danaleeling

The opening explanations. Equation added post hoc. Angeline, Ternajen, Arleen working at two meters Aimee and Valerina Hartsey, Aiko, Ensalyn working at one meter Four and five meter drops Post data gathering.  8:00 section data  Cathleen and Kimberly working at one meter. Melsihna records data,  Marvin hold the meter stick, and Vanette drops and times the ball Silane records data Denny-Ray dropping and timing, Shyann and Gaynor assist.

Friday was used to explain the ½ in d=½at² This was an exposition on the whiteboard.  Notes on the two graphs on the left above are in a Desmos file . This was the demonstration a week ago Monday , but with the addition of the velocity versus time graph.  An explanation of the above boards continues in a second Desmos file .  This was wrapped with showing that the data gathered this past Monday produces the parabolic distance, linear non-zero velocity, and linear zero acceleration as promised by the theoretical analysis.  A spreadsheet was used to generate the velocity and acceleration values, not Desmos. The distance data in purple, the velocity data in green, and the acceleration data in orange.  The three equations for the lines seen. 

Monday opened with more coverage of Moodle prior to covering charts.  Wednesday morning I wore black and blue over a green t-shirt.  Wednesday began with more coverage of Moodle followed by the working of homework 3.1. Then favorite colors was done. I gave a student a covered piece of paper with the color blue, black, green, and then red. Last term I was wrong , "To say I failed is an understatement. Not only did black best blue this term, but a new color leapt into the top four, one that sits solidly down in seventh place on the all time list." That new color was white. "While white improved its position, white trails purple by 21 students overall. That is a large margin for a color to overcome," I wrote in fall 2024. How wrong I was. White is the new black.  White takes the top spot for the first time in the recorded history of this exercise since summer 2007.  Blue and black tied during an in class count, but after class a fifth black was...

Definitions and backgrounder The above window is referred to in the following as the Grader or assignment grader . Although manually marked grade items can be added directly to the gradebook, grade items cannot be marked using a rubric. Thus an in-class presentation marked with a rubric and generating no submission could only be marked as a raw total score using a manually marked grade item.  The workaround is to use the Assignment activity and deselect both submission types. Assignments support marking by a rubric.  The students see a message that the assignment does not require you to submit anything online.  The following explores how to denote that a student is missing work marked by a rubric, with an endnote on Simple direct grading without a rubric.  This article was preceded by articles on the  lack of an automatic zero , problematic nature of using manual overrides , the issue that manually set zeros do not automatically clear , and the disruptive grad...

With the Grade item settings left at default in the instructor's view, a student in the course sees the following in their Moodle app.  In this case the student was asked how they were doing in the course and they expressed concern. The course total was 23 but what that 23 meant was unclear to the student. The dashboard in Canvas displayed the students overall grade. The Moodle app dashboard for this student shows the above information. This appears to perhaps be an activity completion status bar. The above is what the instructor sees, which matches what the student is seeing. On the student's phone the student was shown to tap the > icon to open the Course total section. The student had not realized that the screen was using a form of accordion folding and that the > was an interactive element.  The grade is now 23 out of 25 possible points for an average of 92%. The 17.69 value is the course average for all 26 students.  This concurs with what the instructor sees ...

On the first day of acceleration week I began by distributing slips of paper. I asked the students to sketch what they thought the time versus distance graph would be for a RipStik accelerating from rest, going faster and faster. The students had done this the week before when I asked them to predict the graph of time versus distance for a RipStik moving at a constant velocity, a constant speed. The most common sketch was a linear prediction, the same graph as last week's constant velocity run. A variation on a linear velocity was the above graph. This was an interesting prediction. There wasn't the time nor the conditions to determine what the student was thinking. Of 26 students only three sketched a rising curve. Bear in mind that last week the class rolled a ball at slow, medium, and fast speeds. They learned that slope is speed and that slope increases with increasing speed. This did not translate into better predictions for...