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>> [Background Music] We do a lot of hands-on learning,
a lot of inquiry-based learning too.
That is actually one whole standard in the biology
and the Phys-Apps is the whole inquiry skills,
and building those student skills up.
Whether it's graphing or measurement, or being able
to use tools or technology in the science classroom,
that's one of the major approaches that we use.
Biology classes are supposed to be 30% lab,
and Phys-Apps is almost 100% lab, because we don't do a lot
of notes in Phys-Apps, we do a lot
of hands-on 'cause it's an application class.
Today the students worked on a ball drop,
height versus how high the bounce would be
when they dropped the ball.
And what this was really trying to get them
to do was use measurement appropriately and precisely,
as well as be able to take data and graph it.
We'll look at their graphs and see how well they did,
and then we'll talk about any issues they might have had,
and then the conclusion of being able
to say it supported my hypothesis or didn't.
I like to intervene and talk to them as they're doing it
and get them thinking.
This side should be in centimeters,
'cause nobody's ball bounced over 2 meters, okay?
So everybody's ball pretty much maxed
out for you guys at 100 centimeters.
They actually got 137when they dropped theirs.
I will assess actually each section, but it will be a --
based on a 9 through 12 inquiry science rubric,
and so then each part has a different section for it,
like did they identify the variables correctly,
did they write a correct hypothesis,
how was their procedures.
And so they'll be graded on a1, 2, 3, or 4, 4 being advanced,
1 being basically emerging.
So we do a lot of different trying to approach it
so that they can see how it's related.
One of the things for Phys-Apps this year standards
for change is radiation, fission, and fusion,
so it's very appropriate for where we live here
because of being so close to Fukushima
after the radiation and things like that, so that students get
to see like real life applications
of why do we protect these,
and why do we use Geiger counters, and things like that.
Well we do a lot of hands-on learning,
a lot of inquiry-based learning too.
That is actually one whole standard in the biology
and the Phys-Apps with the whole inquiry skills,
and building those student skills up.
Whether it's graphing or measurement, or being able
to use tools or technology in the science classroom,
that's one of the major approaches that we use.
Biology classes are supposed to be 30% lab,
and Phys-Apps is almost 100% lab.
What we're doing is building their skills for when they go
to biology, or go to chemistry, or go on to physics,
so that they have that good foundation before they go
on to other courses.
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