I don’t think I have a solution, but I may have found a starting point that at least gives me hope. Several weeks ago, I was inspired by an article about a man who fought several speeding tickets using basic physics (found on the Twitter/blogosphere).

“What a neat application!” I thought. Use pictures and time stamps to figure out how fast an object is moving. To solve for the speed of the truck, I needed more info on the truck, so who would know better than the man himself, Mr. Will Foreman (the accused). I found his e-mail address and sent him a message explaining who I am, what I was trying to do, and how he could help. His reply follows:

Frank

Yes, my company’s encounter with the speed cameras in the Town of Forest Heights Maryland could provide an interesting example for class. Sadly it might prove more valuable to a social studies, or civics class.

During my most recent visit to the courthouse I was contesting 15 citations. I was confident as the evidence was obvious and the law is quite clear. To my surprise, the evidence and the law didn’t matter. I experience first hand how our justice system “works” for the poor and uneducated. I was naive to think facts and the law matter. They do not. Money matters!

Judge Devlin treated me as though I had an extensive criminal record. I was guilty the moment I arrived in his court room. F. Lee Bailey could not have helped. I was threatened with contempt if I simply presented the photos from the citation. The same photos that are supposed to be the evidence against us. It was a very sad day.

I have been a victim of theft before. So-called customers and employees have stolen parts and cash. Never before have the perpetrators been in uniform or robes. That afternoon costs my company $937.50. It was a very sad day. I am appealing.

As far as the lengths of the vehicles, the red Ford Ranger is exactly 16 ft 6 in. Most garages are 20 ft deep. You can find the vehicle’s lengths on line with Wikipedia etc. Suffice it to say our delivery vehicles are between 16 – 18 ft.

Here is a link with some more photos. I put the distance required for validation.

https://picasaweb.google.com/113334693289323989329/August272011?authuser=0&authkey=Gv1sRgCK-KgaHJs7eyigE&feat=directlink#

Best of luck with your lesson.

Will

Mr. Foreman’s reply helped me see a bigger picture. This is not just an application of physics, but it brings up the issue, “What role does science, math, and technology play in our legal/justice system? How can it be used to argue for against one’s innocence?” In trying to address the big issue on our mind, “So am I getting a ticket??”, Mr. Foreman’s reply also reminds me that this ties into issues beyond stating a case and backing it with evidence. The social issues become apparent. “If we can provide a persuasive argument using math and science, is that enough to make the changes we seek? How do we go about making social change? How do we become effective leaders???” The questions are endless! :oO I would have no idea how I would connect that to social studies, but I think it would at least create a good starting point for a conversation with a social studies, civics, leadership etc teacher.

I think situations like this help emphasize that much of what we do in math and science, especially in terms of problem-solving (word problems), are really tools we need for solving problems in a bigger picture (fighting a ticket, defending/prosecuting a suspect, making social change).

WCYDWT

So… “What can you do with this?” At this point, my more concrete ideas are limited to physics applications. Some projects students can do regarding this context (refers to some resources, listed at the end of the post):

• In my PowerPoint presentation, I show Mr. Foreman’s superimposed photo (sans attached data) and ask “Is it possible to calculate the speed of the car? If not, what else do we need to know?”. Let students brainstorm. More questions may pop up. “What’s that? Looks like we have more data here…” (next slide includes time data)

The media can be used as an assessment…

• For a lower level analysis focusing on just the concept of constant velocity, present students with the speed camera photograph and give the prompt:
  “You are Mr. Foreman’s attorney. Use the photographic evidence to present a case to the judge, defending Mr. Foreman.”
  Remix: “The judge isn’t very well educated in math and science. (How does that change your presentation?)”

• For higher level thinking, present them with the speed camera photograph, maybe the audio recording of the court hearing, and the information about the speed cameras from the manufacturer website, then give the prompt:
  “You are the judge. Based on the information and evidence available, do you think the accused is guilty beyond a reasonable doubt? Why? In your argument, show that you weighed information from both sides.”

As for my own implementation of this, I introduced the scenario, then connected it to motion maps (a rough sequence can be seen on my PowerPoint presentation, also embedded above). I felt the students were “hooked” by the proposed scenario. As I delved further into the “content” the next few days, the connection seemed to weaken as an interesting context turned into interpreting diagrams, graphing, plugging things into equations, etc. I’d like to connect back to this context somehow in my summative  assessment (a relative term, in SBG) of this unit (constant velocity). Meanwhile, I’m also doing the quintessential constant velocity buggy labs. So far there’s little sign the students see connections between the things in this unit, and only seem to focus on one activity at a time, isolating the things they learn. Perhaps I’ll have them reflect on how everything we do can be applied to the speeding camera situation so they can strengthen those common threads.

Resources:

• Original news article
• Photographic evidence taken by speed cameras for various cars (to download, click on the desired picture, then look for the “Download” link on the lower right)
• More photos
• Audio recording of court hearing (on YouTube)
• Information about the cameras and their measurement method (manufacturer website)

I made these last year as an attempt to help my students improve their number sense.

Directions: Print these out double-sided, cut out the cards, then follow the instructions on the handout.

Despite the directions being on top, I usually have to model the process for my students first. I’ll watch the student attempt it or check on them to see which cards they have trouble with, which has helped me diagnose what skills they lack (which are sometimes surprising for a high school level, but this allows me to address it now instead of never).

I welcome any feedback on how the instructions and activity can be improved.

Link: Number sense flash cards (DOC)
Link: Number sense flash cards (PDF)

Not like I make any money off them, but it’s nice to know the joy is being spread around the world.

http://www.cafepress.com/efrankshop

http://www.cafepress.com/evrythnghamster

No, my evals weren’t all positive, but I don’t expect them to be. My students for the most part were actually honest, which I do appreciate. :oP :o)

Keep in mind I’m in LAUSD, so my posts may be more relevant to teachers in LAUSD.

Q: Can I download a YouTube video to my computer to show in class later?
(Some background info on this question: All LAUSD schools block access on their networks to YouTube (and other sites). Even if you don’t have this problem, you may want to save a YouTube video in case you don’t want to rely on having internet connection during your lesson.)

A: Yes. There are several methods to save a YouTube video onto your hard drive, but this one is probably the most convenient and straightforward: http://www.zamzar.com (works for PC and Mac). Click the “Download Videos” tab. Enter the video URL, and the format of the video you’d like to download (try “.avi” if you’re not sure). Type in your e-mail address and hit the “Convert” button. You’ll be e-mailed a link, which you click to save the converted video file. The site has conversion tools for various other types of files. There are other sites that do the same or similar things.

Q: Can I “make” a PDF file?
A: Yes. Macs have this feature built in. If you try to print a file, there might be a “PDF” button somewhere. I don’t have access to a Mac right now so I’m not sure. For the PC, you can download and install free software: http://www.cutepdf.com/Products/CutePDF/writer.asp. You’ll need to download/install both links on the left side of that page. Once you do that, you’ll be able to create a PDF file out of anything you would otherwise print to a printer. For example, if you’re in MS Word, you go to File => Print, and instead of selecting your usual printer, select “CutePDF Writer” (screenshot below). When you hit the “Print” button, you’ll get to choose the file name and location to where you’d like to save the PDF file.

1. Subtest descriptions and sample questions and answers
   http://www.cset.nesinc.com/CS_testguide_Sciopener.asp
   The subtest descriptions are great guidelines of what content you’re responsible for knowing. The sample questions are very similar to the type of questions that show up on the actual CSET. However, these are not entire sample exams, only questions. I’ll explain the difference later.
2. Science Framework for California Public Schools (PDF)
   http://www.cde.ca.gov/re/pn/fd/documents/scienceframework.pdf
   The General Science subtests basically cover all the science you learned in up to and including high school, so there’s not really a single book or test prep guide you can read that tells you everything you need to know. However, the Science Framework comes pretty close. This is your general “textbook” for the CSET.

Now that you have those files, here’s what to do with them:

1. Look at the subtest description for whichever subtest you’re preparing for. Notice in each section (“SMR #.#”), there are several “problems”, followed by short lists referencing sections in Science Content Standards for California Public Schools.
2. You should be able to “do” the “problems” in each section. If you can’t, then take a note of the sections listed under Science Content Standards for California Public Schools, then find those sections in the Science Frameworks (your “textbook”) and study them.
3. Look up in your “textbook” the sections listed at the bottom of each SMR. If you’re not familiar with the content of that section, learn it from your “textbook”. Sometimes your “textbook” doesn’t provide enough detail (for example, explaining the process of protein synthesis). In this case, you can refer to either a real textbook or the internet. Google, Wikipedia, and YouTube are your friends. Below is a section on some processes and diagrams you may find helpful (“Resources for Learning the Material”).

If you follow that process for the entire subtest, you’ll know maybe 90% of the answers on the actual exam. The rest are questions that seem pretty obscure and probably not worth your time studying every topic in fine detail just to get that ~10% of questions. Besides, you’ll probably get 25% of them just by guessing, and that’s without narrowing down the answers.

Format of the Exams

General Science CSET subtests are each 58 multiple choice, 2 written response.

The Physics CSET subtest is 50 multiple choice, 3 written response.

The sample questions (mentioned above) are very similar to the questions asked on the actual exam, except the sample questions have only about 15 multiple choice and 2 written response per subtest.

Time Limit

You can sign up to take all three subtests on one day. There is only one session on a test day. That session is 5 hours long. That means if you sign up for three subtests, you must finish all three in five hours. If you sign up for only one subtest, you have the entire five hours to work on that one subtest. You have all your tests in front of you during the session, so you may switch from one to another as you please.

Finishing all three subtests in one session is doable, but you may feel some time pressure. You may want to first gauge your pace by timing yourself when you do the sample questions.

Resources for Learning the Material

The following resources aren’t meant to cover all the material you’re responsible for (and doesn’t even come close), but they do provide more detail that’s not covered in the Science Content Standards to help you brush up on concepts you learned way back when in elementary through high school.

Hydrologic Cycle (water cycle) – Grade 5: 3 – http://ga.water.usgs.gov/edu/watercyclehi.html

The four fundamental forces of nature – http://hyperphysics.phy-astr.gsu.edu/hbase/forces/funfor.html

Protein Synthesis

• Brief description – http://www.accessexcellence.org/RC/VL/GG/protein_synthesis.html
• Flash slideshow – http://www.wisc-online.com/objects/index_tj.asp?objID=AP1302
• Video – http://www.youtube.com/watch?v=NJxobgkPEAo

Cell biology

• Genetics – http://learn.genetics.utah.edu/units/basics/
• Animal cell structure diagram – http://en.wikipedia.org/wiki/Image:Animal_cell_structure.svg
• Plant cell structure diagram – http://en.wikipedia.org/wiki/Image:Plant_cell_structure_svg.svg
• Mitosis
  • Overview of process – http://www.youtube.com/watch?v=VlN7K1-9QB0
  • Learn the terminology – http://www.youtube.com/watch?v=JHRBJgq50dk
  • Quick review – http://www.youtube.com/watch?v=IaIGftFQntA
• Meiosis
  • Overview, meant to follow the first “mitosis” video above – http://www.youtube.com/watch?v=D1_-mQS_FZ0
  • Overview of process – http://www.youtube.com/watch?v=MqaJqLL49a0
  • In catchy song form (repeats the “main” part with subtitles at 6:40) – http://www.youtube.com/watch?v=eaf4j19_3Zg

Scientific Classification – Grade 7: 3d

• Diagram – http://en.wikipedia.org/wiki/Image:Biological_classification_L_Pengo.svg
• Example of human classification – http://www.donsnotes.com/science/biology/taxonomy.html

Cardiovascular System

• Basic structure (Flash) – http://biologyinmotion.com/cardio/index.html

Digestive system – Grade 5: 2c – http://www.kidshealth.org/kid/body/digest_SW.html