Old Faithful Isn’t So Faithful

A Look Into Scientific Uncertainty

I arrived at Old Faithful to promptly read a sign that stated the geyser would erupt at 12:06 PM. Excited, I moved with the other thousands of tourists in a cattle-like funnel to the boardwalk where we all sat around waiting. I settled in for the next 45 minutes in the level stadium of backless, composite benches. My son leaned over to me; he said the sign also stated uncertainty of +/- 10 minutes. He’s such a scientist, or maybe that’s just what I heard him say. Sometimes I translate regular human jargon into my own scientific words to help me compartmentalize what it is people say. Okay, not too bad. The expected time to erupt would be between 11:56 AM and 12:16 PM. Seeing the mobs of people gather, I pondered.

The employees at the park have collected data for many years on the activity of Old Faithful. I understand from the name, history, and Bugs Bunny cartoons, the geyser regularly spews water. According to the Yellowstone website,

“Old Faithful erupts every 35 to 120 minutes for 1½ to 5 minutes.” (Old Faithful | The Geysers of Yellows…)

This twenty-minute window offered by the park comes from a model they devised based on the last times of occurrences and the length of time for the spout. Great! I get it. And, the time +/-10 minutes sets a pretty reliable expectation.

I continued to ponder this 20-minute window. Let’s start with the longest time interval between eruptions as 120 minutes. The uncertainty of +/-10 minutes results in an 8% uncertainty. We can extrapolate that to the largest possible uncertainty of greater than 50%.

Now don’t get me wrong. I did not mind waiting with the other million visitors each year. (Visitation Statistics – Yellowstone N…) In fact, it appeared that the tourists, including my family and me, found confidence in the timing of the just afternoon eruption. People piled in around the hot spot. Shoulder to shoulder and butt to butt, the anticipation built until the release of hot water and steam shot in the air. Everyone walked away and onto the next “Shamu” show in this Disneyland experience.

I walked away with a different opinion of the experience. I kept coming back to this uncertainty of 8% to 50%. This uncertainty was okay with the audience. They felt certain they would be able to see this earthly wonder in the time frame offered. I even felt certain that I climbed into my seat with time enough to observe.

This comfort with 8% confuses me from a scientific point of view. After all, the park employees were using a mathematical model based on observation and data. That, in essence, is scientific research or an evidence based study. This model allows paying customers to know when to sit. To get real technical, this prediction based on a model or theory which is based upon numerical data and statistical analysis is what scientists do all the time. Do not get confused with the words theory, hypothesis, and speculation. I’ll save that for another blog. In the meantime, Google it!

I thought through some other evidence based studies that are far more important than a silly old geyser. I know there are big issues with scientific studies. Studies that pertain to Autism and the link to vaccines, climate change and impact from humans, baldness, and erectile dysfunction. These are impotent, I mean, important issues to the American general public.

Baldness and Rogaine®

Let’s start with male pattern baldness and treatment foam. We’ve grown accustomed to pharmaceutical ads on the television. One after another frightening us into asking our doctor about looking and feeling better. The side effects are a joke among our household, but the effect should be alarming. Let’s look at Rogaine®. A study of a 2-year application was done in 2015 (Kanti et al. 2015). In the study, one group of participants received treatment for 2 years and a second group received a placebo for one year and the treatment the following year. Here are the results from the scientific journal:

“According to the experts’ photographic review, frontotemporal scalp coverage improved in 35% and 8% in Group 1 and Group 2 respectively; vertex scalp coverage improved in 29% and 33% in Group 1 and Group 2 respectively.” (Kanti)

Though the above study and conclusion of statistically sound data suggests that there is an improvement, I want to focus on the percentages. Let’s take the highest percentage of 35%. This means that 65% of the participants did not improve hair growth in 2-years when applying the treatment. Yet this billion-dollar industry continues to grow. In 2006 ABC News reported,

“Medical therapies, including Rogaine, Merck & Co.’s Propecia and private label brands, add up to $225 million.” (News 2006)

Erectile Dysfunction (ED) and Viagra®

I read through a study of participants ranging in ED from severe to moderate to mild. Here are the results:

“improvement in ability to achieve erections in 68% of patients with ED seen at a urology practice and 71% of patients with ED treated at a center for sexual health…82% achieved success with sildenafil (defined as >75% successful intercourse attempts), with 77% being successful at every attempt. A high level of treatment satisfaction (65%) was also reported in another clinical practice study. In this study, treatment satisfaction was shown to correlate with ED severity (41%, severe ED; 78%, moderate ED; 100%, mild ED) and etiology (56%, neurologic cause; 58%, diabetes; 35%, radical prostatectomy; 89%, psychogenic; 86%, vasculogenic). However, no particular characteristic predicted absolute failure with sildenafil citrate.” (Carson et al. 2002)

Let’s just look at moderate ED. The unsuccessful rate is at 22%. The image below is the molecular model of sildenafil citrate. I placed it below to make this article look scientific. People love pictures. By the way, look closely, the elements involved are mostly Oxygen, Hydrogen, Carbon, and Nitrogen.

viagra11-[[3-(6,7-dihydro-1-methyl-7-oxo-3-propyl-1H-pyrazolo[4,3d]pyrimidin-5-yl)-4-ethoxyphenyl]sulfonyl]-4-methylpiperazine citrate
(Viagra (Sildenafil Citrate): Side Eff…)

Not to get too far off topic, here is another interesting image. Can you guess it?

 

Vanillin2

It is the aromatic organic compound named vanillin. It is what gives the smell and taste of vanilla. (Vanillin – Wikipedia)

Climate Change

Between 2009 and 2013 there have been over 17,000 publications of climate change (Husain and Mushtaq 2015). In a 3 part study around 2014, Moberg and others built a model based on climate change to predict the reading of solar forcing in tree ring patterns. They choose to limit their readings and evaluations to a 5% uncertainty (Moberg et al. 2014).

Most articles and data driven results came from outside the United States. In my few hours of research, I found an article on Florida’s Rookery Bay Estuary with similar results (Lammers et al. 2012).

Another article I read through discussed streamflow and direct human impact throughout the United States based on the Budyko Hypothesis. The results were within a 2% error (Wang and Hejazi 2011).

Again there are thousands of research articles from human usage of chlorine and bromine effects on climate change (Anderson et al. 2017) to the radical changes in elder care due to the 11.5-degree increase by 2100 (Carnes et al. 2014).

Autism and Vaccines

I know this is a touchy subject. While I cannot sympathize with my friends and totally understand the energy and time put into raising a child with Autism, I can empathize and support my friends. I understand that the onset of Autistic symptoms coincides developmentally with the timing of vaccines. A common phrase among science teacher, I hope, is “Correlation does not imply causation.” I do suggest reading Wikipedia’s examples of this (Correlation does not imply causation …).

This was Wakefield’s attempt in his study. He has been stripped of his medical license, and

“Wakefield has been unable to reproduce his results in the face of criticism, and other researchers have been unable to match them.  Most of his co-authors withdrew their names from the study in 2004 after learning he had had been paid by a law firm that intended to sue vaccine manufacturers — a serious conflict of interest he failed to disclose.” (CNN, 2011)

With that said, it does bring me peace that there are millions of children surviving childhood in a healthy fashion due to vaccination. From 2013, a study on Autism and Vaccines revealed a 5% uncertainty that Autism and Vaccines are NOT related (Taylor et al. 2014). Whether you trust the government or not, the CDC has concluded based on evidence based studies the same figure (Vaccines Do Not Cause Autism Concerns…).

Perspectives and Conclusion

Based on scientific data and observation the uncertainty goes something like this..

Rogaine – 65% unsuccessful

Viagra – 22% unsuccessful

Old Faithful timing – 8% uncertainty

Climate change – 5% uncertainty

Autism NOT linked to Vaccines – 5% uncertainty

There is no real conclusion here. I put forth these numbers because fear and insecurity drive our vanity and decision making. I put these in front of you to make an educated decision. The masses listen to untruths, false “facts”, and distant truths in daily, political, and family decisions. It is time Americans take back their education. The information is literally at our fingertips to find out what is true and what is not.

But maybe, this is where our society is inevitably headed. Pixar may have predicted a lazy society in the movie WALL-E. Eton Cohen and Mike Judge may have predicted an even bleaker society of ill-educated citizens in Idiocracy. Franny Armstrong’s The Age of Stupid might be a good prediction of climate change.

Citations:
Anderson, James G., Debra K. Weisenstein, Kenneth P. Bowman, Cameron R. Homeyer, Jessica B. Smith, David M. Wilmouth, David S. Sayres, et al. 2017. “Stratospheric Ozone over the United States in Summer Linked to Observations of Convection and Temperature via Chlorine and Bromine Catalysis.” Proceedings of the National Academy of Sciences of the United States of America 114 (25): E4905–13.
CNN. 2011. “Retracted Autism Study an ‘Elaborate Fraud,’ British Journal Finds.” Accessed July 25. http://www.cnn.com/2011/HEALTH/01/05/autism.vaccines/index.html.
Carnes, Bruce A., David Staats, and Bradley J. Willcox. 2014. “Impact of Climate Change on Elder Health.” The Journals of Gerontology. Series A, Biological Sciences and Medical Sciences 69 (9): 1087–91.
Carson, Culley C., Arthur L. Burnett, Laurence A. Levine, and Ajay Nehra. 2002. “The Efficacy of Sildenafil Citrate (Viagra®) in Clinical Populations: An Update.” Urology 60 (2): 12–27.
“Correlation Does Not Imply Causation – Wikipedia.” 2017. Accessed July 25. https://en.wikipedia.org/wiki/Correlation_does_not_imply_causation.
Husain, Shabahat, and D. R. Muzamil Mushtaq. 2015. “Scientometric Assessment of Climate Change Data.” Library Herald 53 (4): 379. Kanti, V., K. Hillmann, J.
Husain, Shabahat, and D. R. Muzamil Mushtaq. 2015. “Scientometric Assessment of Climate Change Data.” Library Herald 53 (4): 379. Kanti, V., K. Hillmann, J.
Kanti, V., K. Hillmann, J. Kottner, A. Stroux, D. Canfield, and U. Blume-Peytavi. 2015. “Effect of Minoxidil Topical Foam on Frontotemporal and Vertex Androgenetic Alopecia in Men: A 104-Week Open-Label Clinical Trial.” Journal of the European Academy of Dermatology and Venereology: JEADV 30 (7): 1183–89.
Lammers, J. M., E. E. van Soelen, T. H. Donders, F. Wagner-Cremer, J. S. Sinninghe Damsté, and G. J. Reichart. 2012. “Natural Environmental Changes versus Human Impact in a Florida Estuary (Rookery Bay, USA).” Estuaries and Coasts 36 (1): 149–57.
Moberg, A., R. Sundberg, H. Grudd, and A. Hind. 2014. “Statistical Framework for Evaluation of Climate Model Simulations by Use of Climate Proxy Data from the Last Millennium – Part 3: Practical Considerations, Relaxed Assumptions, and Using Tree-Ring Data to Address the Amplitude of Solar Forcing.” Climate of the Past Discussions 10 (3): 2627–83.
News, ABC. 2006. “Men Spend $1 Billion Yearly Fighting Baldness.” ABC News. January 6. http://abcnews.go.com/Health/story?id=117625&page=1.
“Old Faithful | The Geysers of Yellowstone.” 2017. The Geysers of Yellowstone. Accessed July 23. http://yellowstone.net/geysers/old-faithful/.
Taylor, Luke E., Amy L. Swerdfeger, and Guy D. Eslick. 2014. “Vaccines Are Not Associated with Autism: An Evidence-Based Meta-Analysis of Case-Control and Cohort Studies.” Vaccine 32 (29): 3623–29.
“Vaccines Do Not Cause Autism Concerns | Vaccine Safety | CDC.” 2017. Accessed July 23. https://www.cdc.gov/vaccinesafety/concerns/autism.html.
“Vanillin – Wikipedia.” 2017. Accessed July 25. https://en.wikipedia.org/wiki/Vanillin.
“Viagra (Sildenafil Citrate): Side Effects, Interactions, Warning, Dosage & Uses.” 2017. RxList. Accessed July 25. http://www.rxlist.com/viagra-drug.htm.
Wang, Dingbao, and Mohamad Hejazi. 2011. “Quantifying the Relative Contribution of the Climate and Direct Human Impacts on Mean Annual Streamflow in the Contiguous United States.” Water Resources Research 47 (10). doi:10.1029/2010wr010283.

7 Vygotsky Ideas When Incorporating Writing in Physics

I’ll write.

I’ll write.

I’ll write.

Lev_Vygotsky

Please feel free to skim here and there. All of the words are useful, but I know a teacher’s time is valuable. Without getting too much into cognitive, developmental, and educational theory, I’ll just quote Vygotsky from Mind in Society:

“The acquisition of language can provide a paradigm for the entire problem of the relation between learning and development. Language arises initially as a means of communication between the child and the people in his environment. Only subsequently, upon conversion to internal speech, does it come to organize the child’s thought, that is, become an internal mental function. Piaget and others have shown that reasoning occurs in a children’s group as an argument intended to prove one’s own point of view before it occurs as an internal activity whose distinctive feature is that the child begins to perceive and check the basis of his thoughts. Such observations prompted Piaget to conclude that communication produces the need for checking and confirming thoughts, a process that is characteristic of adult thought. In the same way that internal speech and reflective thought arise from the interactions between the child and persons in her environment, these interactions provide the source of development of a child’s voluntary behavior. Piaget has shown that cooperation provides the basis for the development of a child’s moral judgment. Earlier research established that a child first becomes able to subordinate her behavior to rules in group play and only later does voluntary self-regulation of behavior arise as an internal function.
“These individual examples illustrate a general developmental law for the higher mental functions that we feel can be applied in its entirety to children’s learning processes. We propose that an essential feature of learning is that it creates the zone of proximal development; that is, learning awakens a variety of internal developmental processes that are able to operate only when the child is interacting with people in his environment and in cooperation with his peers. Once these processes are internalized, they become part of the child’s independent developmental achievement.” (Vygotsky)

Read that again, but this time with the notion Arnold Arons has suggested,

“idea first and name afterward.” (Arons)

I’ll wait.

Below I have broken Vygotsky’s ideas down to 7 details to build within physics.


1

internal speech…organize the child’s thought…internal mental function

Let the students observe. Seriously, let them observe a phenomenon that gets them thinking. The words, images, ideas, experiences they build in their mind will be the foundation for explaining THAT experience combined with past experiences will develop deeper meaning. Have the students write down whatever it is he or she thinks. Spelling, punctuation, and grammar should be secondary to the content. Let the words vomit onto the page or whiteboard or journal. The private speech they start to connect with concepts is more important in this setting than just telling them what is going on. Yes, they could carry some misconceptions or preunderstanding forward, but the engagement in the next few steps will build a solid foundation.

Silence is the element in which great things fashion themselves together; that at length they may emerge, full-formed and majestic, into the daylight of Life, which they are thenceforth to rule.

– Thomas Carlyle


2

child begins to perceive and check the basis of his thoughts

Without much nudging or probing from the teacher, students will investigate. I know we see it all the time. A student proposes or challenges us, “What if we include friction?” “What if the air slows it down?” “What happens if it tumbles?” Do not shy away from this. Socratically attack this! Fireback with support. Ask these questions back. “What do YOU think will happen?” “How do YOU think the phenomena might change?” WHY?” The what-ifs are powerful in developing the child’s model of the real world. Robert Sylwester puts it together with another way, “Although it may irritate the teacher, one of the most intelligent questions a student can ask is ‘Why do we have to do this?’ Students (and the rest of us, for all that) loathe to expend cognitive energy unnecessarily, so assessing the importance of a task is a key initial step in cognition.” (Sylwester) Again, the students should write down these question for two reasons:

  1. To keep you to your word. Many times, I have said something like, “We’ll see that in a later topic.” However, I am not sure I ever deliberately design experience for what the student wants to know.
  2. To have their words on paper. As silly as it may be, the writing down of the question helps the student work through the wording of the question and the details involved.

…one of the most intelligent questions a student can ask is ‘Why do we have to do this?’

– Robert Sylwester


3

communication produces the need for checking and confirming thoughts

I get it. It takes time in developing all of this. In addition, we have MANY students who want to express their ideas. Actually, let me state it another way. We have MANY students who should express their ideas through their own cognitive development. So what does this look like?

Pair-sharing

In the 70s and 80s, Paul Hewitt videoed many lectures when teaching at City College of San Francisco. (He also taught at UCSC and Cal and then the University of Hawaii.) Anyway, I recall watching these videos as a fresh-out-of-college physics teacher in the late 90s. He had a great tag line, “How come?” After saying this he would tell his students to talk with their partner. Do this! Have students talk with each other. Have the small groups of 2, maybe 3, write down and state their understanding with each other. They want to check and confirm their thoughts.

Whiteboard

I know we all do not have the means and supplies and money to do this, but the actual visual display of what the student thinks is great for the class to see. It is also great for the student to put it out there for others. I highly suggest large rolling vertical boards, but these are expensive. Another alternative is shower liner (Lowes or Home Depot) or Opti-Rite® Lite™. With the shower liner, most stores will cut it at no cost for teachers. I have found cutting a 4’x8′ sheet cut into 6 smaller sheets works well. Some teachers complain of “ghosting” the melamine, but I found that using hand sanitizer with a soft cloth cleans the boards very well. Eventually, the boards do wear out. The Opt-Rite could be used to cover the pre-cut boards once they wear out.

The visual and writing of their ideas on a non-permanent vertical surface allow for a few developmental models. First, the whiteboard allows the student freedom to change their mind. This is in direct support of Carol Dweck’s Growth Mindset. Likewise, Peter Liljedahl, he investigated the application of various surfaces in Building Thinking Classrooms. It turns out that this combination of Piaget, Vygotsky, Dweck, and Liljedahl actually works!

Online Sharing

Where do I begin? Find a smartphone app or online app. There are so many out there that allow the student to show off their ideas in informal and formal settings. Here is a non-comprehensive list of apps:

I am sure that at the time you are reading this, the app list above has changed drastically.


4

internal speech and reflective thought arise from the interactions between the child and persons in her environment

This sounds an awful lot like the previous two. However, the importance comes in when the student actually is given time to reflect upon their initial thoughts. Let them ask questions. Let them grapple and struggle with what others have presented. The words and concepts they see from others will be valuable in development. Warning, theory coming your way! This process, working with another, is what Vygotsky referred to as a More Knowledgable Other (MKO).


5

essential feature of learning…creates the zone of proximal development

Shhh…theory has fallen upon us once again! This ZPD is huge for physics. Yes! It is! We know this because we hear it all the time, “I’ve never seen this problem before!” Are you kidding me! The class investigated projectiles launched vertically, horizontally, at an angle, and all from varying heights and launch speeds. I guess the student is correct, they were never asked to find the height of Will E. Coyote’s cliff when ALL other descriptors are given. Or, a student is asked to model the collision of a projectile with a particle moving at a constant velocity. The students NEED to be taken to a point of discomfort with guidance from an MKO. The teacher can be this guide, but a peer can guide them also. With the right training, all students can lead and be lead. Again, the students who write down their ideas and concepts build deeper understanding to delve into more difficult and abstract scenarios. We all have the student who memorizes a recipe for success, and then this student flays about asking for the correct equation to solve some problem. That is not physics…or even any other science for that matter.


6

learning awakens a variety of internal developmental processes

If there were ever a perfect descriptor of what teachers actually do, this is it! The teacher awakens a variety of developmental processes. We do! Whether we like it or not, our jobs as teachers pivot on this notion. I guess writing is not involved in this little detail, but it was worth it to have a teacher read this.


7

Once these processes are internalized, they become part of the child’s independent developmental achievement

Yes! My goal with every child is for them to feel like they have not learned any physics. All I have done was to teach them to be independent. This ideal combination of unconscious competence leads to low frustration and high confidence.


Overall, we can learn a lot from Vygotsky.

Works Cited:
Arons, A. B. (1990). A Guide to Introductory Physics Teaching. Wiley.
Dweck, Carol S. 2006. Mindset: The New Psychology of Success. Random House Incorporated.
Liljedahl P. Building Thinking Classrooms: Conditions for Problem-Solving. Posing & Solving Mathematical Problems [serial online]. January 2016;:361. Available from: Complementary Index, Ipswich, MA. Accessed June 27, 2017.
Sylwester R. Unconscious Emotions, Conscious Feelings. Educational Leadership [serial online]. January 1, 2000;58(3):20-24.Available from: ERIC, Ipswich, MA. Accessed June 27, 2017.
Vygotsky, L. S., and Michael Cole. Mind in Society. Harvard University Press, 1978. Print.

Yes! Summers Off!

Who wouldn’t want to work 10 months each year? It is pretty awesome being a teacher. We get summers off, and we sit around the pool drinking lemonade basking in relaxation.  After all, during the 10 months we do work, we only work 5 days, and we have weeks off at a time for Thanksgiving, Winter, and Spring. Many of us leave work at a comfortable 3:30 or so. What a life! We barely work!

It’s quite wonderful! Our workday is pretty luxurious. Personally, I arrive on campus embraced by a serene view of the sunrise when no students are on campus. This early morning arrival allows me to plan for the day. I know students will arrive on campus in the next hour to seek additional help. The one-on-one time with students develops great relationships. An hour and a half into my day, the first bell marks the start of the students’ day. A beautiful whirlwind of students brightens each passing hour with a separate hour placed in the day to eat lunch with children who wish to talk about their lives – school, family, and friends. The blissful day drains my body of excessive caffeine induced energy. We end the 9-hour on-campus time with gatherings. These clusters of people vary between coworkers, parents, and administrators. Gathering our personal belongings for the trek home we are sure to pack the readings for the evening. The long-awaited papers, tests, reports, emails, and homework fill our nights until our bed calls for us. My body drifts into pleasant lists of to-dos and get-done-nows and what-have-I-forgotten until my body ceases to remain awake. A joyful day of sunrise to midnight.

The weekend releases us to a new sanctuary when the classroom does not confine us. The school dances, sporting events, science fairs, and dramatic plays brighten our off days watching our students grow as more than just students of reading, writing, and arithmetic. Even catching a student or parent at the grocery store connects us with them. We are the teacher. We have the privilege of a persona of always being the teacher. “What’s up dlat?” These calls remind us of our importance and connections we have in the lives of the students. Even the occasional, “Good evening, Mr. Latreille, my son is in your physics class, how are you enjoying the concert?” challenges us as professionals. We stretch our minds in an inebriated cloud of questions like, “Who is this?” “What class is their son in?” “What’s the grade?” “Do I have any idea what the current status is for this remarkable student?” This test magnifies when the conversation spins into policy and procedures and school events and disgruntled comments as we excitedly engage in professional banter. I love the weekend where we change gears from the student-centered contract day to the parent-centered anxiousness on my time off.

As for the breaks of weeks on end, we find quiet times to organize the classroom, read literature on our craft, attend in-services with our colleagues, and run into families on personal vacations. The readings to develop deeply our profession either mandated by our school, district, or state keeps us motivated. Upon return, we dive into days with no students directed for us to reflect upon our practices and to review outdated processes that are likely from studies conducted a decade or more prior. These processes and applications have already been researched, implemented, and applied to my classroom just in time for the school and district to catch-up. So, it is with great pleasure to have our work validated throughout our weeks of not working.

As for summer, I would like to take you through my actual first 6 weeks of time off. If you are doing the math with the home version of this reading, that is 6/10 of the summer already. I can extend the summer a bit to 12 weeks to make the math a tad easier. The 12th week is actually the first week of in-service. But, I’ll continue to describe how 50% of my non-paid time is used.

Week #1: I was lucky enough to have Memorial Day off to finish grading final exams and process the post-test I give to reflect upon my pedagogy for each individual concept. Tuesday, we met as a school for an in-service that consisted of reminders of obligations of grades, letters, files, and summer reading. Wednesday, our subject team, physics, met for a few hours to review the pre-test and post-test of our students. We analyzed each concept and determined where we have deficits, improvements, and success. I stayed behind to work on grades, letters, and files. Thursday, I revisited the grades due at noon, and I met with the physics team again to rework the year-long syllabus. We assigned tasks to each other to work on for the next few weeks. That evening at my house, I hosted a going away party for 2 colleagues. Friday, before dropping my own son off for a school sponsored trip, I cleaned my classroom, worked on letters and files, and straighten up for the room to be used as storage for books and equipment from 2 rooms being remodeled. Not too bad for the first week of summer vacation!

Week #2 – Week #5: After a weekend of finalizing letters for my advisees, I started my 4-week workshop in writing. This workshop meets about 30 miles from my home from 8:30 AM – 3:30 PM every day. The hour or more of traffic-filled travel time perfectly syncs with my wandering brain to think of ways to enhance student learning for the following year  Though I teach physics, this workshop is the Central Texas Writing Project, a site for the National Writing Project at Texas State University. Out of the comfort of my traditional studies, I am expanding my understanding and pedagogical approaches. In this 4-week time period, I am also periodically checking in on campus with curriculum projects and remodeling projects. I am also reading the book required for our professional development talks at the start of August. My imagination stretches in the writing program as we often drink lemonade, and we talk or write about lounging by the pool.

Week #6: This week is a revisit with the physics team to check in where we are with our tasks and move towards sending the course packet to the printer in time for the school year. We haven’t seen each other in 4-weeks. I will have a chance to on campus to check the progress of projects.

Overall, it is quite obvious we adhere to the obligated contract time of 180 days for 8 hours each day. However, the reality is we clock in on day one and clock out on our first day of retirement. THAT is what we signed up for. We get it. We are teachers. So, when some clown says we work 10 months out of the year, it is offensive. It is clear that the misunderstanding of the profession is grossly ignorant. This is my profession. This is my life. This is my love.

Thinking Through Energy

I am a big fan of Richard Feynman’s lecture using the analogy of children’s blocks taking different forms within a child’s room. He discusses indirect measurement rather than counting. However, I have thought about the connections younger students can make in this analogy. The video aged over the years with an audience base of college students and professors without much visual connection. I attempted a quicker story with greater visual connections. For those reading this entry, please comment on any improvements.

The assignment for this unit generally kicks off the idea of conserving energy in different forms. To spur a Socratic discuss, students will address the following questions:

  1. The house represents:
  2. The blocks represent:
  3. The total of 27 blocks represent:
  4. The blocks outside represent:
  5. The blocks underwater represent:
  6. The blocks in the puppet box represent:
  7. The mom represents:
  8. Based on this story, what do you think it means to say, “Energy is conserved?”

Here’s is the link from Spark, but I have also embedded the youtube video below.