Unit 2 Constant Velocity..cont.

The next part of the modeling process is to apply your model by working out problems.  We did this with doing problems on a worksheet and then we whiteboarded some of the problems. 

We also introduced the idea that displacement is the area under the curve of the velocity - time.  And then that led us to our model thus far.  We started to attribute algebraic models to our model as well.

I was introduced to motion maps as well.  I had never seen these before; however, I like these even though it was hard to do at first.  Every dot shows the objects position in a given unit of time, usually one second and there are velocity and acceleration arrows showing the direction and magnitude of each.  (We have not introduced acceleration yet, but that is the next unit.)

It was helpful to draw the motion map on the same whiteboard as the graph and connect position - time graph with the velocity - time graph.  The great thing about a graphical model is its predictive power.  As in a position - time graph, you can predict the position of the object at a given time.  The graphical model can give rise to a math model and we can also use a pictoral model such as vectors which we saw on the motion maps.

At this point, we did some whiteboard training and discussed which problems were decided to be whiteboarded and in what order.  We went from least complex problem to more complex to lead students to see key ideas for themselves.  This is the process of selecting (choosing which problems to whiteboard - due to time constraints we won't always whiteboard every problem) and sequencing (timing of problems - which to do first and so on.)   You want to determine the level of group because you want them to struggle but still be successful.  Start slow, point out key ideas and realize that nobody cares about the answer, it is about the process.  Let students have the "ah-ha" moment.  As a teacher, if I tell them what they should have noticed, I rob them of the full learning experience and I just serve to reiterate the notion that I am the source of all answers (which I am not.)   In this training, I experienced some of those "ah-ha" moments myself and it was really cool.  I want my students to have that same experience.