**AP Physics 1: Bowling Balls**

Students worked on a bowling ball and mallet lab based on Frank Noschese’s version. There was some good debate about whether a bowling ball needs to be tapped to roll at a constant speed, so we used the Motion Shot app to make a motion map we could use to check.

**Physics: Motion Maps**

To introduce motion maps, I drove a fridge rover across my whiteboard and marked the position at regular time intervals. Motion maps also linked nicely back to the buggy lab, since I forced students to use time as the independent variable. Students then worked on problems; in my 1st hour, most of my students chose to work at desks mostly independently, which I think made the problems more challenging for both my students and for me. In my 6th hour, I started by letting students know the problems were designed to be done in groups and talked about the advantages of completing the task in a group. I’m also wondering if it would help if I made more use of a strategy I got from *Designing Groupwork: Strategies for Heterogeneous Classrooms* where we take time for some explicit class discussions about what skills are needed for a task to emphasize the value of multiple abilities.

**Chemistry Essentials: Density of Water**

Students did a lab to find the density of water, then we had a short board meeting with the results. We kept the board meeting pretty simple and I was very pleased with how it went; my favorite observation is a student who noticed that different groups had data points at different masses, but every group still got the same slope.

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