Functions in Motion:
By Dorothy A. Coates
Allderdice High School
This unit will explore various functions in the field of motion. Constant Motion
and Projectile Motion are the two kinds of motions that will be investigated. This unit
has application problems, which connect to real world situations. Multiple
representations, graphical and symbolical of problem situations are provided. Problems-
solving activities are designed so students can experiment with different methods and
learning tools.
Introducing Calculus in Physics Class
By Edward Henke
Langley High School
In thirty years of teaching high school physics, it has been my experience that
most students do not strive to understand the topic they are studying. They would much
rather memorize facts and equations so that they can solve physics homework problems. Once
they study the material for an exam, it is many times forgotten. This is in part due to
the teaching style to which many students have become accustomed. Due to the limitations
of space and budget placed on the urban teacher, lecture is the logical teaching method to
use. However, from my experience, students have many different styles of learning. Some
students learn faster with a hands on approach, which can take the form of individual lab
experiments or group projects.
This paper describes an attempt to work around these difficulties by fully discussing
new concepts in class and relating the concepts to daily life. Redesigning lab experiments
that can be performed inexpensively with existing physics lab supplies, and teaching the
mathematics necessary to the understanding of physics concepts. This unit deals with
accelerated motion and how it can be used to introduce the integral and differential in a
main stream physics class for high school juniors
A Unit in Geometry That Really is an Earth Measure
By Paul J. Renne
Oliver High School
This unit is to be used during the last nine weeks of a high school geometry
course. It involves practical geometry in that it uses computations of lengths, angles,
areas, and volumes. Although the course and unit involve written logical arguments, they
contain no formal proofs. The general strategy of the unit is that the students will
compute the theoretical size of real objects and then attempt to physically measure these
sizes to verify the calculations.
Specifically, the students will begin with small objects that can be held, the
dimensions of which can be measured with a ruler. Later, the students will find the size
of larger ones, such as buildings, trees, and mountains. The unit will end with the
calculation of the size of the Earth using a modified version of the method of
Eratosthenes (
300 B.C.).
Stories about ancient Greek and Egyptian mathematicians play an important role in the
unit. The students will be told stories about these ancient mathematicians and are to
role-play by choosing mock Egyptian or Greek names for themselves, while they work on the
unit.
Forensic Science in the Middle School Math
Classroom
By Patricia Roberto
Rogers Middle School
This unit plan on forensic science was written for a middle school math classroom.
However, it could easily be adapted for a science class or, idealistically, an integrated
math/science program. Students will be introduced to forensic science, which is a branch
of science that focuses on criminal investigation to provide physical evidence to solve
criminal cases. Students will learn a brief history of the subject, discuss the many
occupations related to this study, practice the Bertillon system of identification of
criminals, experience the exactness of fingerprinting, and develop an understanding of the
emerging importance of DNA testing. Finally, the students will use algebraic equations to
determine the height of a person using only the length of certain bones. The unit could
easily fit into a communications or literature class with the use of an abridged version
of Mary Shelley’s Frankenstein or Sir Arthur Conan Doyle’s Sherlock
Holmes as a prequel to the unit and the evaluation sheet at the end of the unit.
