richard matthews, theresa lewis-king, and william wagenborg physics 590 summer 2006 misep cohort 2...
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Richard Matthews, Theresa Lewis-King, and William Wagenborg
Physics 590
Summer 2006
MISEP Cohort 2
Final Presentation
Connecting Distance and Velocity
Connecting Distance and Velocity
» Lesson Objectives» What Students Should Know» Presentation
» Instructional Model: Theresa» Falling Dominoes: Richard» Technology: William
» Demonstration» Making Connections
Lesson Objectives» Design an experimental model that will
allow for the measurement of distance versus time and calculate velocity.
» Conduct a controlled experiment» Organize and graph data» Use a mathematical equation to calculate
slope in order to make connections between distance and velocity.
» Communicate experimental data
What Students Should Know…•Speed is the distance an object travels in a given time.
•Average Speed = total distance
total time
•Displacement is how far an object has moved from its original position
•Velocity = change in displacement
change in time
Velocity is distance and direction
Inquiry: An Instructional Model
Inquiry: An Instructional Model
Authentic Problem Solving Students Control Outcome Teacher Facilitates Learning Students Collaborate Students Demonstrate Mastery
Authentic Problem Solving Students Control Outcome Teacher Facilitates Learning Students Collaborate Students Demonstrate Mastery
Can You Determine the Speed of Falling Dominoes?
Video clip
Looking at Student WorkDistance
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Time (1/30 second)
Distance (cm)
Distance
Time 3 Distance Ave. Velocity0.000 0.00 0.000.330 0.75 22.500.066 1.50 22.500.990 2.25 22.500.132 3.00 22.500.165 4.00 24.000.198 5.00 25.000.231 6.00 25.700.264 7.00 26.300.297 8.00 26.700.330 9.00 27.000.363 10.25 28.000.396 11.50 28.750.429 13.50 31.200.462 15.50 33.200.495 17.50 35.000.528 19.50 36.60
Distance/Velocity
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Time (1/30 second)
Distance (cm)
Distance
Velocity
Looking at Student Work
The MISEP InfluenceThe MISEP Influence Student driven, students connecting with the
real world Hands-on exploration Students connect concepts learned with
experimental data Clear link between between academic
disciplines (math and science) Teacher is the facilitator of learning
Student driven, students connecting with the real world
Hands-on exploration Students connect concepts learned with
experimental data Clear link between between academic
disciplines (math and science) Teacher is the facilitator of learning