{"id":5108,"date":"2018-02-16T09:33:25","date_gmt":"2018-02-16T16:33:25","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2018\/?p=5108"},"modified":"2018-02-16T09:34:19","modified_gmt":"2018-02-16T16:34:19","slug":"how-wise-are-parabolas","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2018\/2018\/02\/16\/how-wise-are-parabolas\/","title":{"rendered":"How wise are parabolas?"},"content":{"rendered":"

The scaffolded knowledge integration framework developed in WISE is a good guideline for designing a technology integrated instruction in math. (1) making thinking visible, (2) making science accessible, (3) helping students learn from each other, and (4) promoting lifelong learning are the general guidelines in creating a WISE. I like the website WISE of the University of California, Berkeley. It has good features, here is a link to the website<\/a>. I haven\u2019t played enough with this website to familiarise with all its features. However, I noticed that once a student starts a project, he or she cannot go back to make any change on an activity he or she already completed. This kind of features is suitable for assessing rather than learning.<\/p>\n

I customised a project to help students in middle school appreciate the power, beauty and utility of their own knowledge of quadratic equations. From a constructivist approach to learning that is we care about learning those things that hold meaning for us, I chose to approach the concept of quadratic equations using some examples of parabola in real world. In the lesson, I aim to engage the students in structured experiences designed to support accurate and meaningful knowledge construction. The students misconception over this topic is that parabolas are confined to mathematics textbooks and have no real-life applications. This project will help the students to visually recognise parabolic forms in photographs and architectural landmarks, to practice and refine internet-based research methodologies, to develop an increased appreciation of the utility of algebra in the world around them.<\/p>\n

Activity #1: what do you know about parabola?<\/p>\n

All germane response that the students give about parabola will be write down.<\/p>\n

Activity #2: Examples of parabolas in Architecture \u2013 student suggestions<\/p>\n

Activity #3: I will guide the students\u2019 research of some examples of parabolas in Architecture<\/p>\n

Useful examples from modern architecture appear on Santiago Calatrava\u2019s website.<\/a><\/p>\n

Activity #4: research and identifying parabolas<\/p>\n

After identifying parabolas and other geometrics forms in multiple examples of architecture, students are given the mission to search the internet for interesting examples of parabolic form, that are not \u201cslanted\u201d, as they will self-generate equations using Desmos.<\/p>\n

Activity #5: Self-generate equations using Desmos.<\/p>\n

In this activity, the students will use the transformation formula over quadratic functions (y = a(x-h)2<\/sup>+k) to self-generate quadratic equations. The student will be directed to a file on Desmos, here is a link Ski Jump<\/a>. They will need to use the sliders to find the values of \u2018a\u2019, \u2018h\u2019, and \u2018k\u2019 to fit a quadratic equation onto the skiers. They will describe how they got their function to match the path of the athlete.<\/p>\n

Activity #6: The students will self-generate equations of their own picture from activity #4<\/p>\n

 <\/p>\n

References<\/p>\n

Linn, M. C., Clark, D., & Slotta, J. D. (2003). WISE design for knowledge integration.\u00a0Science education<\/em>,\u00a087<\/em>(4), 517-538.<\/p>\n

Linn, M. C., Slotta, J. D., Terashima, H., Stone, E., & Madhok, J. (2010, December). Designing science instruction using the web-based inquiry science environment (WISE). In\u00a0Asia-Pacific Forum on Science Learning and Teaching<\/em>\u00a0(Vol. 11, No. 2, pp. 1-23). The Education University of Hong Kong, Department of Science and Environmental Studies.<\/p>\n","protected":false},"excerpt":{"rendered":"

The scaffolded knowledge integration framework developed in WISE is a good guideline for designing a technology integrated instruction in math. (1) making thinking visible, (2) making science accessible, (3) helping students learn from each other, and (4) promoting lifelong learning are the general guidelines in creating a WISE. I like the website WISE of the […]<\/p>\n","protected":false},"author":53876,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669390],"tags":[],"class_list":["post-5108","post","type-post","status-publish","format-standard","hentry","category-b-ski"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5108","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/users\/53876"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/comments?post=5108"}],"version-history":[{"count":2,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5108\/revisions"}],"predecessor-version":[{"id":5110,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5108\/revisions\/5110"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/media?parent=5108"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/categories?post=5108"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/tags?post=5108"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}