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- Obtaining, evaluating, and communicating information Whiteboard Prep Time 25 minutes The goal of this lesson is for students to interact more with multiple representations of uniform accelerated motion. Students have worked and practiced with the new acceleration graphs and motion maps, but in this lesson my aim is for them to explain the graphs and what is happening to an accelerating object. To start out class, I ask students to take out their homework from the night before Worksheet 1 Stacks of Motion Graphs. I ask students to take about 15 minutes to talk with their groups and compare answers. I put a timer on the front projector screen and walk around to make sure that students are focused and so I can answer any questions that they have.Link: https://gjn.netlify.app/lotus-organizer-windows-10.html
- My goal is for students to try to talk more to each other before they ask me questions. I will answer questions but I find myself asking "Did you ask everyone in your group yet? After the 15 minutes is up, I tell students that each group will be in charge of whiteboarding one problem and presenting in front of class. I have a whiteboard prepared for the problem that I did as an example in the last class to show them what I expect. I present the problem making sure that I start with the position vs.Link: https://adm-ind.com/fpbdc/se-exam-pass-rate-108813
- After I have presented my problem, I ask students if there are any questions. I assign problems by rolling a die and allowing the table group with the rolled number to choose which problem from the packet to whiteboard. I do this so that students have a choice in determining which of the problems that they present. Worksheet 1 Stacks of Motion Graphs Whiteboard Presentations Whiteboard sessions bring out student misconceptions After students have completed their whiteboards for Worksheet 1 Stacks of Motion Graphs , I have students make sure that each person in the group will be speaking during the presentations by selecting beforehand what each group member will say.Link: https://quizlet.com/12868131/medicaid-test-questions-flash-cards/
- Since there are four group members, I suggest that one person explain how they got the written description, motion map and each graph velocity vs. Then, I have the group presenting problem 1 stand up at the front of class and begin the presentations. Student whiteboards look similar to the ones below. In whiteboard presentations, my expectations for students when they are presenting are: provide the answer they found and answer any questions from students and me.Link: http://book.dipozitiv.cz/cgi-bin/content/view.php?data=astm_e_18_nhml&filetype=pdf&id=628c485f759c90da57776ee2ad82b6b8
- My expectations for students when they are not presenting are to check their work with the answer on the whiteboard to see if they agree. If audience members don't agree, I expect them to ask a question to the presenters at the end of the presentation. I want students to ask questions during the presentations and advocate for themselves when they don't understand.Link: http://moleculer.services/iim_interview_questions_and_answers.pdf
Tuesday, 25 May 2021
U3 Uniform Acceleration Test V3 1 Answer Key
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