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Mr. Evans' Classroom

  • B.T. Washington High School
  • Norfolk, VA
  • Nearly all students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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for Mr. Evans in
Norfolk, VA
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Past projects 2

  • Renovation Madness

    Funded Sep 26, 2024

    Thank you all so much for supporting the replenishment of my measurement equipment. Though we have already completed our "measurements" lessons, the digital scales have been wonderful to have on hand. While we have used them several times in Physics class, particularly during construction of crash barriers and during our egg drop project, where determining the mass of materials used is an integral part of the design and engineering process, I have discovered that just leaving them on the counter has had an interesting effect. Students have naturally gravitated toward them as they move about the classroom. After observing students' attempts to weigh everything within reach, I set up a variety of objects typically found in density lessons. I placed a variety of identically sized bars and cubes next to the scales. As I watched students "weighing" each item, I noticed their quizzical looks. (Could this be curiosity?!) I smiled as I watched students puzzle the question of how identically sized objects could have such different masses. Their inquiry led to the discussions and impromptu lessons on density.

    The scales have also come in handy in working with our chemistry teacher, as you'll notice from the photos. In setting up a lab for students, she realized that her scales were not in the storage room. (I guess the contractors went shopping there, too!) Since I had the ones that you generously provided, I was able to support her efforts to conduct a lab, where the accurate measurement of chemicals was vital.

    As for the digital multimeters, we have not yet begun our unit on Electricity & Magnetism, so the entire class has not been exposed to their use. However, I approached a former Algebra II student of mine and decided to run a train-the-trainer session with him. (Patrick is an inquisitive student that I have supported in two summer research programs at Norfolk State University. He has been exposed to fields of applied science during these sessions and has expressed interest in engaging in materials science research at the university!)

    I brought Patrick in one afternoon, and we ran through common, basic uses of the multimeter. I taught him to check voltages of outlets, test batteries, check continuity of wires, etc. Nothing elaborate, but rather an introduction to the functions available. My intention is for him to provide the introductory lesson to the Physics students when we get to the electricity unit.

    I look forward to integrating these tools into my instruction. Again, I thank you all for finding and funding my project amongst all the other great projects that teachers have developed to meet the needs of their students.”

    With gratitude,

    Mr. Evans

  • "Let Me See How That Works!" Mr. E's Physics Demos

    Funded Aug 13, 2014

    I am writing to thank each of you for your generous support of my Physics

    students. As I announced to my classes that I had set up and completed a DonorsChoose.org project to help us acquire equipment, they seemed incredulous. One asked why people from New York, Florida, and Pennsylvania would do anything for them? That was a great question, as it ignited a great conversation about how people can follow a "pay it forward" principle, and about the values that we, as a society, place on education. So, even though "no one has ever given us anything before," the students learned that there were people all over the country who placed a value on their education. They were touched.

    Since the instructional pace would not have allowed us to use all of the equipment by the time this note was due, I decided to have an "equipment fair." I just pulled out the equipment, gave the students a brief introduction to the purpose of the piece, handed them the instruction manual, then allowed them to explore the operation and mechanics of each piece. While initially hesitant to jump into the exploration, they quickly came to life when they discovered the projectile launcher and the ballistic pendulum. They were intrigued by the operations of pulleys and pendulums, and they had the most fun with the simple gyroscopes we had received. (I don't believe that any of them had ever played with that toy!)

    I believe that your kind support of my project has enhanced my students' sense of inquiry, a habit of mind that will help them flourish as future students, workers, and citizens.”

    With gratitude,

    Mr. Evans

    This classroom project was brought to life by an anonymous donor and 8 other donors.
I teach in an inner city school. My students are predominately African-American. Whites, Hispanics, and Asian students account for about 45% of the student population. Nearly 70% qualify for free lunch. My school is the home of the city's Performing Arts Academy, and the students do a stellar job. However, we struggle for funding, and we are struggling to meet state standards in so-called core subjects. I see my students as being capable and enterprising, but I also see them as products of our community. They are not typically surrounded by family, friends, or neighbors who thrived in a rigorous academic environment. I see my job as an educator to inspire them and expose them to the habits of mind (critical thinking, inquiry, analysis, communication, etc.) that will allow them to pursue additional learning opportunities so that they might acquire the skills needed to live happy, productive lives. I want their children to have more opportunities than they do!

About my class

I teach in an inner city school. My students are predominately African-American. Whites, Hispanics, and Asian students account for about 45% of the student population. Nearly 70% qualify for free lunch. My school is the home of the city's Performing Arts Academy, and the students do a stellar job. However, we struggle for funding, and we are struggling to meet state standards in so-called core subjects. I see my students as being capable and enterprising, but I also see them as products of our community. They are not typically surrounded by family, friends, or neighbors who thrived in a rigorous academic environment. I see my job as an educator to inspire them and expose them to the habits of mind (critical thinking, inquiry, analysis, communication, etc.) that will allow them to pursue additional learning opportunities so that they might acquire the skills needed to live happy, productive lives. I want their children to have more opportunities than they do!

About my class

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