1. Project Case Study Michelle Steever Lincoln High School Conceptual Physics / 10-12 Grade

2. Table of Contents Situation / Setting: “My Conceptual Physics has 30 students who will participate in a potentially technology rich project during the 2008-2009 school year. My campus has one stationary computer lab and a portable media cart which I have access to” Issue / Problem:. “According to the California Physics Standards: High School Physics Students are required to understand that Newton's laws predict the motion of most objects. Solution: Teachers’ project: Sports in Physics Solution: Teachers’ project: Sports in Physics Results / Outcomes:. 1.Survey Results: Student Opinions of Arts and Technology 2.Student Product /Artifacts Conclusion / Reflection: 1.Survey Student Opinions of Arts and Technology - Post Project 2.Teacher reflections

3. Situation: 6th Period Conceptual Physics Students  29 10-12th graders  6 ELL  4 GATE  8 Redesignated FEP  3 Migrant  15 Low SES Tech Resources  Library PC Computer Lab  Portable Laptop  One in-class computer for student use Back to TOC

4. Issue / Problem California Content Standards: Physics  According to the California Physics Standards: High School Physics Students are required to understand that Newton's laws predict the motion of most objects. Solution: Use students choice of content topic (activity or sport) and medium (print, poster, multi-media, video,etc) to demonstrate comprehension and application of the content standard. Back to TOC

5. Pre-Survey Results Pre - Survey indicated a 87 % connection of Art and Science Pre- Survey indicated a 65% comfort with the use of technology Pre-Survey indicated 94 % agreement that technology is a tool for learning Pre-Survey indicates that 83 % agree that science is better with the use of art and technolgy Back to TOC

6. Student Products Some students chose a visual or print medium Some chose a more technology based presentation style: Back to TOC http://my- ecoach.com/project.php?id=1320 7&project_step=49259

7. Student Products More examples of the less technology based projects…. Back to TOC

8. Post -Survey Results Post - Survey indicated a 87 % connection of Art and Science (same as Pre) Post- Survey indicated a 55% comfort with the use of technology Post-Survey indicated 100 % agreement that technology is a tool for learning science Post-Survey indicates that 83 % agree that science is better with the use of art and technology Back to TOC

9. Conclusion / Reflection What Worked? Students always love the freedom to choose the product outcome of their assignments. It allows students to work in a medium that they are comfortable with and have access to. What didn’t? There were a lot less technology based projects than anticipated - about 27% of the class chose to use technology based media. What needs to be changed? (Wishful thinking) A collaboration with the technology instructors to assist in the applications used to do projects, more in-class time with accessible technology. What impact did the technology have? It was a clear indication of prior experience (technology classes or exposure) and access. Back to TOC

10. What the data said and didn’t say… Lincoln High School is an AVPA (Academic Visual and Performing Arts Magnet School. Many of our students choose to attend Lincoln because of this emphasis. It is not surprising to see the post and pre- survey differences as slight when asking these students about the art in science vs the science in art connection. They are already predispositioned towards it. There is always “post motivation” to do more with technology after peer viewing of projects. It begs the question: Does the showing of former classes projects enhance motivation, inspire and challenge the students to do better or similar work, or cramp creativity? This IS the million dollar question when using prior work as modeling. Having done similar projects in years past - it has always seemed that the more prior models are seen, the less the creativity. More study of this phenomenon is idicated.