Using the Six C’s of Motivation to enhance Physics students’ knowledge and understanding of concepts

Challenge: Students in a college prep science class often see no relationship between science concepts and the “real world”. To help her students see the connections, Ms. N assigns her students a “ physics sport cast” assignment.

Students will assume the role of newly hired physics experts on ESPN. During the regular play-by-play of the game, the physics experts will explain the physics concepts behind the action on the field.

Every student will produce an individual 2-3 minute sports clip.

Choice: Students will be allowed to work either in groups or individually. They will also be able to choose from ANY sport. By choosing a sport, students will increase their intrinsic motivation through their feeling-related valences. For the purposes of the project, dancing will be included as a sport.

Challenge: Students must locate, record, and narrate a 2 to 3 minute sports clip. They are free to use any research tool necessary to complete the assignment. During the production of their sports clip, Ms. N continually gives feedback and provides proximal goals by emphasizing to groups that a balance between the explanation of the physics and the sports is essential to a good product.

Control: Students have control over whether the project is a group project or an individual one. If they choose to work in groups, each member will be presenting a 2-3 minute aspect of the clip. They will also be able to choose from any sport. They also control what sports clip they wish to use as the basis for their project. Ms. N provides a time limit and other project guidelines so that the number of choices do not become overwhelming.

Collaboration: Students are free to collaborate with one another. They have the choice of coordinating their scripts together to present their sports casts in tandem. They are encouraged to have other students and/or the teacher proof-read their initial script and offer suggestions. Collaboration allows students with differing physics expertise and learning strategies to blend their knowledge together; enhancing each student's performance.

Constructing Meaning: Generally, students do not see a connection between concepts in physics theory and the real world. Through this activity, students will gain an understanding of physics concepts and how these interact with real world opportunities. Students will show evidence of these connections by stating and explaining at least 8 physics concepts that match the action on the clip.

Consequences: Students will present their sports cast to the class. Ms. N will borrow the broadcast room so that the students can be more professionally filmed while giving their live voice over to the sports clip. She will compile all of the presentations onto a DVD and the students will vote on the 3 best voiceovers. These three presentations will be shown on the local school news.