Posted by David Wetzel
Wikis are the most popular Web 2.0 tool being used in science and math classrooms. Based on a survey of readers – 45 percent use them to support their teaching and student learning.
A Wiki is appealing, encourages participation, supports collaboration, and promotes interaction by students who love to use technology.
By the way – this includes most students today!
The following are a collection of ideas and strategies for using Wikis in your classroom!
Both Science and Math Classrooms
Specific pages within a Wiki may include:
Study Guides – these are created by you or assigned to groups of students. Examples include study guides for chapters, units, or semester exams.
Podcasts – like everything dealing with education technology in the classroom there are always tips and tricks to ensure success – this includes Podcasting!
WebQuests – an inquiry-oriented online lesson format in which most or all the information that learners work with comes from the web.
Projects – both a collection of resources for students and an online tool for facilitating completion of project based learning activities. This includes teacher created and online project resources such as the National Math Trail and Global Water Sampling Project.
Tips for Students – this includes are variety of ways for helping students, such as tips for:
- creating and uploading a podcast.
- using and uploading Google Docs.
- using WallWisher.
- uploading images.
- creating links to pages within the Wiki or external resources on the web.
- frequently asked questions regarding classroom and homework procedures.
Careers – a selection of teacher or student interviews of people currently employed in careers related to science or math. This may include written statements from professionals who are given the same set of questions to answer, along with online links to career resources.
Math Classrooms
Specific pages within a Math Wiki may include:
Calculus – a collection of problem solving exercises for students to collaboration in solving.
Algebra – a collection of problems for students practice such as inequalities, linear equations, quadratic formula, or graphing.
Graphing Calculator – tips and tricks for using graphing calculators. Also may include a links to an online graphing calculator.
Real World Math – a page for students to write about and/or provide examples of places where they actually used math outside the classroom.
Class Notes – a collection of step-by-step procedures used in class to solve math problems such as multiplying fractions, geometry, algebra, trigonometry, or calculus.
Science Classrooms
Specific pages within a Science Wiki may include:
Glossary – a collection of scientific terms with illustrations and definitions added by students using Flickr and other non-copyright resources. This may also include online links to detailed information.
Taxonomy – classification of a variety of organisms by kingdom, phylum, class, order, family, genus, and species.
Experimental Design – procedures and steps for following the experimental design process such as defining independent variable, dependent variable, control variables, or developing experimental questions.
Discrepant Events – sample videos or procedures for students to follow when completing discrepant events, which allow students to witness scientific events with unexpected outcomes.
Field Observations – sample procedures for collecting water data at local streams, weather observation data, wildlife observation data, or collecting plant data.
Concept Descriptions – a written or pictorial description of scientific processes such as earthquakes, water cycle, friction, pollination, ozone depletion, light, rock cycle, physical and chemical properties, force, and photosynthesis.
Chemistry Equations – procedures and practice for learning how to balance chemical equations. This may also provide links to web resources for student help.
Physics – a list of formulas and equations, along with step by step-by-step procedures for solving. This may also provide links to web resources for student help.
The time is right as you close out this school year and have the summer to build a dynamic Wiki in preparation for next year or make changes to your current class Wiki to include these and other ideas. Your students will benefit from the integration of this Web 2.0 tool in your classroom, as they develop a greater understanding of math or science.
Additional Resources
Using Wikis in Math Class
Using Wikis in Science Class
Posted by David Wetzel
An algebra project focusing on a theme which interests students is more likely to engage them in the project, so lets take a look at sports. Many students participate in sports at some level, whether as part of a school team or a community team.
For the most part these same students do not understand the costs involved to host the sport. Also, they do not understand how much money is needed to ensure a profitable season so the sport can continue from year to year.
Sports Complex Project
This project is designed for using algebra as a basis for comparing expenses and income at a youth athletic complex to determine profitability.
Math students need to decide which fund raising activities will help their sports complex remain profitable.
The sports complex is not making enough money this year from concession stand sales to keep the complex open the last two months of this year’s sports season. The committee overseeing the sports complex project a $1,000.00 shortfall in funds to pay for lights, grass cutting, and maintenance.
Some members of the committee want to start a charging a $1.00 admission fee to everyone who enters the complex, this includes all fans and participants.
After much debate, the sports complex committee have decided to hold a carnival to avoid charging an admission fee. They also decided on the following two options for charging admission and ticket prices for the carnival.
- Option 1: $1.00 admission and $.25 per ticket.
- Option 2: no admission and $.50 per ticket.
Problem
Which of these two options will help raise enough money to avoid charging admission to everyone who uses the sports complex?
Facts needed to solve the problem:
- The sports complex committee has limited expenses to $600.00.
- An inflatable bungee run costs $250.00 to rent for rent for one day.
- A dunk tank costs $100.00 to rent for one day.
- A cotton candy machine costs $50.00 to rent for one day.
- An inflatable slide costs $100.00 to rent for one day.
Solving the Problem Complete the following to solve the problem. List at least 10 activities, including food booths, games, and rides. Other possibilities include food donations and activities which can be easily made such as a softball toss, soccer kick contest, baseball toss, basketball toss, or football toss.
Use Bubbl.us mapping software to create a organizational map to help solve the problem. Use the following as a guideline for solving the problem:
- For each option listed above, write equations to find the profit “y” of selling “x” tickets.
- What is the profit or loss for ticket sales based on attendance of 200 people, 300 people, and 400 people?
- Graph the equations.
- At what point, if any, will Option 1 and Option 2 be equal?
- Which option is the best for solving the problem and ensuring at least a $1,000.00 profit?
Alternative Solution
If Option 1 or Option 2 will not raise enough money to cover expenses and ensure enough profit to avoid an admission fee to the sports complex for everyone, what option to recommend to the sports complex committee to ensure the carnival raises enough money?
Survey
Create a survey using Google Docs Survey which which will be used to obtain a rough estimate of the number of people who will attend the carnival.
Presentation
Present your findings and recommendations to your classmates using one of the two following methods:
- Present your findings to you class using Google Docs Presentation.
- post your findings on the class Wiki for your class to view and parents can see. Ask for feedback and recommendations from all those who few your project findings on the class Wiki.
Project based learning in algebra allows students to transfer math knowledge to situations outside the classroom. Also the use of projects is often a motivational factor for students to learn algebra, as opposed to considering algebra as something they will never use in their lives.
Additional Readings on Project Based Learning in Math
Teaching Algebra: making Real World Connections
Solving Weaknesses in Math Using Project Based Learning
Pythagorean Theorem: Using Real World Applications
Posted by David Wetzel
Learning algebra is difficult for most students. Ask any student what they are learning in algebra and you will probably receive an answer similar to this (after - Why do I need to know this?).
“Using Xs and Ys a lot, a bunch of numbers and symbols, and memorizing a lot of rules.”
This often comes with learning algebra without connection to anything students can relate to. When students learn basic math, they can make a lot of connections.
For example - If the sales tax is 10%. How much tax will you pay when you buy an new MP3 player that costs $135.00?
Slope: A Definition
Lets take a look at another concept students study in algebra. The properties of lines such as slope, y-intercept, and their interactions.
This is a definition they typically find in an algebra textbook:
“The slope is defined as the ratio of the rise divided by the run between two points on a line, or in other words, the ratio of the altitude change to the horizontal distance between any two points on the line.”
Once they are able to get beyond the definition and understand how rise and run are connected to the term slope, then we start throwing positive and negative slope at them.
Equations: Negative and Positive Slopes
Start with the following graph to help students develop and understanding of negative slopes.
Now ask the students to find the slope for each line.
For the Green Line: y = 6 and x =6
For the Purple Line: y = 2 and x = 10
Now ask the students to find an equation for each slope.
y = rise/run times axis crossing point
y = -6/6 x 6
y = -2/10 x 2
Use the following graph to help students develop and understanding of positive slopes.
Now ask the students to find the slope for each line in the second graph.
For the Green Line: y = 0 and x = 10
For the Purple Line: y = 0 and x = 8
Now ask the students to find an equation for each slope.
y = 10/4 x 0
y = 8/6 x 0
This helps students with a fundamental concept:
“When lines go down from left to right this is a negative slope and when lines climb from left this a positive slope.”
Extension: Opportunity for Students to Demonstrate True Understanding
Now lets provide students with an opportunity to demonstrate true understanding with the following graph.
Now ask the students to find the slope for each line on this third graph.
From Quadrant I to Quadrant II: The “y” intercepts actually don’t change, and neither do the ‘run’ values. In fact the only thing different is that now the lines go up (positive slope). These five equations are the same as the first quadrant with the sign of the slope changed.
From Quadrant I to Quadrant III: The signs of the slope now stay the same (both negative), they can form the 3rd quadrant equations by simply changing the sign of the “y” intercept.
From Quadrant I to Quadrant IV: They need to change both the sign of the slopes and the “y” intercepts.
After completing these exercises the students should be more comfortable with translating equations of lines into corresponding lines on graph paper and vice-a-versa, along with using the slope-intercept form of linear equations.
Real World Applications: Additional Extension Activities
Additional extensions for finding the slope: students apply these concepts to a slide on a playground, schools stairs, non-flat drive ways, football field stands, any area of the school grounds which has a rolling or hilly terrain, etc.
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