Physics in the Mathematics Curriculum Summary
Friday, July 5, 2002
Magnets and Compasses
Discussed need for students to be more familiar with handling measurements and computations with significant digits.
Discussed reporting out of each work grouping. What is the objective of our efforts here? Development of a polished presentation for the other groups here or the development of web based resources available to many.
Discussed morning activities. How are things going? Number theory is very helpful in extending our knowledge of content. Enjoy the teaching style of Bowen as a model of good teaching of mathematics. Like the flexible direction in number theory presentation, we can go with where the class is going. 11:00-12:00 teacher reflection. If the theme is for us to be reflective teachers, we may not be achieving this in the structure and activities we have done so far. We think the idea of reflection on our teaching is very valuable, but we may not be getting there yet. It doesn't seem like we are finishing activities we start (videos seen, article read) Maybe we are trying to do too much with too little time. Perhaps we should model teacher reflection in these activities more.
Where are we going from here? We think we will be able to put together at least 5-6 activities by the end of our three weeks here. We have 4 in process (pinto beans, blow gun, tubes, and bouncing ball). We will "play" for a day or two more, then look at polishing these activities during the second and third week.
Magnet on the Meter Stick
Measure the angle of deflection two times with the magnet in a specific position (turn the magnet around, reversing poles).
A regression analysis shows
Matches this data quite well.
Here's why this is an inverse cube relationship:
Let r represent the distance between the center of the magnet and the compass. Let d represent the distance between the center of the magnet to the edge of the magnet.
Temperature recorded using Two CBLs - Celsius versus Fahrenheit Scales
Collect temperature of cooling liquid using two probes, each attached to a CBL. Plot both sets of data simultaneously. Have students find the appropriate multiplier to stretch and vertical shift to convert one plot into the other plot.
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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.