*I’ve been collecting my thoughts on this past year throughout the summer. Since I’m about to start a new school year, now is a good time to review these reflections and share my thoughts and plans for the upcoming year.*
This past year was the first year that we officially offered AP Physics B. In previous years, I’ve taught a one-semester Advanced Physics course which covered those topics that are part of the AP Physics B curriculum that were not covered in Honors Physics. So, while a full-year class was new, the content was familiar. Another significant difference between the old Advanced Physics course and the AP Physics B course was the pace and the prior background of the students. Advanced Physics moved at a lightening pace with no review of topics previously covered in Honors Physics. The AP Physics B course, covers all topics that are part of the curriculum, even those covered in previous physics classes. This allows students that have previously taken either General Physics or Honors Physics to be successful in the class. I was pleased that about a third of the students enrolled in AP Physics B had taken General Physics the previous year.
I tried several new ideas in AP Physics B. Based on student feedback, the most successful activity was peer instruction. I specifically followed the techniques in the article [Combining Peer Discussion with Instructor Explanation Increases Student Learning from In-Class Concept Questions](http://www.lifescied.org/content/10/1/55.abstract) to maximize the effectiveness. All questions selected were conceptual. I found that conceptual questions lead to more lively discussions among students and, historically, my students have struggled more with conceptual questions than quantitative problem solving questions. The questions were a combination of Paul Hewitt’s [Next-Time Questions](http://www.arborsci.com/Labs/CP_NTQ.aspx) and clicker question banks from [University of Colorado Boulder](http://www.colorado.edu/physics/EducationIssues/cts/index.htm) and [Ohio State University](http://www.physics.ohio-state.edu/~physedu/clicker/). I started using clickers from Turning Technologies, but transitioned to the [Nearpod app](http://www.nearpod.com) on iPads. Students preferred the Nearpod app since they could read the questions off their screen rather than off the projected screen. I was very pleased with the level of student engagement, discussion, and debate during these peer instruction activities. I will continue peer instruction next year and we are expanding its use to our revamped Honors Physics class this upcoming year as well.
While students shared that peer instruction was the most effective class activity, their favorite activity was the capstone. I previously [shared the capstone projects](https://pedagoguepadawan.net/214/capstones/). We will do capstones at the end of the fall semester again this coming year. In addition, we will be doing capstones at the end of the spring semester in the revamped Honors Physics class.
Another significant change was providing one or two quizzes for each unit. Feedback from students in Honors Physics and [insights by other physics teachers](https://pedagoguepadawan.net/177/help-sbar-challenges/#comment-4180) to a previous post, helped me to realize students needed additional formative assessments in order to accurate measure their understanding of the current unit. These quizzes were scored by the students in class (not for a grade), which provided insight into how AP problems were scored, and copies of solutions were immediately distributed. Often, I would collect the scored exams to flip through them and note which students were struggling and which concepts needed additional class time. I believe these quizzes worked well since they provided students with a clear and immediate feedback as to whether their level of understanding was where it should be well before the unit exam. As a result, fewer students needed to take advantage of reassessment opportunities after unit exams in AP Physics B than in Honors Physics. These formative quizzes are another activity that we will be incorporating in the revamped Honors Physics class this upcoming year.
The fourth new activity I introduced in AP Physics B was [computational modeling](https://pedagoguepadawan.net/218/computational-modeling-with-vpython/). For most of units that focused on mechanics, we explored and extended computational models. We had mixed success with computational modeling. Several students struggled to come up the learning curve with the limited amount of class time that we dedicated. The most successful activity was using [VPython to model projectile motion](https://pedagoguepadawan.net/204/projectile-motion-lab-practicum-and-computational-modeling/) for an early lab. This activity was successful because of the additional time provided and the clear utility of using the computational model to solve a problem not easily solved in other ways. Despite the mixed success, I’m going to continue exposing my AP Physics B students to computational modeling. I may be a bit more selected in which units we explore the models and perhaps spend more time on those specific models.
Looking ahead to the upcoming year, I’m going to change very little. Overall, I’m very pleased with how last year went. In addition, we are making major changes to Honors Physics (upcoming post) and I’ve made [a lot of changes](https://pedagoguepadawan.net/283/ap-computer-science-reflections-and-plans-for-next-year/) to AP Computer Science. Next summer, I’ll restructure AP Physics B into the new AP Physics 2 class; so, I’ll wait until then to make any major changes.
You might try computational modeling for pendulums, since you can model large amplitude swings and see where the small-angle approximation usually used in Physics B breaks down. The simulation is not much harder than the projectile (assuming your students have had trig).
This is a great idea! I will add it to my plans; thanks!