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Topic: To K-12 teachers here: Another enjoyable post from Dan Meyer
Replies: 68   Last Post: May 14, 2014 2:48 PM

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 Richard Strausz Posts: 4,621 Registered: 12/4/04
Re: To K-12 teachers here: Another enjoyable post from Dan Meyer
Posted: May 3, 2014 1:37 PM

> >
> > On May 2, 2014, at 4:50 PM, Richard Strausz
> > <Richard.Strausz@farmington.k12.mi.us> wrote:
> >

> > > ...and here is one which motivates the study of
> > 'expected value' which some of the commenters think
> > can be approached starting in upper elementary
> > school.

> > >
> > >

> >
> http://blog.mrmeyer.com/2014/confab-money-duck/#commen
> > ts
> > >
> > > As Wayne Bishop often remarks, 'religion' keeps

> > many people from seeing things in a new light.
> > >
> > > Richard

> >
> > Can you list the comments you are speaking to? The
> > majority seem to relish the idea of having a debate
> > in class rather than teaching math. This is where I
> > feel that teachers should have real jobs for 5

> years
> > at least, and then teach. I think most of the
> problem
> > with these teachers is that they have never done
> > anything real themselves, thus the constant search
> > for real.
> >
> > Bob Hansen

>
Now that I have a little time this afternoon, I thought I'd respond further. Check out response #28, duplicated below. I judge the teacher to be a high-powered instructor who finds value in this idea.

Richard
- -------
They have some more regular shaped bars available online as well. I would want to explore the rate of decay of the soap (more consistent with a regular shaped bar than a duck) compared to its size. Take regular measurements after a week of use, graph, fit appropriate trend and extrapolate to see how long until the money is reached. Could look at how it varies with the shape of the bar (ie duck vs a prism). Students would need to make several assumptions/simplifications which would need to be made to make the problem do-able.
I do a similar exercise with my year 11?s where we look at the rate of decay of a Jawbreaker/All Day Sucker, stating hypothesis(relationships between dimensions and rate of decay), measuring its dimensions every 2 minutes, graphing, fitting trend lines, using derivatives and graphs to test our hypothesis, stating assumptions and their effects. We also extrapolate our models to see how big an all day sucker would need to be to in fact last ?all day?.

Date Subject Author
4/18/14 Richard Strausz
4/18/14 Robert Hansen
4/18/14 Richard Strausz
4/18/14 Richard Strausz
4/18/14 Robert Hansen
4/19/14 Richard Strausz
4/22/14 Joe Niederberger
4/22/14 Richard Strausz
4/22/14 Richard Strausz
4/22/14 Robert Hansen
4/22/14 Joe Niederberger
4/22/14 GS Chandy
4/22/14 Richard Strausz
4/22/14 Joe Niederberger
4/22/14 Robert Hansen
4/22/14 Richard Strausz
4/22/14 Robert Hansen
4/27/14 Richard Strausz
4/27/14 Robert Hansen
4/27/14 Richard Strausz
4/28/14 Robert Hansen
4/28/14 GS Chandy
4/28/14 GS Chandy
4/28/14 Robert Hansen
4/28/14 GS Chandy
4/28/14 Robert Hansen
4/28/14 GS Chandy
4/28/14 Robert Hansen
4/28/14 GS Chandy
5/2/14 Richard Strausz
5/2/14 Robert Hansen
5/2/14 Richard Strausz
5/4/14 GS Chandy
5/3/14 Richard Strausz
5/4/14 Robert Hansen
5/4/14 Richard Strausz
5/4/14 Robert Hansen
5/4/14 Richard Strausz
5/4/14 Robert Hansen
5/5/14 Louis Talman
5/5/14 Robert Hansen
5/5/14 Robert Hansen
5/5/14 Bishop, Wayne
5/5/14 Richard Strausz
5/5/14 Robert Hansen
5/7/14 GS Chandy
5/13/14 Richard Strausz
5/13/14 Robert Hansen
5/13/14 Louis Talman
5/13/14 Robert Hansen
5/13/14 Robert Hansen
5/14/14 Louis Talman
5/14/14 Robert Hansen
5/14/14 Louis Talman
5/14/14 Robert Hansen
5/13/14 Richard Strausz
5/13/14 Robert Hansen
5/13/14 GS Chandy
5/13/14 GS Chandy
5/13/14 Robert Hansen
5/13/14 Robert Hansen
5/13/14 GS Chandy
5/14/14 Louis Talman
5/14/14 Robert Hansen
5/14/14 Robert Hansen
5/13/14 GS Chandy
5/14/14 Robert Hansen
5/14/14 Robert Hansen
5/14/14 GS Chandy