Live Blogging at the Macul Conference

A group of students from the University of Michigan - Master of Arts in Secondary Education (SMAC) attended the Macul conference in Grand Rapids, Michigan. As a participant in this group, I listened to various presenters share their innovative technologies which could be incorporated in the classroom. We also practiced live blogging a session in order to further refine our own technical skills.

Below is a Blog from the session titled "Inquiry in the Lab - Using Probeware to Experience Science". The presenter, Victor Chen, provided information on activities that he successfully incorporated in his classroom utilizing devices such as motion sensors, a pressure monitor (syringe activity) and an interesting site related to science. We hope you enjoy our blog.

Teaching Exponential Decay with Candy

Motivating students to learn mathematics can be a challenge. However, this activity is sure to be a hit with your students. I used the activity below in my 8th grade mathematics class to illustrate an exponential decay relationship. By having the students remove the pieces of candy which land with the marked side up, they unknowingly collect data representing an exponential decay pattern. Students can evaluate this data in graph and table form to further study characteristics such as decay factor and initial value. This activity works with M&M's, Skittles or any candy that is marked on one side. If students have food allergies, pennies can be substituted.

************************************************************************************
Activity Directions:
1) Please wash your hands or use hand sanitizer before doing this activity. You need to have clean hands before starting this activity.

2) Form small groups of 4-5 people.

3) Please get the following materials:
• One metal tray
• 2 blue cups
• Bag of M & M’s

4) Count the M&M’s in your bag, and ensure that a "m" is stamped on each M&M. Non-visible m’s can be exchanged. You should have a 100 M&M’s in your bag.

5) Each person should record the data for this activity in the following table:



6) Each group is to shake their cup and spill their M-&-M's into their tray. Count the number of M-&-Ms that land "m"-side-up, then remove them from the tray and place them in a "holding" cup. Use the table above (labeled "# Spills", "# M-side-up", and "# Remaining"), record the appropriate numbers. Put the remaining M & Ms back into the shaking cup.

7) Repeat this cycle of spilling the candies into the tray, counting and removing those pieces that land M-side-up. Record the number removed until there are no candies left.

8) Graph spill number versus total number of M&M’s (Spill #, Total # M&M’s) on graphing paper.


9) Please answer the following questions:

A.) What type of function best fits your data (i.e. linear, exponential growth, or other?) and why?

B.) Please write the general equation for the function you selected above.

C.) What is the initial value?

D.) What is the decay factor?

E.) Please write the equation of the graph model (i.e. equation that best fits your collected data)


10) What did you learn doing this activity?

11) What questions do you still have?

Where are the Role Models?

What does Henry Ford, Steve Jobs (Founder of Apple Computers), Whoopi Goldberg, Patrick Dempsey, Danny Glover and Leonardo da Vinci all have in common? Amazingly enough, all of these talented, successful people struggled with dyslexia during their childhood. They serve to inspire and remind us that given determination and will, overcoming personal obstacles is possible. Their success and dedication puts them in a unique class for which they can serve as role models for all of us.

As I finally had the opportunity to watch television over the winter break, I was disappointed by the frequency of the negative news reports in the media on today’s public figures. Reflecting on this past year (2009), celebrities such as Tiger Woods, Miley Cyrus, Michael Phelps, Britney Spears, and Michael Jackson were just some of the potential role models surrounded by much controversy and speculation. Although we may never know what personal struggles these prominent people experienced as children, the characteristics portrayed by the media often leave young people, and in particular students, struggling to find a role model to emulate.

News reports that motivate school-aged children and serve to build their confidence are seldom found in today’s media. Public figures and celebrities can have a significant impact on young people and as educators it is important to identify those who qualify as credible role models. However, finding the right role models to actively and consistently provide a positive influence on today’s youth and inspire them is not an easy task. As we start off the New Year, we have high aspirations for public figures and celebrities to fill the existing role model gap.

Fortunately, for dyslexic students there is a list of potential role models, consisting of famous, successful people who have overcome their struggles with dyslexia. Check out the following website to discover who else is on the list.

http://www.dyslexia-test.com/famous.html

Learning to use Live Blogging

Learning about new technologies as part of our professional development and for incorporating creative lesssons in the classroom has been an integral part of the University of Michigan School of Education program. To become familiar with a new application, it is often helpful to simply utilize the application in a fun way. Below is my first attempt to use "Coveritlive" to live blog the American Ninja Warrior television program on December 12th at 6:00pm. Tune in too find out which contestants actually make it through the obsticle course!

Using Video Games to Reinforce Key Physics and Math Concepts

As the popularity of video gaming continues to increase, teachers are starting to assess the usefulness of video games in the classroom for reinforcing key concepts. For example, the racing game, Forza, allows students to "tune" their car prior to racing. Key tunables include:

This game could be used to reinforce concepts related to friction and corresponding normal force (via tire pressure and performance trade offs), vehicle dynamics (e.g. acceleration/deceleration, momentum), dampening and concepts related to aerodynamics (e.g. drag)

Below is a video of a testimonial from a highschool student who enjoys playing Forza while at the same time has increased his understanding of automobiles and related physics concepts.

Explaining Pythagoreans Theorem with Clay-animation

Using clay-animation is a creative way to teach students mathematics concepts, such as the Pythagorean theorem. For example, the Pythagorean theorem is a relation in Euclidean geometry among the three sides of a right triangle.

The theorem can be written as:

Note the demonstration shows how the two blocks start out with equal area (comprised of red triangles and blue squares). Taking away the 4 red triangles from each side of the equation, results in one large blue box (equal to C squared) and on the right side of the equation there are two blocks (A squared plus B squared). By manipulating the blocks, students can better understand how this physical relationship can be true. Enjoy!

When students ask "Where does math come from?"

Many times students will ask "Where does math come from?" Interestingly enough many math courses only teach about formulas and problem solving, and never address this fundamental question. According to Greenberg (2008) the Greek historian Herodotus (fifth century B.C.) credits Egyptian surveyors, also known as "rope stretchers" with having originated the subject of geometry. Did you know the Egyptian priestly leisure class kept their math secret from the public? The Egyptians are also known for finding the correct formula for a truncated pyramid. According to Greenberg, the Babylonians were even more advanced than the Egyptians. They developed arithmetic using the base 60 (hexagesimal system). Today we use a decimal (10 base) system. The Hindu civilization on ancient India developed geometric information related to shape and sizes of altars and temples, and the Sulbasutra is one of the oldest mathematics texts currently known (~2000BC). Later, the Indians actually invented the number zero!
The ancient Chinese civilization also used math. According to Greenberg ancient China was mainly concerned about "practical matters" and developed the Nine Chapters on the Mathematical Art which included hundreds of problems on surveying, agriculture, engineering, and taxation (yes even math for taxation!). However, the Greeks ultimately developed and debated rigorous proofs. However, it doesn't stop there. Pythagoras was a spiritual leader, and along with his followers pursued mathematical studies. The Pythagoreans developed the concept of whole numbers and made observations regarding the length of vibrating strings with respect to harmonious sounds. These are just a few facts in a long line of mathematics history. To learn more you may want to check out Chapter 1 from the book Euclidean and Non-Euclidean Geometry by Marvin Jay Greenberg.

Information referenced in this blog taken from:
Greenberg, M. (2008). Euclidean and non-Euclidean geometries: Development and history. New York: W. H. Freeman and Company