Speed and Velocity Lab Jag Style

I found this speed and velocity lab on the internet from the Dade County physical science manual. The manual had a catchy name H.O.T. (higher order thinking). I was all in.

I challenged my students to do the lab. First we organized into groups. This has become a big hit in my class. I put the day's categories on Canvas, our online platform, for lessons and have them read them. They then try to organized themselves quicker than my other five classes. For the speed and velocity lab they had to have one person wearing black, one wearing red, one with sandals and one with none of those three. The winning class organized in thirty-five seconds.

Essentially the students were to decide on a walk to move from one measured point to another. Each person in the group was to move a different way (my adaptation). The creativity was impressive. Some walked upstairs forward, others backward. Some skipped, others hopped. Some crawled, another rolled. One walked on her hands.

One girl even did floor swimming. Another did somersaults.

Another backflips.

The most creative perhaps was the frog walk.

In short, they were to try to move at the same speed for two trials across their measured distance in order to "measure" an unknown distance. They did this by walking at that constant speed and recording the time. Multiplying their speed by their time gave them the unknown distance. One young man was only 10 centimeters off from the 12 meter distance!


It was good to see them involved and making charts and recording data and collaborating about what to do with it.

Out of 34 groups one group got completely out of the box - they decided to do a virtual motion across the globe using four different motions - jet traveling, kayaking, seqwaying and hiking.  

My thanks to Dade County for giving me this idea for a lab. Thanks to my students for being all in.

Alka Rockets Pop!

Destiny and Emma's Rocket went 490 cm!

Day One Rocked

After the usual three days of professional torture, my students came for classes on Thursday and Friday. I was ready and they were ready. Sometimes you get it right as a teacher, and this was one of those times.

One of the sessions of professional torture that was not so bad was when the faculty in groups of about 10 stacked shoes in the Commons. I used that idea in class. Each student was given an index card with a color dot on it as they entered. After Ready, Set, Go and Roll Call, I told them to organize in colors and stand together with their cards raised. It was a contest to see which class could organize themselves the faster. The winning time was sixteen seconds! Here are some of the results:

The first thing they did was write their Ready, Set, Go – some people call it do now or bell ringer. I like to say what it is intended to do – get them ready to go into the day’s learning. The prompt was what is science in general? and what is physical science in particular? After ten minutes I did the roll call. In keeping with common core and oral and written communication, I have each student make their first mini-speech – say their name and read their best sentence. I asked the students with really good sentences to write them on an index card with their name. Then I had a student staple, “publish” them on the class bulletin board.

Finally we had our first lab. I passed out this mysterious powder and had students guess what it was. Most said it was flour or baking soda. About ten per cent guessed right and said it was cornstarch. We went outside and mixed it with water to form a non-Newtonian fluid called oobleck. When you hold it in your hand it oozes. When you squeeze it, it becomes a solid. Release, ooze, and squeeze, hard. It can be tossed like a ball. All had great fun. When they returned to the classroom they wrote about the properties of oobleck.

So there was the first day. Students wrote and spoke informally and formally and some were even published. Students had a kinesthetic get-to-know-each-other activity with stacking shoes – a pretty intimate encounter with bare feet and stinky shoes. Students got to investigate their first inquiry – what is it lab (I did not tell them what it was or how it would behave when mixed).  Then they got to explain the results.

It is going to be an interesting year.

No Physics But I Have Tomatoes

The school year ended with the long check out line for teachers. I had almost forgotten that I would get my teaching assignment for next year at the end of the line. Last stop - Brown. Our principal, Mr. Brown, paused from talking to another teacher when he saw me, wrote my assignment on the yellow sheet, slipped it to me, and continued his conversation.

As I walked off into summer bliss, I glanced at the sheet. I did a double take. Never assume. I thought I would read physics and physical science. Instead physical science and science olympiad. Surely this must be a mistake.

It wasn't.

Immediately my thoughts kicked into gear. I could rally the troops of dedicated former students. I could put together my best litigation for teaching physics -  many student award winners, several Phd's, national board certification, finalist for the Presidential Award for Excellence in Science and Math Teaching, etc. Surely, I could do something, anything, to get physics on my schedule.

Can you believe someone once said I sometimes engaged in hysterical thinking?

After considering all of these vitriolic options, I was reminded by my buddy that maybe Madison Central is where I am supposed to be and physical science is what I am supposed to be teaching. Umm. Consider that.

In the past year I had applied unsuccessfully to four other schools and  I had lobbied unsuccessfully to teach physics and AP Physics. Maybe I should hear my friend's provocative insight.

So it is with a new sense of calling and purpose that I am dialing students in the summer to recruit them for my Science Olympiad class. Mr. Brown did give me that class that I had requested. I see it as physics replacement therapy. The class will be done as a lab based class with a focus on twenty four categories of competition. We will be getting ready to dethrone MSMS in the State Science Olympiad competition in the spring 2015.

Also I will be the only teacher who teaches physical science. I can redesign the curriculum as I see fit in accordance with state and common core objectives. Also one semester will be physics. I am beginning to embrace this supposed to be here status.

When the craving for physics flares up from time to time, I will remind myself that I have a ten minute drive to work, that I have essentially one preparation for the first time in my career. I never want for supplies or equipment at Madison Central, and for some crazy reason, my students love me. What else does anyone want or need anyway?

Besides, I just ate the first ripe tomato from my garden. It has been months and months since I had that pleasure the last time. However, with the first savory bite all time and indignity were suspended and the sweet red nectar restored my soul.

NSTA Boston

I just got back from the National Science Teachers Annual Meeting in Boston. Here are fifteen highlights:

1. ScienceNspired - Using neoroscience understandings of the brain, Dr. Z (Schlozman) and Dr. Mayim Bialik (from The Big Bang Theory) developed lesson plans and a curriculum for Zombies.The site is education.ti.com/us/science. STEM behind Hollywood was cool, but it was even cooler to know Sheldon's girlfriend has a PhD in neuroscience and is passionate about kids learning science. 

2. Bill Nye the Science Guy - He shared lots of projects on which he is working. I was prepared to be unimpressed by him, but I found myself really admiring the work he and his staff put into his presentation. I learned again the power of a few slides with clever pictures and math applications. His debate with Hamm the fundamentalist was featured.To the question what would it take to change your mind, Nye said some evidence.Hamm said,"nothing.." I learned again that for the minority whose mind cannot be changed no amount of research will dent their armor. 

3. Pasco Sparklab -l learned how to use the wireless temperature probe and took readings on different places on my arm. This data was then tabled and graphed automatically. It was much easier to use and more intuitive than the Vernier software that I have used for years. 

4. Pasco Representative - This led to a long conversation with the Pasco rep for my area - Scott Fields sfields@pasco.com. He is coming to Jackson soon and will meet with me and give a proposal for equipping my science lab. Since he knows I have used vernier throughout my career and talked with Christine Vernier about special pricing, it will be interesting. 

5. Ice Core Samples - I learned how ice core samples can be used to find supernova events.This is done by observing nitrate spikes in the sample at verified supernova years like the ones observes by Tycho Brahe in the late 1500s

early 1600. This data is compared to other times in history - if similar spikes are observed then supernovas probably occurred then as well.
www. chandra.harvard.edu > classroom materials. 
 
6. National Geographic ebooks - Maureen McLaughlin taught me how to set up an account with them so that I can get a pilot copy of the online book for my physics course and for others as well. maureen..mcaughlin@cengage.com. 

7.WebAssign - Kevin Holman discussed with me all the different resources on web assign. He also taught me how to upload my own videos. Because of my passion and innovative strategies he invented me to a conference in Raleigh where I could share my ideas and get ideas from others - WAUG2014, June 26-27, 2014. 

8. Arbor Scientific Gravity Ball  I sample and play with several new "toys." One was the gravity ball that had a timer. It starts when you drop it and stops when it lands. Cool. Another was a new rocket launcher that had an easy set-up that I am going to try. Also I got a good idea for redesigning my angle launcher. I also got to meet Peter Rea, the CEO, who will give me a special deal on supplies for my science van. 

9. Museum of Science - The coolest part for me was once again seeing the model of the Mercury capsule. It was so incredibly small. It is hard to imagine John Glenn going into orbit in the tin can. Also I saw a cross section of a sequoia. It was 2000 years old and had growth rings with 20 year wet periods and 20 year dry periods. Also I got to see the Lightning demo with the two largest Van der Graff's in the world will show my students when we get to that unit. 

10. Programming with Snap - This was my first experience with the free programming software, Snap from UC Berkeley . I was able to write a program that had an object move up and down across the screen by moving a switch on an arquino logic board. Since I am now taking a computer coding course as a part of a google initiative for four of my female students, it was good to see another programming language.I will definitely introduc this program to my students.

11.Lego Mindstorm Robots - Snap pushed me to another workshop with Lego mindstorm robots. I have one at school and after the previous workshop and this one I am inspired to get it out of the closet to inspire the students this last nine weeks when they need all the help they can get to stay focused. 

12. EdTechInnovations with Jared Mader -  I learned how to make fillable forms on google docs. I also got a link to his website that has 100s more how to videos and pdf's. www.edtechinnovators.com. 

13. Fast Plants - I learned how to make a fast plant necklace where seeds are germinated around your neck inside a bottle cap. I also got to observe what those same seeds would look like 30 days later - a full grown plant, thus the name.
I also got to observe seedlings with different stem colors and see how easy the plants are to cross. I can use these on my science van as well. 

14.Team Rocketry Challenge - I learned more about the competition. I am more convinced now that my students can do it. I am determined to get a team next year. 

15. Knexeducation.com. 888.ABC.KNEX. I learned how to construct simple machines with these "lego-like" connectors.These would also be invaluable tools for the science van. 

Rolling Out the Rocket Challenges

On May 25, 1961, President John F. Kennedy’s challenged the people of our country to reach the moon by the end of the decade (1969). Today’s young people also need to be challenged to push their limits and to become leaders in critical thinking and problem solving.

The projects described below will hopefully inspire students to extend their reach and to broaden their horizons.

During a flurry of creativity I wrote two grants for launching rockets and am in the process of writing a third. All the grants emphasize the writing and presentation common core objectives and hands-on, minds-on activities. In short kids should have fun with science and the arts in the projects described below.

The first grant PORTAL (Pushing Our Reach through Alka-rocket Laucnh) is for students in grades 3-5.  It will involve the testing and launching of alka rockets. Many thanks to the Madison County Junior Auxillary for awarding this five hundred dollar grant and to Walgreens for donating supplies totaling three hundred dollars. 

                                           Highland Colony Walgreens Manager Chad Lowry

For this first project, I will select ten classrooms and their teachers from the pool of applicants. Students will connect history, literature, mathematics, art and music to rockets, and then prepare a brief presentation for the class. The climax will be a rocket launch from each team of four students.   

The winners from each class will be invited to a “launch off” contest at Madison Central High School on May 10. Prizes will be awarded and demonstration launches will be shown. The top presentations will be shown over the jumbotron. It will be a great day for celebrating learning. Invitations will be given to join the AAPT Rocketry Challenge Team. 

Elementary school teachers may apply for participation.

The second grant, Take Me to your Liter is for students in grades 6-8. This project will challenge students to design and launch a two liter bottle water rocket. Many thanks to the MAST (Mississippi Academy of Science Teachers) program directed by Dr. Mehri Fadavi at Jackson State University and funded by the National Science Foundation. They awarded a 1000 dollar grant. 

Middle school teachers may apply for participation.

The final grant, ENCORE (the exclamation point on this common core project) is for students in grades 9-12. This project will challenge students to design a two liter bottle rocket with a tennis ball projectile that can hit a prescribed target down range. I am seeking grantors for this one.

Nelson Mandela, Superstar for the World

In light of what happened in the last week what does this remind you of?

This was the pattern one student had drawn to represent the color-coded pH scale from 0-14 that was part of their classwork for the day.

Some said a ladder, others a piano, others DNA untwisted and others a gridiron or football field. I pushed further and asked what the big event in the world was for the last week. Finally some remembered, “Nelson Mandela died or others that man from Africa died.”

Now what does it remind you, I asked. Some got it – “Prison bars!”

Yes, these are like the prison bars that held him for 27 years. Yes, 27 long years without his freedom. He was in there because he stood up the oppressive practice of apartheid.

I shared my own journey. In 1972 I was in then Rhodesia that also practiced apartheid.

I told my students that they could not find it on a map. It now has a freedom name, Zimbabwe. When I was there on a youth study travel seminar sponsored by the United Methodist Church Board of Global Ministries, I saw a site that is emblazoned in my brain forever. We were touring one of the cities there and passed the usual businesses much like any America city. We passed homes like many homes in the US. Then we pulled up into the black section of town. Right in the middle of town was a dirt road with mud stick homes for over 500 residents. At the end of the entrance road was one lone water tap on a metal pipe about three feet from the ground. It was the only source of water for the entire settlement. Sadly, tragically, there was no sanitation, no health care, and no education for these indigenous people.

I told my students that Nelson Mandela was imprisoned for trying to overthrow a similar dehumanizing system in his country of South Africa. Some of his means were not peaceful. After 27 years in a small cell, Nelson Mandela was freed by President de Klerk, an Afrikaner (white).

Remarkably he did not try to plot to kill him or to beat him up; rather, he shook his hand. A short time later apartheid was abolished. A few years later Nelson Mandela was the new president of South Africa.

Nelson’s witness through his imprisonment and release and presidency shook the world and helped remove apartheid forever.

My wife remembers watching his release from prison with our young kids. I remember being only a few hundred miles from where the read and wrote letters for 27 years. Many of us have memories of his life. Now my students have some as well.

What will the world do without him? There is a mirror in my room to remind us.