Key Activities:

· Using LoggerPro to capture data

· Straightening data (modeling mathematically)

· Whiteboarding best practices.

· Measuring position versus time (the toy car)

· TGAMMTRB (to graphically and mathematically model the relationship between): position and time

· Definition of velocity

Day 2

Tuesday, June 16, 2015

7:35 AM

Whiteboards are 4′ x 8′ from the store.
Then you cut them down in 1/2 and 1/3 48 inches by 96 inches 24 inches by 32 inches pieces. |
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<<Day 2.wmv>>
Video recording started: 7:36 AM Tuesday, June 16, 2015 First video How long would have that lab taken 3 days, to get through that. Kids at WWSHS are used to modeling stuff already. Task for now: Curve straightening, writing equations. Whiteboarding and problem presentations. · Enter the data into logger pro. · Sketch a graph on the datasheet · Corrections and solutions · Don’t erase mistakes… · See if you can come up with a mathematical model · Make a prediction based on the data · Do you want to send up a spokesperson or have a whole team come up · If you have a question about something up here, then please phrase that as a question. Really need to call kids on that, please phrase a question, and make sure things aren’t negative. · [Jim said something about the grading of this, and …] · It is OK to make a mistake. It is OK to not get right answers the first time. · It is OK to not get it right the first time. · It is sometimes necessary to take some time and get the atmosphere right. · We bump up against the time deadline. And AP kids demand to show a whiteboard. How do you Evaluate a Fit? [from yesterday] · Correlation is 1, you are perfect. · RMSE = Root Mean Square Error (is it more than 5% of the y-axis data) · y-intercept = what is that equal to? What is the physical meaning of this? · Over/under = chant what your data is, is it over, is it under… Poster presentations: · #1, interpolation versus extrapolation, how did you decide on the value for the intercept. · #1 was there a reason for picking the y-intercept…, could there have been a physical explanation of the data? (We don’t know how the data was captured, electronically can have drift.) · #2 extrapolation problem, what was the meaning of the slope · #3 did we drop the y intercept, why or not?, did you do your checks, … o We like to make sure that 5% of the midpoint of the y data… 267 versus 282 o It is an inverse relationship, that as the current goes up the resistance goes down, that’s the basic story, o The linearization (when R goes to infinity) then current should be zero, based on not-yet-formed intuition for the situation. o Comments on spacing for whiteboards · Especially at the beginning of the year, please don’t leave people up with a whiteboard too long. · You can stop the class and say "what do you think about how we are doing this?" o I can give you the right answer. o Do you think it is more beneficial to have to think about this… o Kids will respond to why you are teaching this way… o Data, and graphs and models. o Try to get as many kids as you can to say something. <<Day 2.wmv>> Debrief on the poster sharing session. Video recording started: 10:07 AM Tuesday, June 16, 2015 (may not have sound) Goal: Get kids to articulate. A question is to reinforce and not to say that something is wrong. Move around when you are doing this. (Tom Todd) Shift you way out of the room. You are presenting to your peers. Do you lay the framework for respectful disagreement, and the protocol for whiteboarding. I will stop that kid. It if Next item. Quizzes. <<Day 2.wmv>> Video recording started: 10:09 AM Tuesday, June 16, 2015 (may not have sound) Quiz is just to capture some information about whiteboarding. There is a group test. Predict how much mass is in the canister, based on the data that you collect. When you change the amount of mass, how does that change the time for the spring to oscillate up and down. Mass hanger is 50 grams Slotted masses has a stamped value. Take that mass, and displace it slightly. The amplitude doesn’t matter for the oscillation. Mass this time does matter. (Unlike the pendulum case…) Measure the time for each of these. You are going to set up a graph. Graph in Logger Pro, including the time, you will get an equation. Put the mystery mass on and use your equation to predict what the mass is in this container. We will pop it on the digital balance and check your work. This is 25 points. 15 points are for showing me your work. How did you get this prediction. The work you show me is more important. Show me the data, the graph, and the equation. You can print that out and staple it and you are done, you are tested. <<Day 2.wmv>> Video recording started: 11:02 AM Tuesday, June 16, 2015 (may not have sound) · Discussion after the exam, with a discussion of notes, tests, quizzes, review problems, etc. so that they have "tools" when they need them · This could also be an organizational problem. · A lot of this work is graphs and having to make a decision or justify that decision. · Judging the class how the school is judged. · You need to get the units right, since NASA once screwed up on a trip to Mars. · Getting teams to work together is tricky. · Some kids get very point happy. Have to leave the room. Help kids to see it in perspective. You can also be teaching kids about life. · Do you have another way to check that students are doing their work? · What is the statement of despair, showing that you thought about it, and that you need to work on it. · Students may still try to flip, flip, flip and look for something similar. · Where did you drop the ball here? · Where did you have a gap in your understanding? · "We don’t use a textbook…the responsibility of the learning depends on what happens in here" <<Day 2.wmv>> Video recording started: 11:14 AM Tuesday, June 16, 2015 · Herding cats is tough… · Force without a textbook will work, just stay tuned. · When a student is absent there is some stuff that they will need to catch up. There is resource time, so students can go track down their teachers. · A good parent story… "how can you say you are teaching them if you aren’t telling them the answers". But that college professor went away changed in his thinking, if not his teaching as well. · Mazur was depressed for a while. <<Day 2.wmv>> Video recording started: 11:20 AM Tuesday, June 16, 2015 That one was way too long!!! Captured even the work time. <<Day 2.wmv>> Video recording started: 12:19 PM Tuesday, June 16, 2015 Analysis of the graphs for motion. · Motion study… · Describe what you just observed. o A black car moves across the table in a straight line. o From left to right. (or right to left) o It appears to have moved at a constant speed, distance per unit time. o It made noise o It had a switch turning it on. o It started at rest. · What can you measure o Slope of the table o Distance, meter stick, tape measure o Time, it takes to go across the table, stopwatch o Mass of the car… o Roughness of the table [my add] · What can we use to describe motion (and since we just did graphing) o Can the mass change the motion of the car (perhaps, but let’s talk about that later) o Time to move across the table… o Distance…is something we are left with… · Vocabulary o We define some terms that help us standardize what we o There are three terms that we need to know to describe things correctly and I want to make sure you are understanding them so that you can use them correctly · Position: where an object is located [pause] with respect to a reference point (pick a point always tell people, pick something relatively easy, and now we have to pick a direction, left and right are confusing, we could use · Distance: How far an object travels in some time interval. · Displacement: how far an object travels and in which direction in some time interval. · Our investigation: o There are some possibilities. o But tell me position o Go into the hallway if you like. o And time… o Purpose: to graphically and mathematically model the relationship between position and time (TGAMMTRB) for the motorized toy car… · We will thus standardize the meaning of the slope of a position versus time graph is called velocity. · Now we can all compare things the same way. · We wrote equations for our cars. · You can talk about variety in your graphs, by setting up students, but be careful letting them. · Now let’s look at the slope of the · Distance can never be negative, but displacement can be! · You can have a negative "area" of a curve…by having a negative velocity and thus you have a negative displacement · Graphical, Mathematical, Position Diagram <<Day 2.wmv>> Video recording started: 12:47 PM Tuesday, June 16, 2015 Walkthrough of position versus time graph based on the motion maps to equations and back and forth in any combination you can think of… Word descriptions to Motion Graphs to Words Motion Map to Graph Average velocity = slope of the line from start to finish… <<Day 2.wmv>> Video recording started: 1:13 PM Tuesday, June 16, 2015 |
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There are some hesitations to have people come up and present, but they get better at it. | |||||||

Ask Jim about collaborative quizzes…
How do you divide up groups… |
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Pick a zero.
You define. Make it convenient. But you have to tell us. |
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Circle whiteboarding is everybody on their own whiteboard without having to stand up in front of people. We then ask what is the same, what is different, what looks interesting, what doesn’t look interesting.
Group lab is more detailed. |
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Handout on motion maps in the ASU modeling materials.
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