(Thanks and a tip-of-the-hat to Jason Ryan, 2002 ISU Physics Teacher Education Program graduate, for the basic idea.)
Students in PHY 312 must create a Physics Teaching Toolbox, literally a box filled with physics teaching resources, and dealing with all eleven topic areas covered in this course:
Each of these eleven topics areas must contain the following written information.
Lists with short descriptors are adequate, but must, at a minimum, address the demonstrations and lab activities dealt with in class. Other useful resources in any format (e.g., reference books such as Hands-On Physics Activities with Real-Life Applications, inexpensive demonstration handbooks such as Robert Erlich's Why Toast Lands Jelly-Side Down or Turning the World Upside Down and 174 Other Simple Physics Demonstrations, CD consisting of entire ISU PTE web site, software on CD's or diskettes, work and/or printouts from other PTE or professional education course, projects created as part of course work in any course, work such as unit plans from peers, videotapes, teaching toys, demonstration handbooks, high school level textbooks, lab workbooks, worksheets, printed guides or activities from WWW, WWW resource listing, lesson plans, documentation of clinical experiences, etc.)
Beyond requiring that the student address these areas, format will not be specified. The idea is for the teacher candidate to create a set of resource materials that will be helpful teaching each of the specified topics.
ASSESSMENT: Assessment of the Physics Teaching Toolbox is admittedly rather subjective. Evaluation of the quality of the final product will be based upon the expert opinion of the course instructor, and will employ the following rubric. In addition, the score from the rubric will be normalized to represent the appropriate weight in the determination of the course grade (25%).
| Parameter | 0 points | 1 point | 2 points | 3 points |
| Completeness | Minimally addresses 6 or fewer topic areas; considerable irregularity in including demonstration, lab, and Web resources for included topic areas. | Minimally addresses 7-8 topic areas; considerable irregularity in including demonstration, lab, and Web resources for included topic areas. | Minimally addresses 9-10 topic areas; some irregularity in including demonstration, lab, and Web resources for included topic areas. | Minimally addresses all 11 topic areas; including demonstration, lab, and Web resources for all topic areas. |
| Variety of Resources | Includes printed materials only; no supplemental materials. | Includes some, but a very small variety of materials in addition to printed materials. | Includes a modest variety of materials in addition to printed materials. | Includes a large variety of materials in addition to printed materials. |
| Organization | Materials completely disorganized | Materials organized, but not separated by appropriate and clearly marked dividers. | All printed matter carefully organized dividers and labels; subsections not clearly identified. | All printed matter carefully organized with dividers and labels; subsections clearly identified for demonstrations, labs, and web resources. |
| Scientific Accuracy - Toolbox reflects broad general knowledge and deep knowledge of the content to be taught. |
No such evidence |
Low Degree |
Moderate Degree |
High Degree |
| Professionalism - Toolbox reflects interest in and an ability to seek out informational, technological, and collegial resources. |
No such evidence |
Low Degree |
Moderate Degree |
High Degree |
| Evidence of Commitment - Toolbox reflects reverence for learning and seriousness of personal, professional, and public purpose. |
No such evidence |
Low Degree |
Moderate Degree |
High Degree |
| Creativity - Toolbox reflects contagious intellectual enthusiasm and courage enough to be creative. |
No such evidence |
Low Degree |
Moderate Degree |
High Degree |