Student Textbook

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(No Transcript)
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Session 1 Goals

• Organize handouts in binder
• Brainstorm/Discuss Math Strategies for use with
  the INS course
• Review Graphing Skills
• Brainstorm/Discuss Graphing strategies for use
  with the INS course

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Equipment Tab in Binder

• Physics stand
• CPO Timer II
• Car and Ramp
• Ropes and Pulleys
• Lever
• Roller Coaster
• Electric Circuits
• Electromagnet Pack
• Pendulum
• Sound and Waves
• Light and Optics
• Atom Building Game
• Periodic Table Tiles

• You should have
• these setup
• instructions

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Extra SS Gen.

• You should have
• these General
• Skill Sheets, which
• Are EXTRAS not
• Found in INS
• materials

• Study Notes
• Internet Research Skills
• Preparing a Bibliography
• Whats Your Hypothesis?

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Extra SS Math

• You should have
• these Math
• Skill Sheets, which
• Are EXTRAS not
• Found in INS
• materials

• Solving Equations
• Percent Error
• Significant Differences in Measurement
• Scientific Notation

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Extra SS Graphing

• You should have
• these Graphing
• Skill Sheets, which
• Are EXTRAS not
• Found in INS
• materials

• Creating Line Graphs
• Slope from a Graph
• Analyzing Graphs of Motion With Numbers
• Analyzing Graphs of Motion Without Numbers

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Extra SS Science

• You should have
• these Science
• Content Skill
• Sheets, which
• Are EXTRAS not
• Found in INS
• materials

• Speed
• Velocity and Speed
• Applying Newtons Laws
• Acceleration
• Newtons Second Law

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Extra Labs Beginners

• You should have
• these Extra Labs for beginners,
• Which are not found
• in the INS lab
• manual

• Car and Ramp, one A level lab
• Roller Coaster, two A level labs

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Extra Labs Advanced

• You should have
• these Extra Labs for
• Advanced students,
• Which are not found
• in the INS lab
• manual

• Car and Ramp, one C level lab
• Roller Coaster, two B level labs

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BINDER ORGANIZED!

• You should now be able to locate
• Binder material when you need it.
• Future PD sessions are being
• planned, and we will continue to
• add to the binder!

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Now on to Goal 2Brainstorm/Discuss Math
Strategies for use with the INS course
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Math Skills and INS

• Number Sense
• Measuring, creating graph scales, recording data
• Basic Math Operations
• Which number goes in the calculator first?
• Percent Error
• Solving 3-variable math equations
• What to do with pre-algebra students?
• Interpreting and solving word problems
• How to set a routine approach?

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Learning Strategies vs. Practice

• There are numerous skill sheets for students to
  use when practicing math skills
• Usually, practice alone is not the answer. One
  must FIRST teach a strategy for success, and THEN
  give students practice.

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What difficulties do students face when working
with data?

• Group discussion What are some of the things
  students struggle with when collecting,
  recording, and interpreting data?
• Discuss this in your group and try to identify
  one or two top issues
• What strategies can we use to help students
  become better data collectors, recorders,
  interpreters?

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What difficulties do students face when
performing calculations?

• Group discussion What are some of the things
  students struggle with when calculating speed or
  force?
• Discuss this in your group and try to identify
  one or two top issues
• What strategies can we use to help students
  calculate quantities and rates?

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Strategy For Substituting and Solving

• Magic Triangle

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Do you recognize these formulas?
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Problem Solving Routine
I Identify unknown rate or quantity L List known
rates and quantities A Arrange all into a
formula S Substitute and Solve H Highlight
number answer with unit
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Helpful skill builders

• Calculating Slope
• Dimensional Analysis
• Fractions Review
• SI Measurement
• Problem Solving with Rates
• Significant Digits
• Working with Quantities and Rates
• Scientific Notation

• Skill builders
• found at the end
• of the CPO INS
• skill and practice
• Worksheet
• booklet (on CD
• ROM)

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Extra Practice

• Skill Sheets
• found in your 3
• ring binder from
• training session

• Solving Equations
• Percent Error
• Significant Differences in Measurement
• Scientific Notation

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Good News

• With the CPO INS program, students are constantly
  recording data and working with measured
  quantities and rates. The more practice they
  have, the more routine this becomes!

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Now on to Goal 3Review Graphing Skills
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Types of GraphsBAR GRAPH

• Use for chunking or grouping data
• Show trends
• Does NOT allow cause and effect comparisons

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Types of GraphsCIRCLE OR PIE GRAPH

• Use for displaying percentages
• Does NOT allow cause and effect comparisons

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Types of GraphsLINE GRAPH Type 1

• Similar to Bar Graph used to show trends
• Does NOT allow cause and effect comparisons

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LINE GRAPH Type 2 (scatter plot)

• Used most often in CPO INS
• Independent/Dependent Variable Comparison (Cause
  and Effect)

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What difficulties do students face when graphing?

• Group discussion What are some of the things
  students struggle with when creating a graph?
• Discuss this in your group and try to identify
  one or two top issues
• What strategies can we use to help students with
  their graphing skills?

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Graphing Routine
M Maximize graph area I Independent variable
on X X axis T Title U Units with
labels S Scale with evenly spaced
increments C Continuous Smooth Curve
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Memory Aids

• X is across, Y is up high
• Independent manipulated (cause)
• Dependent responding (effect)
• When time is a variable, it always appears on the
  X axis (Time is the ultimate independent
  variable time waits for no one!)

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Creating a Scale

• Start the scale and have students fill in missing
  numbers
• Decimal problems? Drop decimal, make scale, and
  put decimal back in
• Deciding the value for each box on the graph is
  no easy task!
• Once students create a scale, can they use it
  when plotting data pairs?

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End Session 1
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Begin Session 2 Chapter 5 investigation with the
Roller Coaster
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Key Questions

• What happens to the motion of a marble on a hilly
  track?
• How is energy conserved on a roller coaster?

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Roller Coasters

• Millennium Force at Cedar Point
• 300 ft drop
• 80 degree angle of descent
• 93 mph
• 25 million to build
• Fastest coaster Japan, 106.9 mph
• Biggest wooden coaster drop Paramounts King
  Island, 214 ft drop

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The CPO Rollercoaster
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Where does the marble move the fastest?
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Investigate Motion of Marble

• How long does it take the marble to break the
  photogate beam at each of the 7 positions?
• Do smaller times correspond to faster or slower
  speeds?

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Investigate Motion of Marble

• How would you calculate the speed?

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At what two positions is the marble moving the
fastest? What is unique about these two positions?
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Investigate the relationship between speed and
height more closely

• Find the speed of the marble for each of 12
  different positions on the coaster
• Use the table provided to record your data (note
  you dont have to measure height of marble)
• We will graph the data after lunch

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End Session 2
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Begin Session 3 Graph your data, and try
something extra with the Roller Coaster
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COOL GRAPH!
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Take a look at alternative labs

• Todays handouts included optional chapter 5
  investigations for beginners and advanced
  students.
• Will you use any of these optional labs?

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Compare steel and plastic marble speeds

• Will the plastic marble have a speed that is
  greater than the steel marble, less than the
  steel marble, or the same as the steel marble?
• Design an experiment and find the answer!
• Can you explain the result?