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Mathematics Matters Lesson Accounts 5 - To determine where an object rolling along a path, in the shape of a quadrant, leaves the surface


This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 27 May 2008 by ncetm_administrator
Updated on 25 June 2008 by ncetm_administrator

 
Mathematics Matters Lesson Accounts
A collection of memorable mathematics lessons that conference and colloquia delegates had observed or taught which they felt were successful.  Each account refers to one or more of the values and principles in the report.
 

Lesson Account 5 - To determine where an object rolling along a path, in the shape of a quadrant, leaves the surface

Written by Bob Ansell
Organisation Unknown
Age/Ability Range Unknown
 
 

(a) What was the mathematical task(s)?
To determine where an object rolling along a path in the shape of a quadrant, leaves the surface.

The students Upper sixth Mechanics ‘A’ level, had access to track and small toy cars. They modelled this and recorded results – at what angle and above did the vehicle leave the surface.

This was also tackled mathematically. The results were compared to theory.

(b) What learning culture was created? How was this achieved?
Experimentation. Problem solving at all levels.

  1. How do we make the track the right shape?
  2. How do we record?
  3. How do we interpret results?

the essential link between a model and reality.

(c) How could you tell that the task(s) achieved the intended purposes? Do you have any evidence?

Student engagement and, later, their understanding with related tasks.

(d) Is this example available to see/read about?
No

(e) Can you say why you chose this example? What criteria were in your mind?
It was fun, engaging and allowed me to promote mathematical modelling alongside simulation and practical problems.

 
 

Downloadable PDF

Click here to download this lesson account in PDF format.
 
 

Values & Principles

Appreciation of the power of mathematics in society
Makes appropriate use of whole class interactive teaching, individual work and cooperative small group work
Encourages reasoning rather than ‘answer getting’
 
 

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