Thursday, October 30, 2014

Teacher Spotlight: Math/Science Mrs. Brice and Mrs. Dissenger

Teacher Spotlight: Mrs. Brice and Mrs. Dissenger

8th Grade Math and Science: Forces and Motion

     Students in 8th grade science and math classes are having a fun inter-disciplinary study of the forces and motion.  They are using the study of airplanes and flight as a means to help students mastering this concept.  Let's see what Mrs. Brice has to say about this fun interactive learning.

What are the students doing?  

In math the students are measuring and identifying types of angles in order to design their own glider in their science class with the appropriate angle of attack. In science, they are determining the forces acting upon the gliders, how to create lift, and using engineering practices to design their own glider

 What do you hope students accomplish by completing this activity?

The hope is for the students to understand the relationship between the types of angles and their measures on the optimal design of their glider (wing to fuselage relationship). For science, students will learn how engineers test and redesign in order to get a better product/results. They will apply their knowledge of forces and angle of attack to fly their glider farther than anyone else.


How did this activity tie to your standards?

 In math, this ties directly to my Geometry standards as the students are learning angles and their relationships. This also reinforces the geometry strand of the 8th grade math standards. In science, this relates to Forces and Motion standards and Science as Inquiry standards.

How did this activity promote student learning?

The students worked collaboratively in math to create complementary and supplementary angles.  The students saw a direct connection between math and science. Mrs. Dissinger and I both brought different discipline - based perspectives to the study of flight and forces and motion. In science students created a glider and tested it. During testing, they made modifications in order to fly their glider into a box. After discussing these modifications and other concepts such as fuselage to wing ratio, students designed and built a new glider. 

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