Philosophy:

In this classroom model, learning is about participation in the many activities of the class. This is how learning happens.

I am working to develop a new grading model that reflects a commitment to broad competency, standards based grading, and multiple pathways to success. There are a number of activities that take place during this course and your grade in the course will depend on all of them in some way. These activities are homework, labs, skills assessments, and scientific abilities. What follows below is my initial cut at working out a grading model to include all of these factors.

Be aware that my basic orientation is that grades in the traditional sense are a poor indicator of skill or potential for success. Whatever model I develop will certainly permit you to pass this class if you are in class every day, do all the work I ask of you, and make the effort to rework any activities that don't meet modest expectations of competence until they do.

Labs: 30% [based on 8ish labs over the 10 weeks]

Labs are an opportunity to experience doing activities which have a close resemblance to science. You will need to design processes, make measurements, organize and evaluate data, draw appropriate conclusions, and communicate various aspects of your experience clearly and effectively. In this first term of the physics sequence you will be provided with a reasonable level of scaffolding and guidance for each lab. Take the time to reflect on why a particular task is helping, or not, to move your understanding of the experimental situation forward. In the future you will be asked to make these sorts of choices without as much guidance or input.

Your lab report will provide the basis for my assessment of your understanding of the physics embedded in the lab as well as your current skills with regard to the scientific abilities.

Scientific Abilities: 20% [based on most recent demonstration of a given ability]

This aspect of the course grading is stil under development and to be honest it's implementation is very spotty. We'll see how this evolves through the term.

Scientific Abilities are skills associated with the practice of physics as a science. Particular abilities will be assessed relative to the rubrics provided elsewhere on these webpages. Each skill assessed will have an entry in the gradebook and will be updated each time a particular ability is an important part of a homework problem, lab activity, or quiz. I trust you recognize that this means only your most recent demonstration of a particular ability is relevant. The intention here is to provide some motivation to maintain your performance of any skills acquired and demonstrated during this course.

Homework Problems: 20% [based on 9ish homework sets across the term, these also impact Scientific Abilities]

Homework is an opportunity to practice the tools and skills you are hopefully learning in this class (and others). It is also an opportunity to put in the effortful practice that Malcom Gladwell has described as necessary to the development of expertise in a discipline. While some of the classes will be using Mastering Physics to complete their homework we will be doing homework in a more traditional paper mode which will allow me more insight and flexibility in understanding your growing skills and approaches. Homework expectations will doubtless be an evolving discussion during this term so your feedback will be welcome as we progress through the term. Which problems and how many problems I will assess critically is under development.

Quizzes: 30% [based on 7-8 in class problems in a timed environment that are intended to stretch your understanding of each unit]

Tests, quizzes, and other timed evaluations of your physics understanding contribute to your growth and understanding in mysterious ways. It is certainly true that exams have a demonstrated tendency to focus the mind and force students to get 'caught up' and get some control over the material. On the other hand the sort of problems you can attempt in a short time frame tend to be relatively simple and predictable tempting students into unwise study strategies. It is my intention to use a variety of context rich and complex problems as quiz settings that will hopefully push your understanding, both conceptual and process based, hard.

Competence Requirement:

I place high value on broadly developed minimal competence. With this in mind I will not award a grade higher than a C if your score in any of the four categories is below 70% regardless of your average score. Two categories below 70% will permit me to deny you a passing grade. While this may seem harsh I will always provide you with opportunities to improve your score or demonstate the required minimum compentence if time permits.