Week 2

    In Monday's lab, we addressed the question of how to make a race fair if two people run at different speeds. The goal was to try to get both people to finish at the same time. This could be done by one person walking and the other running, the slower person getting a head start, or walking or running at different speeds. We broke out into groups to test theories of how to make the race even before combining groups to test our theories. 

    In Thursday's lecture, we discussed how to calculate how long it would take for two people to finish a race using meters per second. We then calculated how much of a head start the slower person needed in both distance and time to make sure both finished at the same time. We also calculated a biker against a driver to find out a timed head start using miles per hour. Finally, we described a car's motion that left oil drops to figure out when the car was speeding up and slowing down. To finish, we discussed the importance of teaching students how to explore, describe, and predict motion. 

    The textbook reading gave great ideas on the importance of teaching students motion. It described benefits such as predicting future motions and understanding what we see. We must teach students how to describe motion using more than simple terms so that we can more easily calculate it. The main points of describing position are distance and direction are to best be able to calculate where something specific is located. It is also important do describe speed and velocity so that we can accurately explain motion using acceleration. 

    The most helpful points were the equations on how to calculate speed, velocity, and acceleration, which also helps us calculate distance, time, and change in position. It also was helpful to know the direct calculations of meters to feet including miles and kilometers. This can give us accurate reference points to get from point A to point B. 

    While this information is very useful, it would be helpful to understand how exactly to teach this to students. We are able to use these calculations to answer questions, but with younger students, these points are harder to get across. I am wondering what a good age is to teach these calculations. They must already understand multiplication and division as well as algebra, but this chapter assumes that students already have these skills. 

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