• A New Angle on Looking at Angles

      Baskin, Michael; Samis, Karen; Phillips, Jessica; Sheffer, Christopher; The College at Brockport (2005-04-01)
      Demonstrates measurements of angles, and relations between related angles.
    • A scientific approach to amusement park rides

      Minchen, Brian; The College at Brockport (2006-01-06)
      students were asked to create roller coaster rides that demonstrate physics principles such as: gravity, G-forces, Newtons, acceleration, velocity and force. Newton’s laws were discussed in preparation for the rides. The students were divided into groups and asked to think about some main objectives for the ride. Examples included: Safety, acceleration, weightlessness (zero gravity), and drastic changes in force. They then created a “blueprint” of the ride with a ride name, length safety features and description of the ride.
    • Absolute Values and Inequalities using TI-Calculator

      Coffie, Marc; The College at Brockport (2006-10-12)
      Using the TI-83 Graphing Calculator, students will learn about inequalities and graphing absolute value functions.
    • Acid Rain

      Bush, Bonnie; The College at Brockport (2006-08-16)
      The student will be able to: Describe what acid rain is State what causes acid rain Explain why acid rain is harmful Describe what is being done about acid rain and what we as individuals can do
    • African Population Modelling Using Stella

      Moon, Jerry; Youmans, Vanessa; The College at Brockport (2003-07-23)
      At the end of this lesson, the student will be able to identify factors that hinder or enhance population growth. The student will be able hypothesize a plan that will provide population control for Africa. The student will then test their hypothesis on the model.
    • Air Mass Rising

      Ruder, Nate; The College at Brockport (2006-10-03)
      Students will learn why air mass becomes saturated with water vapor
    • Algebra Balance Scales

      Westrich, Kevin; The College at Brockport (2008-05-01)
      Students will use models to visualize what is actually happening when you go through the steps of solving a linear equation using algebra.
    • Algebra, Geometry, Prepare for Math A Exam

      Herrman, Patty; The College at Brockport (2008-05-01)
      The student will be able to solve systems of linear and linear quadratic equations by graphing.
    • All Things Living

      Barnum, Natalie; The College at Brockport (2006-10-12)
      Students will learn about what classifies an organism as living.
    • Angle Relationships

      Santana-Valadez, Miriam; The College at Brockport (2006-10-03)
      Students will Learn: the meaning of terms like bisector and perpendicular
    • Angle Relationships

      Gambino, Renee; Sexton, Anne; The College at Brockport (2006-07-17)
      • Define and give examples of alternate interior, alternate exterior, adjacent, vertical and corresponding angles • Discuss parallel and perpendicular lines • Define and show examples of right angles, obtuse angles, and acute angles
    • Angles and Sketchpad

      Walker, John; The College at Brockport (2006-08-09)
      Objectives: Students will be able to • Construct, measure and manipulate two-dimensional objects using The Geometer`s Sketchpad. • Classify and construct regular polygons based upon information regarding angle and/or side measure. • Measure a pentagon, then a hexagon, and determine without performing the construction, how many degrees are in the interior of a 21-sided figure. • Identify similar figures and use their properties.
    • Animating Slope and Y-Intercept

      Phillips, Jessica; The College at Brockport (2006-01-01)
      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.
    • Application of the Scientific Method

      Englert, Lisa; The College at Brockport (2006-08-08)
      1.Students will study the concept of diffusion 2.Students will incorporate technology into the Science classroom
    • Architectural Design – Roofs and Ramps

      Huot, Maria; The College at Brockport (2006-08-10)
      Objectives: • To have students design and calculate ramps and roofs controlling slope, as a major constraint in the design process. • To impose a grid on a line to quantify the steepness of a line • To introduce slope as the ratio of the vertical change divided by the horizontal change. • To illustrate the slope characteristic of lines a positive, zero, negative, or undefined (no slope) • To associate the terms with the appropriate graph of a line: increasing, horizontal, decreasing, or vertical. • To observe that the slope of a straight line is constant • To apply these mathematical concepts in the solution of roof and ramp design following architectural and anthropometric limitations.
    • Area Circumference

      Santana-Valadez, Miriam; Fox, Helen; The College at Brockport (2004-08-11)
      Students will be able to identify and apply formulas for the circumference and area of a circle in the design of a vegetable garden for Science class
    • Area of Counties in Monroe

      Walker, John; The College at Brockport (2006-08-10)
      Objectives: Students will be able to • Determine the area for Monroe, Wayne and Victor Counties by measuring the size of each county. • Utilize the Arc GIS program (or Google Earth). • Determine the accuracy of your answer by referring to the ArcView data table. • Use conversion factors.
    • Avian Flu: An AgentSheets Project

      Evans, Cleveland; Rodriguez, Caroline; Sheffer, Christopher; The College at Brockport (2006-01-05)
      To use Agent Sheets software to tract the spread of the Avian Flu given certain factors.
    • Bacteria Growth Lesson Plan

      Butler, Nathan; Cummings, Matthew; The College at Brockport (2013-07-01)
      In this lesson’s activities, students will use scientific inquiry, computer modeling, and graphical analysis in order to extend concepts from a specific lesson example to broader general trends and themes in biology. The following criteria are from The Living Environment Core Curriculum, from the University of the State of New York and the New York State Education Department: STANDARD 1 Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. STANDARD 4 Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Broad Objectives: Students will investigate the basic structure and function of bacterial DNA and how mutations affect bacterial populations. After the activities, students should be able to explain the ways mutations can be both harmful and beneficial. The expected product in this lesson objective is a computer-simulated bacterial culture and a graph of the population growth curves. The condition for demonstrating success at this task is activity in student-pairs and small groups. The criterion for success is an example of adaptations in other organisms and an explanation of how the environment determines the efficacy and value of the adaptation. Students are expected to extend and apply the concepts of mutation and adaptation to all organisms in general. Learning Outcomes/Specific Objectives: Students will be able to draw the basic structure of DNA, use computer modeling to show how mutation can result in both adaptation and maladaptation, and graph the population growth curves of simulated bacterial populations. Students will submit a 1 page written summary of the lesson and activities, including the drawing of DNA and the growth curve graph, in order to demonstrate their proficiency. Set Induction and Content: Bacterial population growth. Activities: For these activities, each student will pair with another, review the text section on bacterial genetics, and apply their knowledge to this and later activities. First, students will discuss the textbook section and then answer the following questions. Each student-pair will then join another pair for the simulation activity. Literacy Strategy: This proposed lesson utilizes computer modeling and small group discussion. Closure, Evaluation, and Assignment: After having engaged in classroom activities, students will provide examples of adaptations in other organisms in their write up. In the class discussion, students will talk about why mutations are important in the fields and subfields of biology, especially medicine. The class will discuss how the principles and processes represented in the simulation are explored through laboratory activities, including real-time bacterial culture plate incubation. For the next lesson on bacterial genetics, students can use the textbook chapters and biology websites to investigate the topic of antibiotic resistance and how genetic recombination produces new bacterial strains. The primary file is a lesson plan, accompanied by supplemental files. In the supplemental zipped files, you will find: Student worksheets Lesson plan Powerpoint presentations
    • Ball And Ramp, How Far Can You Move It?

      Panton, Lynn; The College at Brockport (2006-01-05)
      Using Interactive Physics 4 eighth grade students explored the question “What are the best combination of variables to move a 2 kilogram mass 20 meters?” This was the first introduction for these students to this program. As part of the NYS 8th grade Performance Test students must run an experiment using a golf ball and ramp to move a cup. They have to run 3 trials by rolling the golf ball down a ramp from a 25 cm release point. They then record the distance the cup was moved. On the Performance Test they are instructed to use the distance recorded to show a general pattern of movement and explain why this pattern could be observed. They are then asked to extrapolate this data to other variables that may effect movement. This Interactive Physics exercise was used to help students prepare for this Performance Test. It allowed students to explore several variables over a short period of time. It allowed students to manipulate variables of their choice. Interactive Physics allowed students to track and explain the patterns that resulted from their chosen manipulated variable. After participating in this activity these students expressed an interest in sharing this experience with other students. They also indicated they would like to work with Interactive Physics on a more regular basis. As all four students said “When can we do this again?”