#3Acts – Bouncy Ball

This happened:


So I thought about this, and realised that basically, the two things I wanted to do pretty much already existed:

Dan Meyer:
Meyer

Andrew Stadel:

Then I stopped being lazy and started planning a couple of ideas:

Then set up my camera and had a go!

I ended up with some short clips like this. The filming went better than my previous two aborted attempts (henceforth known as ‘The Great Forgery Failure AKA You can’t photocopy fivers’ and ‘Snow Melts Slowly AKA ran out of battery’)

Which is fine, but not that helpful. SO I went and spoke to the media Dept. here at college and one of the technicians kindly gave up his time to produce this:

I jumped onto photoshop and made this (currently working on the other 7…):

Example 1 - Act2

So how will I use this? Well in one of two ways:

  1. Use these to start projectiles work and build the model to find out things like angle and bounce/initial velecoity
  2. Use them at the end of mechanics as visual exam questions – adding and subtracting relevant information from the images

I’m undecided as yet, and the one thing that worries me is that I have no suitable Act 3 for this – How can I extend this to verify that the angle and initial velocities they work out is correct? Should I work it out and just create another image?

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2 Responses to #3Acts – Bouncy Ball

  1. nikkigilbey says:

    Brilliant! Love it! Really like the idea of starting with this and then building the maths into it, start with just the ball and get students to guess the maths they are going to do, wow so many possibilities. I have a BA so not au fait with L3 upwards maths terminology, but could you give them balls to conduct their own investigations? Change type of ball? Can they work in groups and compare and discuss in order to verify correctness of calculations? You could then just drip-feed into that and get them to work really collaboratively on this, v student led.

    Could you introduce a bat hitting the ball and consider the swing of the bat and its velocity?

  2. nik_d_maths says:

    Nikki, if you haven’t already check out: http://blog.mrmeyer.com/?cat=95 and http://blog.mrmeyer.com/?p=10285.

    They can experiment for sure, but the measuring is the tricky part; particularly velocity and angle.

    Modelling the bat and ball isn’t too bad (ignoring certain things that is) but again measuring is difficult!

    Thanks for dropping by!

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