## Physics in the Mathematics Curriculum Summary## Tuesday, July 2, 2002Training in PCMI Website by Suzanne 1:00 - 1:30 in computer lab (how to log on, what's on site, update personal biography, access daily journal, how to access and post to PCMI site) Continued discussion of our purpose: - Discussed existing mission statement on the PCMI website. How will we adjust this?
- Yesterday's statement: Using physics as a context to present and study the concept of function (linear, quadratic, logarithmic, inverse, power, etc.)
- Other ideas: seeing mathematics through the lens of physics.
- Helping students overcome common misunderstandings by using the lens of physical activities to focus their thinking.
- Activities we suggest and develop should be dense in mathematics, open- ended in nature, and should include the physics background needed by teachers to students to really understand the physical concepts involved in the activity.
- Perhaps we should brainstorm on areas in which students typically have troubles, and used this as a focus of what we select to develop activities on. Don't just limit ourselves to trouble areas; the physical activities can be used just as well to reinforce, expand, and apply mathematical concepts previously learned.
- Idea: physics and science teachers often complain students cannot solve literal equations (equations that don't involve x and y).
Activity:
- Swing the tube at various speeds. How many modes are possible with your tube?
- Swing the tube to create the first tone consistently. Time 10 revolutions. How many revolutions/sec?
- Repeat step 2 for each different mode of your tube?
- Gather data from all groups.
- Plot pitch as a function of frequency.
Tomorrow, we plan to brainstorm other ideas, then fully develop these activities through the next two weeks. PCMI@MathForum Home || IAS/PCMI Home
With program support provided by Math for America This material is based upon work supported by the National Science Foundation under DMS-0940733 and DMS-1441467. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. |