Over a decade ago I made a Quatro-Pro spreadsheet to make quick calculations from masses on the periodic table. Well, now Excel rules the roost, so I created a similar version using Excel. The fundamental element of the spreadsheet is that the cell with each mass is given a name that is the symbol for the element. So, for example, instead of having to remember which cell the mass of oxygen is in (C9, in this case), you only need to type in O.
The only element that doesn’t work with its symbol is carbon.Excel will not allow a cell to be named just “C”, so I had to use “CC” instead.
To calculate the mass of water, just type if =h*2+o (letters can be UPPER or lower case)
For hydrochloric acid, type =h+cl
Copper nitrate: =Cu+N*2+O*6
Carbon dioxide =CC+O*2 (this is an example of the carbon exception from above).
I wrote this poem in 1998. I think it still applies 18 years later.
Before we were scared
the streets were our own
we'd wonder the town
and call it our home;
anyone we would see
we could ask for the time
and sometimes we'd even
give us a dime.
Before we were scared
our doors might be locked
but bars didn't exist
our windows to block;
porch lights were turned on
when we were expected,
a motion detector
didn't make us protected.
Before we were scared
we didn't need a phone
inside of our car
only in our home;
our numbers were listed
our names we could find
if we wanted to call us
we really didn't mind.
Before we were scared
our streets all had shops
and sanitized malls
weren't one of our stops;
and guards weren't in stores
only in the banks
the merchants they knew us
they'd give us their thanks.
But when weren't we scared
was it ever that way
is it just what we think
looking back from today;
was life really better
is that just in our heads
to justify our fears
as we lay in our beds.
And if we were scared
and nostalgia's a screen
then we're left in a world
that's not so serene;
and to banish our fears
to some far away ground
we must start making friends
with all us around.
OK, I admit it: I can get sucked into the vacuum of social media and find myself having spent more time on it than I desire. Last December, with grades coming due, I decided to take a ‘vacation’ from Facebook. I’ve largely been off it for about seven weeks (I did jump on a few times to arrange my annual birthday dinner), and while there are things I miss (mostly family updates), I’m thinking of continuing my vacation, or maybe just checking in with some of my groups once a week.
But then there’s Twitter. I largely use Twitter for my professional development. I’m a teacher, and I follow many people/organizations that provide me with great tools to use in my classroom; and likewise I share many resources with those who follow me. But, how do I avoid getting sucked into this vacuum of learning–I can justify the time spent because the links I follow are mostly valuable.
Some tools I have used:
Set myself a time limit (and try to stick to it).
Ask myself “Do I really need to follow this link?”
Don’t feel bad if I decide to “Unfollow” someone.
What tools/tips do you use/have? Please share yours in the comments below.
Yesterday, I lead two short workshops on Modeling Instruction at the National Science Teachers Association area conference in Reno, Nevada. About 30 people attended the first one, and about 20 the second (about half of whom had been at the first one as well). As in many good physics activities, this included going outside (the floor in the conference room was carpeted, so the balls didn’t bounce well on it).
In the first workshop, I introduced the Bouncing Ball lab, which offers an introductory activity that focuses on developing students’ understanding of lab design and data analysis.
The second workshop introduced the Buggy Lab, that helps students develop a model for constant velocity motion.
Two summers ago I was able to attend the Einstein Plus workshop at the Perimeter Institute for Theoretical Physics. They provided some great mini-units on ‘Modern Physics’ topics, and I’ve tried to figure out a way to integrate these into my class. This year I realized I could use them as “filler” during our seniors’ Kairos retreats (students are gone for three days, which means I don’t see some of them all week!). I’m pulling out a couple of days worth of work from each unit, and the students who are on the retreat don’t have to make it up (they always have too much to make up anyway). This way, each student will get four mini-units, and miss one.
Today we started Everyday Einstein: GPS & Relativity. Students watch a short video about GPS (8 minutes), then explore uses of GPS, create scale drawings of the GPS satellites above the earth, make some calculations about the time between signal broadcast and its arrival on earth, and finally use an online mapping site to triangulate the position of an object given three cities and distances (would work great for earthquake epicenter location as well). We didn’t get as far as I had hoped, but we can finish the geolocating tomorrow, then start on relativity.
Today we had a faculty/staff retreat at Mont La Salle at the Christian Brothers Retreat and Conference Center in Napa, CA. During the welcome/introduction, our principal suggested that we turn off our phones for the four hours. I thought that sounded like a good idea, and turned mine off. Reflecting on our sense of “need” to be connected, I thought about emergencies that might happen that might need my attention, but I couldn’t come up with any that couldn’t wait the four hours. After all, a couple of decades ago I did not expect people to be able to contact me 24/7, so why can’t I do that now?
During a break-out session, I had an hour to do some journaling/reflection, and found a nice shady spot with a beautiful view of the hills of the Napa Valley. My first thought was to take a photo, but then I realized that would require me to turn on my phone. Now, I’m no sketching artist, but I took this as an opportunity to try out some sketching. Attached is the sketch I made. It’s not really to scale, and isn’t in ‘millions of colors,’ but Ican look at it and remember where I was–and isn’t that one of the main points of a photograph?
Most schools these days need to do fundraising, whether they be public or private. The last two weeks at Sacred Heart Cathedral has been “Walkathon weeks.” Students collect donations from relatives, neighbors, and friends. It’s our one big student fundraiser of the year. The final day is the Walkathon itself. Students meet at the Polo Fields in Golden Gate Park. After taking roll and some spirit-building games, we’re off on the walk. Four miles later, we’re back in the bleachers for a bit more spirit, then everyone walks to the nearby meadow for lunch. After lunch, students and teachers are free to go.
I enjoyed the walkathon, and think it’s a great opportunity for community building (as well as to make some money). Having a full day (well, half-day in reality) where our community gets together without academics or athletics gives us a chance to chat and just enjoy life together. The parent volunteers are wonderful, and lunch is a great finisher for the day (they even had plenty of vegi-burgers!). Since they have the afternoon off, I heard about some of the students were heading down to the beach (September in San Francisco tend to have the most sun, and we lucked out this weekend).
This might be harder for a public school to pull 0ff (in California, there is a minimum number of hours required to make a day count as a “full day” for finances), but I think it could be done. SHC has worked out many details in 26 years; if you’re interested in more details, here’s the Walkathon home page, or leave a question in the comments section below.
It will be a great day when we don’t have to have fundraisers in schools, but in the mean time, this model is a great one.
Last blocks with buggies: Here’s another close up of the target sheets I use with my students. The complete the top, then find where on the row of four metersticks they need to place their prediction. I give not help at this point, and often ask “Are you sure it’s in the right place?” (even when it is). I try to involve all six to eight students in the trial (two combined groups of 3-4 each). When they are done, there is homework for them to work on in class.
A few tips:
Even with only four or five tests required (eight to ten groups), there is still down time for many students, so make sure you have something else for them to do. I always have that day’s worksheet/night’s homework ready for them. Next year, I plan to have something more in line with a conclusion on the lab.
My target has a very low “A” range, so, as I said yesterday, any group that lands on the paper gets an A.
Have them measure and calculate the speed of their buggy on the day of the collision test. This should take about five minutes, then ten minutes to make their prediction. If they use speeds from previous days, the batteries may have weakened and slowed the buggy down.
Use the “testing” time with your small groups to confirm they understand the placement of their paper. I often ask “Does this position make sense?”–to which they should answer “Yes, because the fast car will move a greater distance” or something along this line.
One train leaves a station at 2:30 at a speed of 40 m/s,
and a second train leaves another station at 50 m/s.
The stations are 40 km apart, and the trains are heading
toward each other. At what time and position will the
These days, many teachers use this as a chance for an actual experiment. I challenge my students to determine the speed of their cars, then I match them up with a random group (well I know each group has a car with a different speed). They then need to calculate the position the cars will collide if they start four meters apart. I have a grade sheet that shows them their grade. My standard sheet has A-D on it, with A at the center where the cars are due to collide.
With each buggies traveling 1.2-3.8 meters, I probably should give them a bit more slack in the “A” range, so I’m thinking that for next year I may use three sheets of paper with most of the center one being the “A”, and the outside ones being B-D.
I like this lab because it’s easy to get correct predictions, and students have to go back and check their math if they don’t get an “A”.
Here’s a video showing an accurate prediction. The class, and I, get quite excited as the collision moment approaches!