Today in class, Integrated students began class with retake quizzes from last week, or answering the following question–“Make a velocity vs. time graph for a skateboarder who is going down a ramp and comes back up the other side. Consider zero position to be the bottom of the ramp.” We spent several minutes explaining the self-questioning strategies to approach the problem, such as Q:Where would I have the greatest positive velocity? A:At the bottom of the ramp. Q: What would my starting velocity be like? A: It would be a small positive velocity.
After working on the bell ringer for a bit, we then switched into the homework. Each group of 4 was assigned one of the problems from the Motion maps and Velocity vs. Time Graph to present on a whiteboard, and then they were analyzed by their peers for correctness. Many students were able to generate rich discussion about the limitations of our models, and how they don’t perfectly represent reality.

Science 8 students  began class with retake quizzes from last week also, or answering the following question–“Make a position vs. time graph for a skateboarder who is going down a ramp and comes back up the other side. Consider zero position to be the bottom of the ramp.” We modeled self-questioning strategies to approach the problem, such as Q:Where would I have the greatest position? A:At the top of the ramp. Q: When would the object reach zero position? A: At the bottom of the ramp.
Students were then walked through the Motion maps and Position vs. time graphs to see how we could transfer motion maps to graphs, and vice versa. Afterwards, students were assigned a problem to present to the class from the Motion maps and position vs. time worksheet 2. Tonight for homework, they will be finishing up the motion maps 1-8 from the long ago started Motion Detector Lab.

HOMEWORK: Integrated=None
Science 8=Motion maps for Motion Detector Lab, 1-8 only.