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Re:
Posted:
Mar 5, 1998 11:22 AM


himtn@ecpi.com wrote: > > > " In our school, and I am sure in most of your schools, we have six weeks of classes left after the A.P. exam. In the past, after the exam (AB), we have just carried on with more calculus (BC). Since none of our students will be back to do the BC exam, we are looking for other activities for the last six weeks of classes. We are looking for studentcentred, projectoriented activities. What do other people do with the class time after the exam? Any suggestions?"
and
Mary Guy of Sevatopol High School wrote:
> "After the AP exam, I have my students design and build a scale model of a roller coaster. The path of the coaster must be piecewise and include at least one trig function and one polynomial function. The pieces have to joined together so they are continuous and differentiable at all points. They must also determine the velocity and acceleration functions for their paths.
Reply: Maybe I'm just fortunate enough to live in Northwest Ohio (?), but we have approx 4 weeks of instructional time left. Bowling Green State University offers a Math/Physics Day at Cedar Point (an amusement park about an hour away). The day at the park is in late May. The Physics teacher & I have taken the inservice course offered by the university. The students do a lot of work before we go in preparation for measurements and deciding what data needs to be collected. We look at the problems that the Physics teacher and I have prepared and developed into an activity packet. The day at the park is spent taking measurements and working on the problems. There are students from other high schools doing approximately the same thing, so they often share ideas with each other. It's neat to see all of these kids with their CBLs and graphing calculators, their information packets, pencil, and measurement tools doing math in a "real world" situation. In the days after we get back, they collate their data and extrapolate the information. The physics teacher has had them build model roller coasters, but I like the idea above of letting them develop the piecewise defined function. As I said, maybe it's just where we live, but I'm sure all amusement parks have a similar educational program. We also spend some time cleaning up topics that I think they may see in a course at a later time in their career (you know, just the interesting beauty of math that we never have time to look at)
BL Modrzynski Rossford HS Rossford, OH



