• CMST Summer Institute Interactive Physics Lab Guide

      Whitman, Steve; The College at Brockport (1/1/2005)
      98 page Interactive Physics Lab Guide including labs on: TITLE EQUIPMENT Hooke's Law springs Cons of Energy: IP Sim: stopping d vs V,m,g IP Range of a Projectile CPO: marble launchers Newton's Second Law CPO: cars & ramps Atwood Machine Atwood Pulleys Circular Motion Dynamics Circular Motion Apparatus Conservation of Energy: Rollercoasters CPO: Rollercoaster Planetary Motion: Kepler's 1st & 2nd Laws Computer Lab Planetary Motion: Kepler's 3rd Law Computer Lab Ballistic Pendulum PowerAide Bottle Ballistic Pendulum Conservation of Momentum: 1D Collisions Air Track SHM Kinematics: Bunjie Jumper Spring - Mass System Electrostatics: Coulomb's Law Coulomb's Law Demo Electric Field Mapping Pasco E Field Map Apparatus
    • Safe Braking Distance using Stella

      Colafubo, Steve; The College at Brockport (1/1/2006)
      Examines distance and time required to stop a car under a variety of conditions and at various speeds.
    • Rise in Obesity

      Boughter, Tracy; The College at Brockport (1/1/2006)
      Obesity has increased dramatically over the past 30 years. Since obesity is the cause of many illness and diseases it is crucial to help stop this American epidemic. Rate of obesity has in fact caused the Health Association to revise their food pyramid to fit the lifestyles of the American people today. Obesity has in fact become one of leading causes of deaths in America. This has grabbed the attention of many politicians. A current advocate for healthy living is Bill Clinton. It is soon predicted to rise above tobacco in preventable deaths. One of our goals is to predict the rise of obesity years from now by using data from the past years. Our prediction is that obesity in 10 years with show that half Americans will be obese. If the rise stays constant the obesity rate will be overwhelming in 30 years. We would like to raise the awareness of obesity rates in order to try and prevent future rates in obesity from increasing like our data hopefully will show. We will also use many different computer programs such as geometry sketch pad to manipulate the equation for the rate of obesity throughout the years and the internet to gather data. After collecting the data we will use a Texas Instrument calculator to determine a linear regression. Using the information derived through our data in the calculator we will use geometer's sketchpad to graph the linear equation. From the graph in geometer's sketch pad we can determine what the predicted percentage of people that are obese in ten years, twenty years or any future year we desire.
    • Modeling the “Dynamics” between two Populations

      Santana-Valadez, Miriam; The College at Brockport (1/1/2006)
      The project requires the modeling of the “dynamics” between the deer population and the amount of plants in the area over the next 30 years. By “dynamics” we mean we want to predict the type of the behavior seen (growing, declining, and oscillating).
    • The Limits of Removing Uncertainty: The Role of Computational Science in Scientific Inquiry

      Metz, Sean; The College at Brockport (1/1/2006)
      To understand the workings of each program utilized for this project, which are Interactive Physics, Fortran, Microsoft Excel.
    • Hurricane Relief using Stella and TI Calculator

      Fox, Helen; Walter, Sara; The College at Brockport (1/1/2006)
      FREDERICK DOUGLASS - FRANKLIN FINANCE HURRICANE RELIEF PROJECT 2OO5 Our schools have joined together to raise money to give to the Red Cross for hurricane relief. We have implemented five different fundraisers to accomplish our goal. We performed these activities in October and November. Car washes Bottle and can drive Homebase race Candy sales Interest pledges (monthly) We have developed a model in Stella to show income, expenses, and profit for the car washes and candy sales. We have direct donations from the Homebase race and bottle and can drive. We also tied in an interest income element from soliciting teachers to pledge an interest percentage per month on October and November revenues. We used a SMARTBoard to draft much of our work in Word (for candy flyers) and Excel (pie charts to show our Homebase race) and as we put our PowerPoint presentation together. Students used a digital camera to photograph our activities and downloaded pictures to incorporate on our posters and into our PowerPoint presentation. We used a TI-84 to add up our monies. Students spent a lot of time rolling coins so we did not have to pay a store a percentage of our earnings. While working on our project, students earned a sense of pride and individual responsibility by performing community service as they learned to use new technologies. The car washes were our kick-off and became a rewarding source of fundraising. The students were inspired by the generosity of our community both on campus and off. Our project has allowed students to learn and use technology, but has also provided them the experience of giving of their time to make the world a better place!
    • Using Stella to Find Out How Much Can You Save

      MacLaughlin, Marc; Roe, Jennifer L.; The College at Brockport (1/1/2006)
      Students will use Stella to create a model which calculates a budget that takes account for a variety of factors. Students will gain an understanding of income, costs, savings and the responsibility of budgeting.
    • Transformation Project Using Geometer's Sketch Pad and TI - Calculator

      Jenkins-Cox, Marie; Machuca-Dall, Carolina; Sherrill, Reggie; Wooten, Yolanda; The College at Brockport (1/1/2006)
      Students will work for a company that specializes in creating company logos. The students will use their knowledge of transformational geometry to create a unique design for each company. Their design must consist of at least two types of transformations: reflections, translations or rotations. They will be given extra points if they can create their design using tessellations. Throughout this project, students will work cooperatively in pairs. They will complete two worksheets and their final project. Assessment of student understanding will be based on the completion of the worksheets and final project.
    • Animating Slope and Y-Intercept

      Phillips, Jessica; The College at Brockport (1/1/2006)
      In 8th grade math, we investigate graphing lines from equations for the first time. Students learn about the xy coordinate plane, the table of values, the slope and the x and y intercepts. They begin to understand y = mx + b, the general equation for a line. As a teacher, I have encountered many problems while teaching this content without the benefits of technology. It’s my goal to teach the effects of changing the slope and the y-intercept. With traditional methods, we create a table of values and draw a graph by hand, which consumes a lot of instructional time. By the time the graphs are made, if the students are careful, they can draw some conclusions about slope and y-intercept. The first graphs that 8th grade students create usually are not usually accurate enough to learn the concepts from. It’s also a challenge to have students stay focused on discovering the effects of slope and y-intercept when there are many potential mistakes in the table and graph alone. As my Challenge Project topic, I wanted to create a model that would show a more efficient, visual representation of the effects of slope and the y-intercept on the graph of a line. To create models that illustrate this area of the curriculum, we used the TI graphing calculators and the Geometer’s Sketchpad software. The students began to graph lines using the calculator. It addressed the following the New York State Standards. Students will: 8.G.13 Determine the slope of a line from a graph and explain the meaning of slope as a constant rate of change, 8.G.14 Determine the y-intercept of a line from a graph and explain the y-intercept. 8.G.17 Graph a line from an equation in slope-intercept form (y = mx + b) As they understood the concepts, we worked with Project Interactivate and found that our conclusions were correct. The combination gives the students a variety of different technologies and models to get understanding from.
    • Using the Difference in Daylight to Investigate Linear Relationships

      Cifelli, Amy Lynn; The College at Brockport (1/1/2006)
      My group of students was a mix of four ninth grade students enrolled in our Algebra I course. For our project I wanted to look at what was meant by linear and to see if they could tell the difference between linear and nonlinear relationships. I emphasized that there had to be a constant rate of change in order for a relationship to be linear. The relationship we looked at was the difference in amount of sunlight between Juneau Alaska and Albion New York. We started by looking at just the month of January. The students had to put the data into an Excel spreadsheet. They then had to use a formula to find the difference in sunlight. At this point I had them graph their results. The given graph looked almost linear. We then talked about what it meant to be linear (a constant rate of change) and they figured out how to use an Excel formula to find the rates of change for the different values. What they found was that it was not quite linear. The differences were very close to being the same, but at the beginning of the month there were zero, one and two minute differences, at the end of the month there were one, two, and three minute differences. Because of this the group decided that the rate of change for the difference in sunlight might be increasing. We expanded our data to include the whole year by choosing three data points from each month. Upon graphing this difference we could easily see that the relationship is not linear. Now we discussed what kind of relationship it really was and the students had to figure out why. They used Geometer’s Sketchpad to model the earth orbiting around the sun to see why it was a cyclical (sinusoidal) relationship.
    • When Does the Area of a Rectangle Equal the Area of a Circle?

      Brown, Douglas; The College at Brockport (1/1/2006)
      Use modeling software to explore the relationship between the circumference of a circle and its area: Given a circle of a particular size, what would the dimensions of a rectangle have to be for it to have the same area as the circle?
    • Hunting Red October With Stella and Project Interactivate

      Iodice, Michael; The College at Brockport (1/1/2006)
      The goal is to understand the effects of the variable “m” in the slope formula. The students will command a submarine in the Stella program as a simulated real life activity. It will enable the students to change the slope, or essentially the variable “m”, to move the submarine in a downward negative slope or to return to the surface with a upward, positive slope
    • Sunrise Over New York Using Geometer's Sketchpad

      Westrich, Kevin; The College at Brockport (1/1/2006)
      Students were presented with a table of data that shows times of sunrise over New York City at weekly intervals during 2003, starting on January 1st. Students created a scatter plot of the data and determined what type of functions could be used to model the data.
    • Erosion: wins races by a landslide

      Allocco, Maggie H.; Moulin, Katrijn; The College at Brockport (1/1/2015)
      This model demonstrates the effects of erosion on soil. Users are able to adjust both rain (water) and wind intensity as well as rates of erosion for both. There is also an option to add different amounts of vegetative land cover; allowing users to see how areas with land cover are not as susceptible to erosion as open areas. The lesson plan has students run multiple trials, record data, create graphs and lines of best fit. The line of best fit is than used to make predictions and estimations. This was designed as a supplement to an erosion lesson and does not include all factors that affect erosion.
    • Tooth Enamel

      Dubay, Joshua; Thresh, Lauren; Kreb, David; The College at Brockport (1/1/2015)
      The purpose of this model is to demonstrate the natural phenomena of acid molecules eroding the enamel of an individuals tooth. Through this lesson students will identify pH levels of common acidic foods and drinks. Student will also determine the significance of saliva to the maintenance of pH of the mouth. Students will discover that the longer acidic molecules are exposed to the enamel of a tooth the percentage of healthy enamel on a tooth decreases. When healthy enamel is eroded, dentin is exposed, which gives teeth a yellow appearance. Students will use the model to compare the relation of acidic beverages to the percentage of healthy enamel.
    • Sickle Cell Anemia

      Dubay, Joshua; Krebs, David; Thresh, Lauren; The College at Brockport (1/1/2015)
      What is Sickle Cell Anemia? The purpose of this model is to deepen student understanding of the human body through investigating the structure and function of red blood cells in the human circulatory system. The students will compare and contrast structure and function between normal red blood cells and sickle blood cells and will learn how disruptions in one body system can disrupt homeostasis in other body systems (conditions of stability and determinants of change). Students will engage in mathematics to support their observations and inferences founded within the simulation. Data will be collected to construct linear graphs and build a relation to model the relationship between the number of cells and amount of oxygen transported. This relation will be used to interpret and explain the effects of Sickle Cell Anemia.
    • Results of Rolling a Set of Dice

      Jacka, Sarah; The College at Brockport (1/17/2006)
      We will, as a class, investigate the results of rolling a set of dice. We would like to learn about the outcome when the pair are rolled and their sum is found. Many students initially predicted that when dice are rolled, each sum from 2-12 is equally likely to be rolled. They assume that since each side of the die has a 1 in 6 chance of being rolled, it would make sense that each sum would have an equal chance at appearing. We will use many tables, charts and graphs to investigate the students’ claim that each sum is equally likely to appear on the dice. After analyzing our charts and graphs students will notice that each sum is not equally likely to appear. It is my hope that after much investigation, students will notice that there is only one way to roll either a 2 or a 12 and many ways to roll a 6-9. While this project is to be done during our probability unit in class, we will use this investigation to sharpen students’ basic skills along with logical reasoning and advance their ability to use evidence to explain their position.
    • Thinking Outside the Box : Using Stella for Reading

      Rees, Jennifer; The College at Brockport (1/17/2006)
      Students will enter the number of books they read into STELLA to keep a running log of their yearly reading activity.
    • Party Planning Using Stella

      Nagle, Jody; The College at Brockport (1/2/2006)
      Students involved with this project are planning a winter party for themselves and one friend each. They plan the party set up, supplies needed, cost, and how it will be funded.
    • Stock Market Game Using Democrat & Chronicle Stock Market Simulation

      Picarella, John; The College at Brockport (1/24/2006)
      Understand and make connections among multiple representations of the same mathematical idea and apply mathematics to situations in the outside world and explain patterns to formulate generalizations and conjectures