Hand back and go over test. Collect tests.
Start Motion:
Motion - You Can't Leave Home Without It.
How far? distance measured in m, cm, miles, AU, light years
How fast? speed measured in cm/s, m/s, mph (any distance divided by any time)
How long (does it take)? time measured in seconds, minutes, years
All related by circle equation: show equation
Show graphs of distance vs time on white board for various situations:
at rest, move away at constant speed, move toward at constant speed, move away speeding up, move toward speeding up, move away slowing down, move toward slowing down.
Show graph of object at rest - horizontal line
Show graph of object moving away at constant speed - diagonal straight line. Suppose it moves 1 m in first second, another meter in another second and so on. Constant speed of 1 m/s. Show graph, find slope. Slope = rise/run = speed. Fast speed = steep slope. Cover same distance in shorter amount of time. Slow speed, low slope, takes longer to cover same distance.
Show graph with three constant speeds, slow, medium, fast. If start out slow, low slope. Then get faster - medium slope. Then get really fast - steep slope. Smooth out curve and you get increasing speed.
Ask students to graph moving towards getting slower and slower. Check graphs.
Do Act-A-Graph Lab
Homework: Act-A-Graph homework sheet.
Thursday, November 13, 2008
Wednesday, November 12, 2008
Wednesday, November 12, 2008 - Block 4A
Hand back and go over test. Collect tests.
Start Motion:
Motion - You Can't Leave Home Without It.
How far? distance measured in m, cm, miles, AU, light years
How fast? speed measured in cm/s, m/s, mph (any distance divided by any time)
How long (does it take)? time measured in seconds, minutes, years
All related by circle equation: show equation
Show graphs of distance vs time on white board for various situations:
at rest, move away at constant speed, move toward at constant speed, move away speeding up, move toward speeding up, move away slowing down, move toward slowing down.
Show graph of object at rest - horizontal line
Show graph of object moving away at constant speed - diagonal straight line. Suppose it moves 1 m in first second, another meter in another second and so on. Constant speed of 1 m/s. Show graph, find slope. Slope = rise/run = speed. Fast speed = steep slope. Cover same distance in shorter amount of time. Slow speed, low slope, takes longer to cover same distance.
Show graph with three constant speeds, slow, medium, fast. If start out slow, low slope. Then get faster - medium slope. Then get really fast - steep slope. Smooth out curve and you get increasing speed.
Ask students to graph moving towards getting slower and slower. Check graphs.
Do Act-A-Graph Lab
Homework: Act-A-Graph homework sheet.
Start Motion:
Motion - You Can't Leave Home Without It.
How far? distance measured in m, cm, miles, AU, light years
How fast? speed measured in cm/s, m/s, mph (any distance divided by any time)
How long (does it take)? time measured in seconds, minutes, years
All related by circle equation: show equation
Show graphs of distance vs time on white board for various situations:
at rest, move away at constant speed, move toward at constant speed, move away speeding up, move toward speeding up, move away slowing down, move toward slowing down.
Show graph of object at rest - horizontal line
Show graph of object moving away at constant speed - diagonal straight line. Suppose it moves 1 m in first second, another meter in another second and so on. Constant speed of 1 m/s. Show graph, find slope. Slope = rise/run = speed. Fast speed = steep slope. Cover same distance in shorter amount of time. Slow speed, low slope, takes longer to cover same distance.
Show graph with three constant speeds, slow, medium, fast. If start out slow, low slope. Then get faster - medium slope. Then get really fast - steep slope. Smooth out curve and you get increasing speed.
Ask students to graph moving towards getting slower and slower. Check graphs.
Do Act-A-Graph Lab
Homework: Act-A-Graph homework sheet.
Saturday, November 8, 2008
Friday, November 7, 2008 - Block 4B
Gave students time to ask questions and do further work on review packet. Very few students used this time productively.
At 1:45 pm, I assigned test seats and students took the test. Most finished quickly.
No homework over 4 day weekend.
At 1:45 pm, I assigned test seats and students took the test. Most finished quickly.
No homework over 4 day weekend.
Thursday, November 6, 2008 - Block 4A
Handed out review packets. Gave students until 2 pm to work on packet either alone or with partner. I was available to answer questions.
At 2 pm, gave assigned seats for test. Students took test. Everyone was able to finish.
At 2 pm, gave assigned seats for test. Students took test. Everyone was able to finish.
Wednesday, November 5, 2008 - Block 4B
Instead of review with me talking at the front, I handed out a review packet. Students could work on the packet and ask questions if they had them.
This seemed to work out much better as a means of review. I could give individual attention to students requesting it.
This seemed to work out much better as a means of review. I could give individual attention to students requesting it.
Tuesday, November 4, 2008 - Block 4A
Reviewed for test.
Listed outline on board. Students copied outline into notes. Went over examples of each topic.
Handed out whiteboards. Students were to give answers to unit conversion questions.
Activity didn't work out very well. Many students just wanted to doodle on white boards.
Listed outline on board. Students copied outline into notes. Went over examples of each topic.
Handed out whiteboards. Students were to give answers to unit conversion questions.
Activity didn't work out very well. Many students just wanted to doodle on white boards.
Monday, November 3, 2008 - Block 4B
Handed out skills checklist. Students filled it out indicating their skill level.
Went over the first page of math skills. Handed out skills check sheet on math operations. Gave students two minutes to complete it.
Went over fractions as part of a circle and how to show division of fractions using a pie example. handed out skills check sheet 2.
Went over more on scientific notation.
Students were engaged for most of the time and the class went well.
Went over the first page of math skills. Handed out skills check sheet on math operations. Gave students two minutes to complete it.
Went over fractions as part of a circle and how to show division of fractions using a pie example. handed out skills check sheet 2.
Went over more on scientific notation.
Students were engaged for most of the time and the class went well.
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