,
John
