Aaron Hamann

Oct. 19, 1999

C I 405

This interactive site contains advanced mathematical concepts. It would be used in a TAG mathematics class consisting of Advanced Calculus students, mostly seniors, who are doing some work on subjects that are usually reserved for college math students. The class would work independently or in small groups in a computer lab to learn about a couple of the subjects discussed on the site in order to expand their learning. The information would be new to the students and would be an expansion beyond that which they already had learned.

This site would fit into the Thomas and Boysen Taxonomy level of Experiencing. Since most of the information listed is reserved for college students majoring in mathematics, this site would contain new information to the TAG students. There would be no formal instruction by their textbooks and this is not something that is normally taught in a high school setting, so the students would be learning new information. The interactive models that allow students to manipulate them and adjust variables help the students to understand the newly acquired information. It also helps to keep the TAG students challenged without making the instructor the "holder of all knowledge." The students can learn about many advanced topics without requiring the instructor to be fully knowledgeable of each subject being studied.

Some possible activities that the teacher may want to give the students include reporting a little about what you found to the class, or maybe finding more information on the web about this subject. You could also have the student relate this new information to what they have already learned and then continue into a unit on this subject. In any case, this is a great site for students to be easily exposed to some advanced topics that they may not have been able to without this interactivity.

I feel that this site is best used within an Earth Science class, probably kids that are in Junior High. Students should be in small groups located in a computer lab and can work with this software under guided instruction. This should come after they have been introduced to the concept of plate tectonics and have studied some of the things that plate tectonics can do. The instructor then has them open this site and asks questions that the students must answer by using the software. This allows freedom to the students to work with the software, but still provides them with a meaningful learning objective.

Since this site helps to reinforce what the students have previously learned, I feel as though it can fit in the T & B Taxonomy under Reinforcing. By allowing students to see the effects of plate tectonics in action instead of still pictures located in their textbook, the ideas of shifting to form different landscape features becomes a little more solid and clear in the students mind. Also, I like this site under the reinforcing category since it is not another drill and practice type of software, which is usually what you find under reinforcing. It is an alternative to worksheets or practice problems that fall under the category of drill and practice.

Also, this site could be used in an Informing environment as it provides as much information as a textbook and would substitute for formal instruction. The only drawback to using this as Informing is the fact that there is no way within the site to test the student’s knowledge or understanding. However, with the correct non-technological testing, this site can be used for students to acquire information about plate tectonics.

Here is a site that allows students to decide the fate of a skydiver who launches themself out of a hot-air balloon that has floated up into the stratosphere. We could use this piece of software in a Junior High Science class that only has one computer available. After learning about different atmospheres and the characteristics of them, the students are faced with a dilemma. They must float their balloon up to a certain height, then jump out of the balloon and release a stabilizing parachute at the correct altitude. Then they must decide when to release their main parachute. If they make any mistakes, the poor skydiver meets a gloomy end.

I feel as thought this would be put to good use in the Integrating level of the T & B Taxonomy. By applying their knowledge of the atmosphere to a real world problem that is simulated by a computer, the students are allowed to do something that is unrealistic without the use of a computer. They are also allowed to relate their new knowledge of the atmosphere to a situation that was previously unrelated, that of hot-air balloons and skydiving. The fact that you can pause the program and discuss what is to be done allows students time to use their problem solving skills and collaboratively make decisions.

One activity that would work well for this site is having each student make predictions as to when they think a good time to jump, pull stabilizer, main chute, etc. is and write them down. Then, since the simulation is easily reset, try different options and see who made an educated guess or who had the closest estimate. You could also have them actually figure out the height needed using the formulas or give the scenario on one day and have the problem be homework. Then, the next day, you can actually do the problem together. Either way, the students are going to have to integrate their knowledge of atmosphere to their understanding of hot-air balloons and skydiving.