danaleeling

This summer physical science will again pilot AI feedback in Moodle. This summer the laboratory reports are dropping the explicit rubric and using essentially the same marking system but without an explicit rubric. The original rubrics for the course appeared as above circa 2010.  December 2016 By 2018 the rubric used in Schoology had shifted to a ratings scale to conform to the way rubrics are set up in a learning management system. With a shift in ratings terminology and points, this structure would carry over into Instructure Canvas. March 2021 statistics rubric built on outcomes in Canvas Canvas allowed course learning outcomes to be included directly in the marking rubric. Physical science rubrics also included content criteria. January 2026 in Moodle By 2026 rubrics in Moodle had become minimalist. Experience had indicated that students were not reading nor reacting to the rubric marking. Where in Instructure Canvas learning outcomes could be included in rubrics, in Moodle le...

The morning session began with coverage of weather sites for Micronesia. Then the lecture pivoted to precipitation types. This term the cloud videos were dropped and the lecture was done from the white board.  Collision-coalescence rain Orographic precipitation and Bergeron process After the break cloud types were covered, also done on the white board. This was followed by roflling through the Google Photos album of clouds. Late in this process the discovery was made that a slide deck of cloud types already existed and might have been less meandering and confusing. With the rock types slide deck exercise having just happened the day before, the slide deck on Snapseed and Google Slides was skimmed through quickly. To handle the changes in Snapseed late this spring, a live demonstration using Smartboard mirror was done. None of the slide decks have been updated with the new Snapseed screens. 

This term Binky was replaced by My Lovely Sha Sha  My Lovely Sha Sha  Complete with a name tag The string proved very useful for securing Sha Sha to a branch Location of Sha Sha to the west of the student center Tied to a Campnosperma brevipetiolata branch Obscured from some angles Non-obvious even from close range. Class opened with a slide deck on setting up GPSTest for Android. The deck also mentions iOS Compass and iOS GPS Tracks . Scrap paper was provided so students could reference the coordinates as they walked. iPhone compass doesn't display decimal places for the seconds. Of 14 students 12 students had iPhones. Compass doesn't display decimal places for arcseconds. Note that one iPhone had a Compass app that looked different and displayed decimal degrees. The phone appeared to be an older phone. One student found that GPS Tracks would report two decimal places ...

Started off the week with Eureka! Unit three: Heat and temperature .  Watching Eureka on the Smartboard. The laboratory was preset in the morning ahead of class in order to secure a water supply. Pot was set to preboil. After the video, 100 Celsius and 0 Celsius were demonstrated in class. The morning session wrapped with an overview of temperatures in Celsius Cooling curve laboratory was on an 11:45 start Seniko, Jenry-Thor, Elain, and Sapwkini waiting for the next timing mark. Timing was again on a Fibonacci progression from the three minute mark.  Austin and Ellinae Camridge Harston and Mitchy Jenry-Thor and Seniko Elain and Sapwkini Marcia Note that the coconut oil never liquified - even by the end of the laboratory session. 

The morning session was Newton's laws of motion supported by a slide deck. With 17 students and a shortage of weights, students were given only one 500 gram mass, a single 200 gram mass, a 100 gram mass, and a 50 gram mass. This proved sufficient to generate weight data. This term no scales were brought. As a result, the sleds were not massed. This just meant that the data has a y-intercept at roughly the mass of the sled.  This approach, rather accidentally stumbled into when the digital scales were forgotten, worked better than expected. There has always been the complication of adding in the base weight of the sled to the numbers on the slot weights. This added enough of a layer of confusion as to cause errors and slow down the measurement process. Students became fixated on re-weighing the sled and masses each time they added a mass. Letting the mass of sled be unknown leads to obtaining the estimated mass of the sled at the y-intercept divided by the slope.  ...