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activities:weatherandclimatechange:risingsealevels:start 2015/12/29 20:21 activities:weatherandclimatechange:risingsealevels:start 2015/12/29 20:25 current
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-During Day 16, we explored motion graphs with motion detectors, made an analogy to graphs of melting ice, and watch online videos of ice melting in Greenland:+During Day 16, we explore motion graphs with motion detectors, make an analogy to graphs of melting ice, and watch online videos of ice melting in Greenland:
{{:activities:weatherandclimatechange:risingsealevels:Day16meltingiceplan.doc|Day 16 Plan for Making Analogy Between Motion Graphs and Melting Ice Graphs}} {{:activities:weatherandclimatechange:risingsealevels:Day16meltingiceplan.doc|Day 16 Plan for Making Analogy Between Motion Graphs and Melting Ice Graphs}}
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{{:activities:weatherandclimatechange:risingsealevels:DirectionsforLabReport16.doc|Directions for Lab Report 16 on Making Analogy Between Motion Graphs and Melting Ice Graphs}} {{:activities:weatherandclimatechange:risingsealevels:DirectionsforLabReport16.doc|Directions for Lab Report 16 on Making Analogy Between Motion Graphs and Melting Ice Graphs}}
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 +Playing with motion detectors, interpreting the graphs for a tossed ball, and making an analogy to graphs of melting ice is challenging and students typically need more time to understand this well. However, their exposure to this process provides an example of the power of mathematics to model diverse phenomena.
{{:activities:weatherandclimatechange:risingsealevels:ExampleStudentLabReport|Example Student Laboratory Report 16 for Analogy Between Motion Graphs and Melting Ice Graphs}} {{:activities:weatherandclimatechange:risingsealevels:ExampleStudentLabReport|Example Student Laboratory Report 16 for Analogy Between Motion Graphs and Melting Ice Graphs}}

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