So, I’m sitting in my modeling workshop right now trying to Piaget my way through the connection between Modeling, Inquiry and [anyqs]/[WCYDWT]/[WTFBBQ].
As I was driving from Iowa City to Ames (let’s not discuss how that makes me feel), I took some pictures at some silly frame rate.
Let’s play practicum/open ended/omg-this-problem-is-awesome.
Here’s the link. The last picture is of my speedometer. Enjoy!
To ruin it: My modeling buddies and I did a bunch of measurements and thinking about constant velocity. We decided to try to figure out the speed of the Dodge Sprinter van. Your students may ask a totally different question; this is ok.
We determined the van’s speed to be about 74 mph, which is awesome if I do say so myself.
Hello! I teach physics, calculus, object-oriented programming, and gastronomy at a rural Iowa high school.
I write for Edutopia, which is as close to George Lucas as the restraining order will let me get.
I love curing bacon, the Oxford comma, and getting students into the narrative arc of a lesson. I hate traditional grading, non-sparkling water, and being boring. [Warning, my proof reader is paid a teacher's salary]
I feel a little silly putting this here, but I've been asked about reproducing this blog's material more than once, so here's the copyright info: United States fair usage applies. An email would be nice for anything using more than a few paragraphs.