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
Making Real World Connections with Algebra
Teaching Algebra is always a challenge with students, because it is procedural driven and typically taught without any connection to the real-world.
This is why students constantly ask - “I will never use this, so why do I need to learn it?”
This explanation - “You need to learn it, because algebra helps you develop logic thinking skills and employers expect you to have passed an algebra class in high school.” falls on students’ deaf ears.
Algebra needs to be taught in the context of real-life applications so students can develop a better understanding of why and where algebra is needed.
Real World Algebra Problems
Two sample real-world algebra problems are:
“If a batter goes into a game with a seasonal batting average of “S” after a total of “T” times at bat, and gets “K” hits in that game for “N” times at bat, the batters new batting average is determined by this expression:”
“Suppose a roller coaster ride begins by climbing to a height of 50 meters, and then falling rapidly to a height of 10 meters. If you ignore the effects of friction, then as it falls its velocity will be related to its height above the ground by this equation:”
Learning Variables, Patterns, and Functions
Variables is used in algebra for developing expressions and equations, because students need to determine what independent and dependent variables are, for example y = x.
This has real-world connections with science, since students must identify independent and dependent variables when conducting science experiments.
Lets take a look at a sample real-world problem in which students use variables to solve algebra problems.
High school algebra students are fascinated with getting their drivers license to experience the freedom of driving a car.
One thing they do not understand is center of gravity and the fact cars with a high center of gravity will turn over quickly when turning corners at a high rate of speed.
Note: Watch high school students peeling out of their school’s parking lot any day to observe this first hand.
Problem: Which car do you think is likely to roll over in a sharp turn?
Show students pictures of an SUV and sports car, when asking this question.
Then provide them with materials that represent the differences between these two types of cars (different size blocks of wood or cardboard boxes) for them to test.
In this real-world application, students are using algebra concepts related to patterns, functions, and variables.
Students should find the amount of force required to lift the opposite side of the vehicle depends on the width of the vehicle - the greater the width, the more force required.
Graphing the data should yield points which lie roughly on a straight line and pass through the origin (proportional function).
Students then determine the slope of the line to find the formula which describes the relationship - Force required = (slope) × width of vehicle.
Connections with Real-Life
When I took algebra in school, a long time ago, it was boring and I asked the same questions students ask today. All we did was work problems in class after the teacher demonstrated how to solve the problem on the board. I passed, although I hated every minute of algebra class.
Fast forward a couple of decades - Has anything changed? In most cases no! My children learned algebra the same way as I did, except this time they are completely turned off to mathematics.
When algebra is connected with real life situations, it gives students a personal connection. They can draw upon their prior knowledge and life experiences to help make these critical connections.
Everything else is evolving and changing, so should algebra continue to be taught the same way?
Comments:
Filed Under: Math
