Running Head: Constructivism and Technology
Constructivism and Technology:
Implementing Constructivist Beliefs and NeTQ Lesson Plans
Clinton Teller
Eastern Michigan
Constructivism & Technology 2
Table of Content
Abstract
..3
Introduction
.4
Constructivist versus Traditional Approach
..4
Group Work versus Independent
Work..6
Strategies for Assessing
.7
Questions on Infusing Technology...
.8
Inquire-Based Learning
..8
Project-Based Learning
..9
Collaborative Learning
...9
Field Study Research
.10
Classroom Design
11
Infusing Lessons
13
Components of NeTQ Lesson
.15
Conclusion
16
Constructivism & Technology 3
Appendix A
..17
NeTQ Lesson #1 Maximizing Profit
...17
Appendix B
20
NeTQ Lesson #2 Roller Coaster
20
Appendix C
24
References
24
Constructivism & Technology 4
Abstract
There are many theories and techniques of learning today compared to
50 years ago. However, there are teachers who still believe in the traditional
approach where students are sponges who draw connections to concepts by
completing standard book work. However, this goes against constructivism
and the student centered learning approach of today. As you will see the
ideology of the constructivist approach will help with student achievement
and the acquisition of knowledge. The information from within this paper will
discuss a field experience that provides incite of how student behavior will
improve with the most difficult of students.
Constructivism & Technology 5
Not only applying this concept is difficult, but so is implementing
technology. Technology can provide a pivotal role in allowing students to
construct conclusion through collaboration and the creation of authentic
lessons. While describing ways of establishing a classroom that promotes
the use of technology. It will provide keys to implementing a management
system and provide guidelines that would assist in implementing the NeTQ
lesson plans.Introduction
Teaching today is not the same as it was in the mid-1900s. The
development of technology and their application for everyday life is
overwhelming to students and schools. The old fashion method of paper and
pencil work where students are working on specific skills is not fully allowing
students to gain as much knowledge as possible for that subject. Reflecting
on teachers, observed from a field experience, the application of technology
is not present, in fact many prefer to write notes on the board, lecture,
maybe show a video, and read information from a textbook. These activity
are fine for providing general background information about the material, but
how will it provide meaningful knowledge for a life-time? After observing
teachers, it is clear that a change in the teaching techniques was important
for students to grow and become independent thinkers that would become
leaders of the future. In order to accomplish this task teachers must
incorporate a variety of teaching techniques that are student-centered.
Student-centered learning focuses on the students and how he or she
can incorporate tasks in the real-world. The applications of technology is
Constructivism & Technology 6
endless, from applying programs such as Microsoft Word to Prezi
presentations to the construction of wind turbines. The overall goal for this
type of activity is to give a student a general outcome and have them
develop a general baseline of information. For example, the applications of
the food pyramid is straight forward, however, have students develop a food
pyramid while providing examples of the food relative to that level will help
provide a better background for the knowledge itself. This can be done using
any drawing software or Microsoft Word. This style of instruction is explained
best by the constructivist approach to learning.
Constructivist versus Traditional Approaches
Constructivist classrooms allow students to develop knowledge through
application of building connections across different content areas. Some
teachers, mainly the traditional, feel that students are reinventing the wheel.
(Concept of the classroom, 2004) It is understandable of where many
individuals would think of this as reinventing the wheel, however, the goal for
the constructivist classroom refers to acquisition of knowledge and the belief
of learning is greater through meaningful assessments. In many cases, this
ideology has been railroaded by the application of the present day
government goals of No Child Left Behind and the creation of more rigorous
standardize tests. Therefore, the question instructors and politicians, who
create crazy laws, need to establish an overall goal for student knowledge.
Constructivism & Technology 7
To many times teachers today feel obligated to teach to a test, which is
going against the constructivist approach, whether he or she feels the
constructivist approach is more beneficial for learning. The big question
teachers need to look at is what will benefit my students, the learning of
general knowledge with little retention or the application of the knowledge
where students are creating their own ties to information. As an instructor
who followed more of the traditional belief, it is hard to say whether the
knowledge my students gain is still present. Therefore, to fix this problem
the only ideal way is to establish the student-centered constructivist
approach where students are allowed to draw on their own knowledge while
covering the standards required for the standardized test.
Given the complexity of the type of classes available in high school the
constructivist approach must follow one general guideline, which is it must
be student-centered. Observing classes has provided insight into how
traditional teachers see constructivist approach is applied to his or her true
teaching philosophy. To many times teachers feel that by incorporating
technology into a lesson will incorporate the constructivist learning
approach. However, it does not incorporate it. Instructors need to be made
aware that the incorporation of technology is only part of the constructivist
approach. Constructivism works very much like it sounds, build knowledge
through the creation of authentic lessons.
Every student has their own knowledge from what he or she has
experienced throughout their lives. Therefore, the constructivism approach
Constructivism & Technology 8
informs teachers to use this knowledge and draw connections to the general
concepts that are learned for the subject. For example, students have ideas
of businesses and activities that they enjoy. Therefore, let them create a
business of their own choice and provide a plan for how much of that product
is needed to be sold to earn a profit. This example follows an Algebra II
concept of two equations with two unknowns, because any internet business
cannot focus on just one product.
According to an article found from the United Kingdom essays, the
primary focus of traditional instruction are based off a textbook (Essay, Nov.
2013). Comparing the example to traditional approach the teacher would
provide a statement or application with the information about the task and
ask the student to generate a solution. The problem with this traditional
approach is that it only looks at the solution to the problem given. To many
times students see the question and wonder where or how this will apply to
the world. Therefore, the best way to fix this problem is by using the
student-centered approach and the constructivism method.
Group work vs. Independent Work
Independent work is the corner stone for a traditional working
environment. This type of perspective in many ways is effecting the learning
of students. The lack of collaboration and working on material is not a basic
practice occurring within the job force today. Many businesses are using
collaborative groups to find complex solutions, which follows more of the
Constructivism & Technology 9
ideology of the constructivist approach. Drawing from Mahoneys
interpretation, emphasized the pattern of thinking. (Mahoney, Aug. 2011)
Connecting the group work to patterns of thinking forces a teacher to
show that students need to utilize their past knowledge to present situations
or to draw personal interpretations to find a solution to a given situation.
Since group work is not a staple for my instructional practices, it forces a
teacher to critique what my students are learning. Therefore, as a teacher, it
is almost a requirement to ask students to develop these constructivist way
of learning, creating a pattern of thinking that is student-centered. Thus,
creating a better-rounded learner who possesses primary thinking skills,
which are required for the higher demanding occupations of today.
Strategies for Assessing
Like everything else with traditional method of learning, my teaching
also utilizes standardized testing as a way of assessing students. Like all the
previous issues described in previous paragraphs, standardize testing is not
fully assessing students knowledge. In fact, it goes back to what Morrison
and Lowther (2010) was discussing about mimicking, which does not create
independent thinkers. From a teaching standpoint analyzing this information
leads instructors, such as myself, to developed real-world student-centered
assessments. Where students are graded based on their process of solving
the situation and applying their own personal experience to the situation.
(Morrison & Lowther, 2010, pp. 9-10)
Constructivism & Technology 10
Questions on Infusing Technology
To many times teachers get stuck finding ways to incorporate the
Constructivist approach within a daily lesson or unit. Teachers do not have to
sacrifice the concepts or standards set by the government. In fact, the
constructivist approach allows for enhancement. As will be shown later in
the article with an observation conducted during a field experience. The
student centered approach does not have to be in every lesson.
Incorporating it in a unit at least once where it corporates all parts of the unit
benefit your students more than avoiding it all together.
Following the idea of incorporating at least one lesson, some traditional
approach teachers feel that it will remove them from the learning
environment. Where is my role, as a teacher? According to thirteen ed
online workshop, teachers are not removed from instructing or presenting
material. (Concept of the Classroom, 2004) With this in mind, fellow
teachers wonder of the possible ways to incorporate them and how they
should be incorporated. Addressing these concerns or questions require the
types of constructivist learning ideas. There are more than just problembased activities. The following is a list of constructivist learning methods
that can be incorporated by instructors:
1.
Inquire-based learning
All though it is not a new concept for teachers in schools. Inquire-based
learning focuses on student exploration, gathering data, and analyzing the
information. (Morrison &Lowther, 2010, pg. 12) This technique requires you
Constructivism & Technology 11
to provide students with a general question about a concept. Questions such
as what would occur if an animal becomes extinct? This general problem
causes students to examine how a food web is affected when a species
becomes extinct and see what would occur.
2.
Project-based learning
Project-based is just how it sounds. Creation of projects where students
creating objects using the concept that are discussed within class. A lot of
the tasks can consist of the Maker Project. For example, such as the creation
of wind mills that would allow the development of new power collectors.
3.
Collaborative learning
Collaborative learning provides students with a method for becoming experts
over a specific concept and allow students to pass their knowledge to their
peers. Furthermore, it provides students with a way to talk through problems
that are occurring. Thus providing independent thinkers of tomorrow who
are able to talk about a problem and find new solutions through discussion.
The application of these previous learning methods are important to
the constructivist approach, questions still remain about how technology can
assist students with learning. For example, from the observation study a
teacher asked how a presentation can assist with learning information. The
answer to this question, is not how but how much knowledge will the student
gain. The presentation will assist the student with learning how to access
information from the internet and teach students how to organize
information of a given task.
Other than learning the tasks and extending knowledge, how can
technology improve students performance? Well this is better described by
Constructivism & Technology 12
the field observation. As you will see later, many of the students who have a
tendency to misbehave have found themselves learning better by applying
technology and applying the idea of the constructivist approach, because the
students are allowed to apply his or her own interests. This cuts out the idea
of having to learn the information, because another person, mainly the
government, stated it was important.
Field Study Research
Technological breakthroughs are occurring yearly, as well as the
application of technological skills within the work force. Observing a history
course revealed that some instructors are not changing with the
technological breakthroughs of today. Within this observation, the instructor
used videos, from a DVD and VHS tapes, to instruct his class on historic
baseball athletes. In many ways, this lesson was great for students, however,
the students who had an understanding of baseball were the only individuals
who were attentive during the entire production. The video did cause a lack
of attention and did very little to increase the majority of the classes
knowledge of the sport.
To enhance their learning of historic baseball athletes students were
asked to creating a presentation of one of their favorite baseball athletes.
The application of this lesson forced the students with little knowledge of the
sport to research famous baseball athletes and then create a presentation
using this players statistics and background. Evaluating the learning that
Constructivism & Technology 13
was required by the two lessons, students were able to recall the various
historical baseball players. However, the presentations provided students
with a way to recall the some of the numerical data the players occurred
over their years in the major league. The toughest part of the evaluation of
the assignment was not on how much students learned in terms of the recall,
but how much does the student really remember about the player?
Following the instruction both the cooperative instructor and I felt that the
students knew more from developing the presentation versus the lecturing
about the players.
During the observation of a science class, the instructor is a firm
believer in the use of technology. Every day consisted with the use of a
smart board and the creation of a student project. Every month the students
are to design and build a project from house hold items. During the
observation, the students had to build a catapult for throwing pumpkins.
This throwing competition consisted of which class could hurl the pumpkin
the furthest.
The instructor believes in the use of technology but also the use of the
constructivist approach and student-centered learning. As seen from the
monthly engineering projects, such as the catapult project. Talking to the
students within the class, the only problem that occurred was the lack of
support they had from their classmates. The only answer for this problem
would consist of smaller group sizes, forcing their peers to provide input on
the project. Furthermore, have the students evaluate their own work as well
Constructivism & Technology 14
as that of their peers and show who performed which task for the project. It
is a way for students to learn how to self-evaluate.
Classroom Design
With the knowledge of what a constructivist lesson resembles and a
general look at a couple field experiences, it is now time to create a
classroom setting that incorporates a student centered learning utilizing the
constructivist approach. General classroom rules normally do not change
with the constructivist approach, since it really effects the layout,
procedures, and lesson development. First glance at this belief of
collaboration and constructivist method of learning an instructor might
wonder if their school has the capability to actually create enough computer
space. According Morris and Lowther, computer access can be organized
into four typical groups: 1) one computer, 2) small groups, 3) computer lab,
and 4) one-to-one laptop access. (Morris & Lowther, 2010, Pg. 318)
Using this as a guideline, it is best for the instructor to decide how your
students work best and what is available for your district. Personally, I have
found it easier to implement small groups or computer labs. Using my district
as a baseline, the computer lab availability really is not present, so the more
students conduct research on phones in small groups the better.
Furthermore, it gives the students an opportunity to go against standard
rules of no cellphones in a classroom setting. The use of cellphones to
research makes the learning environment more open since the vast majority
Constructivism & Technology 15
of the student have phones or some other digital device that has access to
the internet.
In general, the use of phones would resemble the one computer
classroom. This design requires that students have limited access to a
computer, forcing them to use more collaboration of the topic before heading
to the computer to complete their technology component of the task.
However, it would be utilized by smaller districts who have a low technology
budget. (Morrison & Lowther, 2010, pg. 319) Low technology budgets are a
problem for most schools, so as an instructor who fully believes in utilizing it
on a daily bases I feel that instructors need to create new methods for
making it relative to their classroom.
Now that the decision of the group sizes and computer time has been
established, it is time to create a procedure plan for the students to follow.
Since the constructivist approach really focuses on the students to create
and acquire learning from their own experiences. It is important for the
instructor to create guideline documents or handouts that displays what the
students should gain from the activities. These handouts should consist of at
least one checklist, especially if the room has limited technology, and an
individual grading rubric where students can grade group members. Grading
these assignments are difficult enough, but students should earn their
grades based on their individual performance as well as the overall group
project grade. (Morrison & Lowther, 2010, pg. 318)
Constructivism & Technology 16
Another useful management tool to consider is staging the assignment
tasks. Morrison & Lowther (2010) recommend using stages such as outlines,
rough drafts, and final drafts to keep students on tasks. (Morrison &Lowther,
2010, pg. 318) Applying these management tools provides the instructor
with the opportunity to grade multiple parts of the groups work.
Furthermore, it will show how much the students have grown from the tasks.
Incorporating it with the limited technology availability will give the
instructor an opportunity to judge how the group is working and show who is
really doing the work. Experience shows that your better students have a
tendency to take over assignments because they want the grade. This would
provide an outlet for students to take the lead of their group and complete
the assigned tasks together.
Infusion Lessons
Now that the management of your groups are established with the
proper layout based on your schools technology availability is completed it is
now important to find a way to infuse your lessons. Lesson infusion is a
complicated but crucial part of the constructivist approach. Just like any
other lesson the teacher needs to assess what the students know about the
technology and properly prepare them for handling the upcoming tasks.
Based on your schools technology budget, infusing it into a lesson can be
difficult. However, the key to infusing technology is having creativity. Just
like the second field experience discussed above, the lesson taught to the
student was based off of a web quest. This web quest contained a video
Constructivism & Technology 17
discussing the tasks that was assigned for the assignment, but students did
not have the capability to view the lesson from a computer due to the lack of
technology. Therefore, the class viewed the web quest before starting their
tasks. Not able to view the video during the task portion of the lesson forced
students to write down what was expected of them and use these notes to
complete the tasks.
See how this lesson was infused into a classroom shows that teachers
need to recognize that software is important. Some activities require the use
of specific skills of the users, the students, where others require the
software. It is a must for teachers to practice with software before having
students complete tasks. Many of the software programs available for
schools and teachers is not always user friendly. Therefore, the instructor
must review and review many of the programs that are available. For
example, have the students create a 3-D design of a tool may require
specific software. With number of 3-D designing software available the
instructor should work with the various software and find the easiest
program for their students to complete the design. Just because the
software is free or cost top dollar does not mean it is the best or compatible
with the school technology.
Once you have decided on your technology and the general outcome
of your lesson plan, it is time to develop the plan. There are many
components to the lesson plans that an instructor should be worried about.
As you will see later in the lesson plans at the end, limiting the internet
Constructivism & Technology 18
sources for your groups will provide a better chance for students to gain the
knowledge you want them to learn. Limiting the access to sites help
prevents groups from wondering from their tasks. Therefore, it is important
for instructors to research what material is on the web and find possible
discrepancies that occur. To many times, students have intended on going to
a specific site about the government and the web address transfers their
group to a banned site. This would help limit the problems that occur with
the computer code of ethics.
Components of NeTQ Lesson
Looking at the lesson plan in appendix A, you can see the integral
parts of NeTQ lesson plan. This lesson plan has handouts for students to
follow and it provides the instructor with an ability to instruct the students
with the concept of two equations with two unknowns. Furthermore, it allows
students to draw a connection between a business and a mathematical
concept. It provides a check list, so student can find what they are looking
for. However, it is missing the standards on technology. Even though it
describes the skills students will learn.
Applying the constructivist approach to this lesson the task is missing
the big picture. The idea behind the constructivist approach wants the
students to construct the connection, but it limits the students to working
with specific shoes or cleats. It should allow the students to find their own
objects to create a business atmosphere. Using this lesson plan it gives
students a better look at the constructivist approach. Students will start by
Constructivism & Technology 19
developing a plan for creating a rollercoaster. Students have an opportunity
to research designs of rollercoasters and then design and build their own
using 3-D constructional program. What the instructor will have to
remember is to assess the programs used for the lesson. If they are not
compatible or user friendly then the lesson will fail. Furthermore, it provides
students with a list of resources to use for researching the project. Another
look at the lesson shows how constructivism is fully implemented. Students
are asked to design and build their lessons for effectiveness.
Comparing the two lessons, you can see that both of them follow the
problem-based learning theory. Students can draw connections from their
past, even though the first example limits the students to specific outcomes.
Furthermore, it describes a clear objective for students to accomplish their
tasks that draws on outside information.
Conclusion
Teaching using technology and the constructivist approach can be a
time consuming process. However, comparing the ways of learning today to
50 years ago have changed dramatically. To keep students sparked with
learning and continuing to grow the developing thinkers of tomorrow it is
important to utilize the tools that surround the students. Otherwise, there is
a chance where students will not fully utilize the skills that are required for
the digital age of today. The ideas of the constructivist approach and student
Constructivism & Technology 20
centered learning will deepen the connection that student have with the
standards required by standardized test of today.
Constructivism & Technology 21
Appendix A
Lesson Plan Maximizing Profit Lesson
Problem: What is the best choice of product to sell for the most profit?
Objective: Students will research three products and decide how much of
the products they would have to sell to maximize their profits
Technology Requirements and Skills
1. M.S. Excel Spreadsheets use to create charts to represent
the information
2. Internet Access To conduct research of various products
3. Ti-83 Graphing Calculators To complete the calculations and
final analysis of intersection points.
Common Core Standards CED. A. 2 Create Equations that Describe
Numbers or relationships
Create equations in two or more variables to
represent
Relationships between
quantities
Skills Required for Lesson:
1. Internet skills students have to be able to research possible shoes
assist by tell students to use Eastbay.com
2. M.S. Excel Skills Creation of charts (Will go over using my example
document), Creating a chart
3. Calculator Skills Will be taught during class. Students will learn how to
input data into statistics area of the calculator. L1 x values, L2 y
values; Finding intersection points using calculator functions.
Assignments:
Day 1 Chart Creation Activity Students will work together
with the instructor to see how to create charts from data using M.S. Excel.
This the day where the instructor will teach students how to setup the M.S.
Excel Document and show how to create line charts from the section.
Day 2 Research Day Students will research their products
from the list below to and select three of them for creating their max profit
graphs. Research must be put into M.S. Excel Document.
Constructivism & Technology 22
See Example for more details
Day 3 Equations and Graphs Students will create charts
using their charts from day 2. Students will infuse these charts to aid in
finding the equilibrium between their three graphs. (This can also be
constructed using a TI-83 or new calculator.)
See Examples for more Details
Students will use the following equation to maximize their profits:
Y =-230x +1200 This equation would allow you gain
1200 in profit.
Technology Plan:
Lab requirements: Need two days of Computer Lab time.
Day 1 Research Day
Day 2 Equations and Graphs Day
Extra-access: Overflow of Students (Lab out of computers) Students
will work in the I-tv lab next to the office. (Students need to work
individually, this will allow students to self-analysis their own data and find
solutions. Given the overflow computers, there is no need to team up for
assignment.)
Absent Students: Students will have an opportunity
to continue the project during lunch in the computer lab or have access after
school. If a student has the computer program at home, he or she may work
on it from their house.
Grading Check List:
1. Choose 3 types of products from the product list
_______
2. Lists contains prices for 2, 3, 4, 5, 6, 7, 8, 10 per item (Data)
_______
3. Data chart was created using M.S. Excel
4. Three graphs were created using M.S. Excel from your chart
_______
_______
Constructivism & Technology 23
5. Final Analysis chart show four graphs
_______
-Graph has Sales equation and three shoe graphs
6. Problem is answer based off of the data.
Product List:
1.
2.
3.
4.
5.
6.
7.
8.
Nike tennis shoes
Nike Football Cleats
Nike Baseball cleats
Adidas Tennis Shoes
Adidas Basketball Shoes
Under Armor Tennis Shoes
Under Armor Football Cleats
Under Armor Baseball Cleats
_______
Constructivism & Technology 24
Appendix B
Lesson Plan Rollercoaster Project
Problem: The summer months are coming to an end, but you want to
continue to attend your favorite theme parks, such as six flags. Therefore,
you are to create a rollercoaster that would allow you have fun during the
school year. (Only a scale using bendable wire and PVC pipes.)
Goal: Create a rollercoaster that gives your need for speed in a safe ride
park. Make sure to find acceptable rates of speed that are considered safe
for rollercoasters.
Objective: Students are going to design and create a rollercoaster (Scaled
rollercoaster). Students will calculate the Velocity/Acceleration/Speed of the
car at each hill (both going up and down).
Technology Requirements and Skills
4. 3D design program Used to design a blueprint of their
rollercoaster
5. Internet Access Conduct research about the different parts
of a required for the rollercoaster and problems faced with the
design of these rides.
Common Core Standards
Algebra II:
HSA-APR.D.6 Rewrite simple rational expressions
HSA-REI.A.2 Solve simple rational and radical equations in on variable.
HSF-IF.B.6 Calculate and interpret the average rate of change over a
specified interval.
HSF-IF.C.7 Graph functions expressed symbolically and show key features of
the graph.
HSF-IF.C.8 Write a function defined by an expression in different but
equivalent forms to reveal and explain different properties of the function.
HSA-CED.A.3 Represent constraints by equations or inequalities, and by
systems of equation and/or inequalities, and interpret solutions as viable or
nonviable options in a modeling context.
Standards
Calculus: (Personal no standards for in high school curriculum)
Constructivism & Technology 25
1. Derivatives: Students will be able to find the Velocity (1st derivative),
Acceleration (2nd Derivative)
2. Derivatives: Students will be able to find the velocity, acceleration,
speed of an object (Person or Particle) at any given on a curve
Technology: (found at http://www.iste.org/standards/standards-for-students )
1. Creativity and innovation Students demonstrate creative thinking,
construct knowledge, and develop innovative products and processes
using technology. A. Apply existing knowledge to generate new ideas,
products, or processes b. Create original works as a means of personal or
group expression c. Use models and simulations to explore complex
systems and issues d. Identify trends and forecast possibilities
4. Critical thinking, problem solving, and decision making Students use
critical thinking skills to plan and conduct research, manage projects,
solve problems, and make informed decisions using appropriate digital
tools and resources.
a. Identify and define authentic problems and significant questions for
investigation b. Plan and manage activities to develop a solution or complete
a project c. Collect and analyze data to identify solutions and/or make
informed decisions d. Use multiple processes and diverse perspectives to
explore alternative solutions
Skills required before Lesson:
1. Finding Derivatives: Students will learn how to calculate derivatives and
find velocity and acceleration equations. Section 3.1 3.7 of the Calculus
book. This will provide the derivative rules.
See Calculus book for details
Skills Required for Lesson:
4. 3D Design Students will work to design a rollercoaster blueprint
5. Construction Students will build a small scale of their rollercoaster from
their blueprint using flexible wire
Assignments:
Week 1 Rollercoaster Design Students will discuss and
design their rollercoaster based on various designs from the internet. Each
group must design research possible designs for the rollercoaster and design
a blueprint using drafting software such as Sketch up or A360 software. All
Constructivism & Technology 26
designs must contain a materials list and the items length list so the group
will know the dimensions of their parts.
Week 2 Rollercoaster Construction Students will build a
scaled version of their design that will allow a person to ride on the coaster
without injury. This will be simulated using marbles.
Week 3 Calculating Velocity and Speed Students will use
their mockup to calculate the velocity of a person at various points of the
rollercoaster.
Technology Plan:
Lab requirements: Need one week to create a design for the
rollercoaster 3D design using either Google Sketch Up or A360 software.
Extra-access: Students will be placed in groups of three or four. Each
person should have some part in the design and construction of the object.
Two computers per group and any overflow will be sent to the I-TV lab, where
extra computers are located.
Materials:
1. Computer Lab with Drafting or sketching software
2. Calculators Ti-inspires or Ti-83 calculators (For graphing equations for
interpretations and finding restraints
3. Building Materials: 1) Flexible wire (for rails), Gears and cable for
cranks, PVC pipe for constructing base of the rollercoaster.
4. Marbles For simulating carts where people sit.
Grading Check List:
7. Students have a computer design of their rollercoaster.
______
a. Design contains equations that represent the design.
_______
b. Design contains at two or more cranking hills to control speed.
_______
8. Derivatives Functions
a. Velocity functions are present for find the velocity of the object.
_______
b. Accelerations functions are present to determine an increase in
speed. _______
Constructivism & Technology 27
9. Velocity/Acceleration/Speed calculations
a. Velocity is calculated for each hill (going up and down).
_________
b. Acceleration is calculated for each hill (going up and down).
_________
c. Speed Calculations are present to determine safe parameters of
operations. _______
10. Construction
a. Rollercoaster construction was completed according to the
___________
parameters of their design.
Resource List
Websites: For assistance in understanding the construction of rollercoasters
and design.
Annenberg Learner Allows you to design your own rollercoaster using
general shapes and determines fun and safety of your design.
http://learner.org/interactives/parkphysics/coaster/
Home Science Tools Provides instructions for designing and creating a
rollercoaster. http://www.hometrainingtools.com/a/make-a-roller-coaster/
Constructivism & Technology 28
Appendix C
Reference
Essay, UK. (November 2013). Traditional Versus Modern Methods of Teaching
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