Discussion Overview
The discussion revolves around the perceived difficulty of the SAT Physics test, particularly focusing on the inclusion of optics and fractals in the exam. Participants express their experiences with the test and speculate about the grading curve, as well as the teaching of fractals in high school curricula.
Discussion Character
- Debate/contested
- Conceptual clarification
- Exploratory
Main Points Raised
- One participant felt they performed poorly on the SAT Physics test but received a high score, leading them to question the grading curve, especially regarding optics questions.
- Another participant expressed surprise at the inclusion of a fractal question on the physics exam, questioning the relevance of fractals in the context of physics education.
- Some participants noted that many students they know scored 800 on the SAT Physics, suggesting that only those interested in physics tend to take the test.
- A participant shared their experience with a specific fractal question, recalling the functions provided and their process of elimination.
- There is confusion about the teaching of fractals in high school, with some participants stating they were not taught about them or only had minimal exposure.
- A participant mentioned that their AP Calculus book included a general introduction to fractal geometry but did not test on it.
- Another participant, a first-year undergraduate, admitted to not knowing what a fractal is, highlighting a potential gap in knowledge among students.
- One participant mentioned teaching a short lesson on fractals in their physics class, noting that their calculus books from the 1990s did not cover the topic.
- Concerns were raised about the general knowledge of fractals among high school juniors and seniors, with some suggesting that the question was manageable due to obvious non-fractal options.
- A participant shared a link to fractal examples for those unfamiliar with the concept.
- Another participant reminisced about using a fractal program called Fractint, discussing its historical context and the computational challenges of the past.
Areas of Agreement / Disagreement
Participants do not reach a consensus on the significance of the SAT Physics curve or the teaching of fractals in schools. There are multiple competing views regarding the familiarity and relevance of fractals in physics education.
Contextual Notes
Participants express varying levels of exposure to fractals, with some indicating that the topic is not commonly taught in high school physics or calculus courses. There is uncertainty about the expectations of the SAT Physics test regarding knowledge of optics and fractals.