What else can you use an iPad for?

I saw a couple interesting uses for iPads to day. We are using motion detectors to match different graphs. It turns out that iPads are good reflectors of sound. I also like the group that was using the timer to help.

How much is too much?

Monday and Tuesday were spent finishing up the What does Your DT Look Like and the Ultimate Graphing Challenge. 

Nothing new to report. 

What does that graph say?

Students are having fun playing the ultimate Graphing Challenge. 

What to blog about on the second block day?

So today is basically a repeat of yesterday so I always struggle with blog or not to blog. I have a few thoughts today. First, the iPads in class have gone extremely well. The students are engaged and always looking how to different things. They are collaborating and helping each other. I even heard a student say: "I didn't think I would like the ipad but now I want one." It really has been a welcome tool.
Second, I have been surprised by the creativity in solving problems. The second picture is of a group using different colored lengths of yarn with a time with video to track their car for 10 seconds. I am curious to see their distance versus time graph. Lastly, the Go Cougar Kart project is going well. I am 2 scooters away. My dad is helping me figure out the frame from conduit.

How the heck do we do that?

So we are starting to do position time graphs of the cars they made. Interesting ways to leave breadcrumbs to determine the position at each second for 10 seconds. There are some creative solutions. 

What Does your DT Look Like?

Today, we are constructing distance time graphs using our model electric cars. They have to graph their car for 10 seconds going away from them and going toward them. This group got to test out a scooter so I could get an idea of how fast they should go. 

iPads!!

Normally I ask a question for my titles but for our first full day with iPads I could not resist. We spent our Monday continuing the Catch Me If You Can assessment and playing with the iPads. 

Can you catch me if you can!?

Today we had our first performance assessment. The idea came from another 180 blog. We used our data from block day to calculate when two cars of different speeds would finish at the same time. They get two chances to get it right. Some groups even used algebra without me telling them to. 

How fast do they go?

We are using video cameras and Logger Pro to video analyze how fast my buggies and their cars go.  I will post what the data looks like tomorrow. 

Do you go?

Our creations are coming to life. It's cool seeing them zing around. 

Are we making progress?

Today we spent our time making our cars after a quick white boarding problem. I am impressed with our soldering skills. No one besides me has burned themselves yet. 

What is artifact learning?

Today we started making our model electric cars. It is our venture into artifact learning. The idea is they each make their own and take pride in it and it makes learning more fun. We will use it for future labs and even race them a few times. We did some distance and displacement problems on the whiteboards prior. Who knew the whiteboards made a great work surface. 

What do Dum-Dums and displacement have in common?

Today we are finishing up our distance versus displacement lab. The last task is to make a treasure map. Our treasure is Dum-Dums.

Distance or Displacement?

Today was all about figuring out the difference between scalar and vector, and distance and displacement. You can see the students measuring their distance from the physics room to main street. They then could calculate their displacement.