| Thermodynamics, optics and electricity benchmarks were taught in a high school college prep physics class in units that focused on alternative energy. Instructional methods included laboratory experiments, hands-on building projects, experimental design, authentic research, internet research, critical reading, practicing math problems, and study guides and lecture notes which made heavy use of labeled drawings.;The instructor made use of data from prior knowledge surveys, post tests, post surveys, grades on tests, quizzes and assignments, attendance and a notebook of anecdotal commentary written each day at the end of class. Post surveys and the notebook of anecdotal comments show that engagement was highest for hands-on activities of all types. In many cases, motivation to do the activities did not carry through to thinking critically about the underlying concepts or doing written work or work at home.;The topic of alternative energy supports the benchmarks effectively, is of current interest in society and offers opportunity for hands-on activities and authentic research including practice with experimental design. However, the topic itself does not seem to affect student motivation. Gains in student knowledge covered by the benchmarks for scientific inquiry, thermodynamics, optics and electricity were substantial as evidenced by the difference in scores between pretests and post tests. |
