We have all used videos in class before but this lesson utilized a video in a whole new way.
With this particular MythBusters video segment, students answered a couple of questions about facts from the clip. However, many of the questions were based on class content and they had to apply content to visuals in the video.
For example, the MythBusters discuss how far the two cars travel and how long it takes, near the end of the clip. The students are asked to find the average speed for each.
Example two: Students are asked why the MythBusters make modifications when changing the way in which the toy car is tested for speed near the start of the video. Students made connections to friction and speed.
I am not able to embed the video but the name of it on google.discoveryeducation.com is:
MythBusters: Forces and Motion: Toy Car vs. Real Car
Showing posts with label speed. Show all posts
Showing posts with label speed. Show all posts
Monday, March 9, 2015
Students practiced determining distance and displacement, along with average speed, while tracking actual sharks on the West Coast. Several sharks are fitted with a GPS device and every time they "fin" (come up to the surface), their locations are documented on a map. Without technology, this activity would not be possible. Here is a copy of the task, including the live website with shark locations.
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The next activity is all about a shark. This is an actual shark that is tracked by marine biologists. Please go to the following website and follow the instructions. All answers will go in your notebook. Date today's entry and label it: MACK
http://www.fishtrack.com/live-track/
On this website, find Mack the Shark.
Locate his position on August 22 at approximately 2:57am. What was his displacement from the day the previous measurement was taken until August 22? E-mail me the answer.
Record data/analysis in notebook:
Later in the day Mack was found again. This time, at 4:39:48. What distance did it travel? What was its average speed?
Graph each leg (each spot) of Mack's Journey on the erasable graph. By simply looking at your distance/time graph, determine which leg was traveled at the fastest pace. How do you know?
What was the average speed of the journey from start to finish- in days? hours?
Why do you think he traveled so far compared to Sugarlips?
Using the reading selection below, determine what do they mean by "finning" and why is that when they take the coordinates of the shark?
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The next activity is all about a shark. This is an actual shark that is tracked by marine biologists. Please go to the following website and follow the instructions. All answers will go in your notebook. Date today's entry and label it: MACK
http://www.fishtrack.com/live-track/
On this website, find Mack the Shark.
Locate his position on August 22 at approximately 2:57am. What was his displacement from the day the previous measurement was taken until August 22? E-mail me the answer.
Record data/analysis in notebook:
Later in the day Mack was found again. This time, at 4:39:48. What distance did it travel? What was its average speed?
Graph each leg (each spot) of Mack's Journey on the erasable graph. By simply looking at your distance/time graph, determine which leg was traveled at the fastest pace. How do you know?
What was the average speed of the journey from start to finish- in days? hours?
Why do you think he traveled so far compared to Sugarlips?
Using the reading selection below, determine what do they mean by "finning" and why is that when they take the coordinates of the shark?
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