"All progress is precarious, and the solution of one problem brings us face to face with another problem." (Martin Luther King Jr., 1926–1968.) PWSD staff and students talk about the blend of online and traditional approaches in the classroom. http://collaboration.pwsd76.ab.ca/mod/book/view.php?id=2778&chapterid=351
One Simple Rule - Respect When students feel valued, honored, and respected, there is an interest and energy in the process of learning that reaches far beyond the content we teach. Isn’t that all anyone wants?
Max height;max length; one loop minimum; g-forces; thrill; marble needs to drop into cup which is a fixed distance away from end of track
Work and power needed for raising coaster to the top; acceleration down the track; potential energy anywhere on the track; kinetic energy anywhere on track (therefore speed); horizontal and vertical velocity components anywhere on the track; centripetal force on loop (which includes centripetal acceleration); apparent weight at bottom and top of loop (g-forces); apparent weight on hills and dips (g-forces); projectile motion (maximum height above ramp and time of motion)
What makes a roller coaster thrilling?What are designers aiming for?; g-forces that humans can sustain (horizontal and vertical g-forces); recommended g-forces for roller coasters; possible roller coaster injuries while on the ride; types of tracks used in roller coasters (and the reasons for using them)
Presentation of research:
Report; PowerPoint presentation; video with explanations; poster/diagrams
Project Based Learning (PBL) Math 31: VASE or GOBLET PROJECT The Goblet Project (1) To reduce the cost, the wineglass will be molded using a symmetric mold: therefore, the goblet must be a solid of revolution.(2) The goblet must hold 150 mL of wine.(3) It requires no more than 150 mL of glass to manufacture the wine goblet.The goal of the project is to design the most visually appealing vase. OR Design a visually appealing vase. You must compute its volume and surface area. Include a 2-D plot of the prole to be revolved and a 3-D model of the vase.
How on-line courses support learning We will take you to a couple of the on-line courses and show some of the features of these Moodle courses we are finding very productive. Farouq – Math 8 (Example of collaborative glossary) http://ecommunity.pwsd76.ab.ca/course/view.php?id=530 Joan - Pure Math 30 http://ecommunity.pwsd76.ab.ca/course/view.php?id=452
http://www.teachanyware.ca/ Interested participants Moodle Mini Summit Our goal is to find a way to share courses so we are not ‘recreating the wheel’. Participants could upload courses to share to a common site. Participants could download fully editable courses they need from the common site Open Sharing – not ownership.
Moodlemoot 2011May 1 - 5, Edmonton Open Learning & Open Collaboration in Canada Call for proposals open until Feb 25, 2011 Early Bird Registration until Feb 27, 2011
Credits Slide 1 & 2 Clip art Slide 3 http://www.etsy.com/listing/19456793/curious-yellow-stained-glass-question Slide 4 http://stephenslighthouse.com/2010/02/26/the-learning-pyramid/ Slide 5 My Photo Slide 6,7 PWSD students FOIP clear Slides 8 to 27 With permission from Chris Toy http://christoy.net/ Slides 28 to 33 PWSD students FOIP clear Slide 34 http://austega.com/education/articles/flow.htm Slide 35, 36 PWSD Slide 37 Joan Coy firstname.lastname@example.org Slide 43, 44 PWSD student work Slide 49 PWSD Slide 50 Adapted from Alberta Education Slide 51 With permission from Eric Merrill Flickr http://www.flickr.com/photos/ericmerrill/sets/72157616161194847/