Week one standards this summer were the following:
#1: I can re-express quantities using different units
#2: I can distinguish among position, distance and displacement
#3: I can relate an object’s acceleration to how its velocity changes
#4: I understand the direction and signing conventions for acceleration during free-fall
Next time, I want something more like: I can distinguish between average velocity from change in velocity.
There are just too many times that we are thinking through problems by considering these kinds of quantities
1/2 (Δv) (Δt)
Vavg (Δt)
Δv/Δt
Δx/Δt
The reason I am saying this is because on our first exam, much of the feedback I gave out was about the distinction.
Teach. Brian. Teach. 
Are you thinking of adding a 5th standard or replacing one of the existing ones?
I’ve been having that conversation with myself. Leaning toward replace… but with maybe trying to roll #3 and #4 together… but I’m not sure. The only way I would add on is if I was committed to spending another day on kinematics stuff… which I have also separately thought about. Students did really well with #3, especially after we do the invention activities from Andrew Boudreaux and company. #4 was the hardest.
That’s really interesting. My gut reaction was that #4 was the one that was probably not needed. As usual, if you want to know how a novice things, you need to ask an actual novice.
err…thinks, not things