Session 1 GoalsOrganize 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

Equipment Tab in Binder

You should havethese setupinstructions

• 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

Extra SS: Gen.

You should havethese GeneralSkill Sheets, whichAre EXTRAS; notFound in INSmaterials

• Study Notes• Internet Research Skills• Preparing a Bibliography• What’s Your Hypothesis?

Extra SS: Math

You should havethese MathSkill Sheets, whichAre EXTRAS; notFound in INSmaterials

• Solving Equations• Percent Error• Significant Differences in

Measurement• Scientific Notation

Extra SS: Graphing

You should havethese GraphingSkill Sheets, whichAre EXTRAS; notFound in INSmaterials

• Creating Line Graphs• Slope from a Graph• Analyzing Graphs of Motion

With Numbers• Analyzing Graphs of Motion

Without Numbers

Extra SS: Science

You should havethese ScienceContent SkillSheets, whichAre EXTRAS; notFound in INSmaterials

• Speed• Velocity and Speed• Applying Newton’s Laws• Acceleration• Newton’s Second Law

Extra Labs: Beginners

You should havethese Extra Labs for

beginners,Which are not foundin the INS labmanual

• Car and Ramp, one “A” level lab

• Roller Coaster, two “A” level labs

Extra Labs: Advanced

You should havethese Extra Labs forAdvanced students,Which are not foundin the INS labmanual

• Car and Ramp, one “C” level lab

• Roller Coaster, two “B” level labs

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!

Now on to Goal 2:

Brainstorm/Discuss Math Strategies for use with

the INS course

Math Skills and INSNumber 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?

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.

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?

What difficulties do students face when working with data?

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?

What difficulties do students face when performing calculations?

Strategy For Substituting and Solving

Magic Triangle

Do you recognize these formulas?

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

Helpful skill builders

Skill buildersfound at the endof the CPO INSskill and practiceWorksheetbooklet (on CDROM)

•Calculating Slope

•Dimensional Analysis

•Fractions Review

•SI Measurement

•Problem Solving with Rates

•Significant Digits

•Working with Quantities and Rates

•Scientific Notation

Extra Practice

Skill Sheetsfound in your 3ring binder fromtraining session

•Solving Equations

•Percent Error

•Significant Differences in Measurement

•Scientific Notation

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!

Now on to Goal 3:

Review Graphing Skills

Types of Graphs:BAR GRAPH

Use for “chunking” or grouping data

Show trends

Does NOT allow cause and effect comparisons

Use for displaying percentages

Does NOT allow cause and effect comparisons

Types of Graphs:CIRCLE OR PIE GRAPH

Similar to Bar Graph; used to show trends

Does NOT allow cause and effect comparisons

Types of Graphs:LINE GRAPH Type 1

Used most often in CPO INS

Independent/Dependent Variable Comparison (Cause and Effect)

LINE GRAPH Type 2 (scatter plot)

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?

What difficulties do students face when graphing?

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

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!)

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?

End Session 1

Begin Session 2: Chapter 5 investigation with the Roller Coaster

Key QuestionsWhat happens to the motion of a marble on a hilly track?

How is energy conserved on a roller coaster?

Roller CoastersMillennium Force at Cedar Point:

300 ft drop 80 degree angle of descent 93 mph $25 million to build

Fastest coaster: Japan, 106.9 mphBiggest wooden coaster drop:

Paramount’s King Island, 214 ft drop

The CPO Rollercoaster

The threaded knobgoes through the 5th hole in the stand

Start the m arbleby holding it againstthe starting peg.

Where does the marble move the

fastest?

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?

Investigate Motion of Marble

How would you calculate the speed?

0

At what two positions is the marble moving the fastest?

What is unique about these two positions?

Investigate the relationship between speed and height

more closelyFind the speed of the marble for

each of 12 different positions on the coaster

Use the table provided to record your data (note: you don’t have to measure height of marble)

We will graph the data after lunch

End Session 2

Begin Session 3: Graph your data, and try something extra with the

Roller Coaster

COOL GRAPH!

Take a look at alternative labs

Today’s handouts included optional chapter 5 investigations for beginners and advanced students.

Will you use any of these optional labs?

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?