Day 104 – Energy Skateboard Park

skateboardhandout.PNG

Physics 11 – After a two year hiatus, I returned to the Phet Energy Skateboard Park. This was the student’s first exposure to energy bar charts, after having spent a class on discussing energy as storage systems, and representing energy storage in pie charts.

The handout in the picture above has some leading questions for the kids to use while exploring the simulation. They didn’t hand in the worksheet. Instead, I used some plicker questions to check their understanding.

skateplickers.PNG

Advertisements

Day 63 – Least Common Multiple

lcm.PNG
Math 8 – Today was a pretty quiet day. The kids did some practice questions, and we spent some time going through what is a Least Common Multiple. First I had to find out if the students actually knew what an LCM is, which was a harder job than what you’d imagine.

WP_20161206_12_58_36_Pro.jpg

We finished with voting on finding which ratio is bigger. This led to a good discussion on comparing ratios, equivalent ratios, and problem solving. Which is bigger, 17/32 or 17/33? This can be confusing, but students know that 17/2 is bigger than 17/33. Therefore 17/32 has to be bigger than 17/33.

Day 26 – BEDMAS PI

WP_20161013_10_35_27_Pro.jpg

Math 8 – We started class with doing a bit of Peer Instruction (PI) on order of operations.  Lots of pedagogy here: choosing random students to answer questions, peer instruction, spaced practice, etc…

This student did a wonderful job of coming up to the front of the class and giving a good solution to the problem presented

The first vote had about 50% correct answers, and this increased to about 88% after the second vote.

The rest of the class was spent on an integer project (more on that later).

Day 17 – Equivalence

WP_20160928_10_57_54_Pro.jpg
Math 8 – The above picture shows the 2nd vote (peer instruction).  On the first vote the choices were evenly split between A, B, and C. Obviously we spent more time on this question.  Pretty good evidence that this topic needs to be explicitly dealt with, we shouldn’t assume that kids know what the equals sign means.  This vote was after I asked the class to consider the difference between 4×8 (an expression) and 4×8=32 (an equation).

20160928_143824.jpg

Above shows the class collaborating and discussing a voting question.

WP_20160928_09_34_04_Pro.jpg

In general, we had good Flow today…

Day 144 – Peer Instruction on Doppler Effect

WP_20160503_14_56_49_Pro.jpg

Physics 11 – One topic we (un)covered today was the Doppler Effect. We used peer instruction to help with understanding. Normally in all of my classes it’s like pulling teeth to get students to stand up, walk around and discuss questions.  For today’s question I told the class that everyone would get 800 bonus points if over 80% of the class got the correct answer. The catch was that I would randomly pick one student to give their explanation, so just sharing the answer would not be enough.

The funny part about all of this is that our grading system doesn’t work on a points system and they know this.  Everything is compared to standards and learning objectives.  So “800 points” is a meaningless term in my classes. I had to take a photo of this because you’ve never seen a class so invested in learning about a concept. I couldn’t help laugh and a few students caught on to my “800 points” trick and rolled their eyes.