Session 1 Goals  Organize 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 have these setup instructions 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 have these General Skill Sheets, which Are EXTRAS; not Found in INS materials Study Notes Internet Research Skills Preparing a Bibliography What’s Your Hypothesis?

Extra SS: Math You should have these Math Skill Sheets, which Are EXTRAS; not Found in INS materials Solving Equations Percent Error Significant Differences in Measurement Scientific Notation

Extra SS: Graphing You should have these Graphing Skill Sheets, which Are EXTRAS; not Found in INS materials Creating Line Graphs Slope from a Graph Analyzing Graphs of Motion With Numbers Analyzing Graphs of Motion Without Numbers

Extra SS: Science You should have these Science Content Skill Sheets, which Are EXTRAS; not Found in INS materials Speed Velocity and Speed Applying Newton’s Laws Acceleration Newton’s Second Law

Extra Labs: Beginners You should have these Extra Labs for beginners, Which are not found in the INS lab manual Car and Ramp, one “A” level lab Roller Coaster, two “A” level labs

Extra Labs: Advanced You should have these Extra Labs for Advanced students, Which are not found in the INS lab manual 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 INS  Number 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 builders found at the end of the CPO INS skill and practice Worksheet booklet (on CD ROM) Calculating Slope Dimensional Analysis Fractions Review SI Measurement Problem Solving with Rates Significant Digits Working with Quantities and Rates Scientific Notation

Extra Practice Skill Sheets found in your 3 ring binder from training 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/D ependent 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 MMaximize graph area IIndependent variable on… XX axis T Title U Units with labels SScale with evenly spaced increments CContinuous 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 Questions  What happens to the motion of a marble on a hilly track?  How is energy conserved on a roller coaster?

Roller Coasters  Millennium Force at Cedar Point:  300 ft drop  80 degree angle of descent  93 mph  $25 million to build  Fastest coaster: Japan, mph  Biggest wooden coaster drop: Paramount’s King Island, 214 ft drop

The CPO Rollercoaster

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?

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 closely  Find 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?