Chapter six - general thoughts

[Sandy Shutey]

We are just starting Activity 4 in Chapter 6.   My kids had a tough time seeing how this chapter so far relates to heat.   We have done the 1st activity together so that they would have an idea of what they were looking for.  Since it is well below zero today and suppose to be for their 4 day break they are starting to look at a house in a different way than just a place to sleep and eat.
Activity 3 was hard for them since they have not had enough geometry to find areas in pentagons, hexagons and octagons.  They did come up with circles being a larger area.  
I still have them wondering how the house is related to heat.

I introduced heat before hand to fit into my curriculum and it was not how it is conserved or used but actually what heat represents and the KE that it is associated with.   I have actually lost some of my students in the activity; I hope that they get found soon.

[Becky Reynolds]

Through the first 3 activities I felt like i was teaching a really fun math class - not much from my states' standards list for physics. My students loved this chapter. I really liked it too even though it took a while to get to the physics. My thoughts on the chapter are that students learn a lot of problem-solving skills throughout the chapter. Skills they will use in all their classes and in general. I wish heat transfer had been discussed earlier in the chapter. This version looked like it had been revised some and i don't think everything got relocated. I am wondering if there was suppose to be a FYTR in Activity 4 or 5. In the reflecting section of Activity 5, there is reference to conduction, convection, and radiation. 

[Dolores Keeley]

My 8th graders are enjoying this chapter. They are really good at making data tables and graphs! I had them design their model home right away with the cardboard, and all their testing is with their model home. I've really enjoyed having a seperate box for each group- for activities 5-9 I have them going at their own pace- with the due date being the date the Architectural Committee will be here.

[Becky Reynolds]

By the time we finished this Chapter, my students were able to graph data with ease also.

[Tracy Greeley-Adams]

I just finished this chapter for the second time (semesters).  My students can all graph with ease and I did have a conference with my Math teacher since I taught as many math standards as I did physics.  I was able to tie in alot of Chapter 5 with heat and the house.  We spoke of refracton and windows.  The electromagnetic spectrum and the waves of light etc.  Really good way to tie and give a new perspective to some of standards just taught.  (was much better for my the second time around).

During the state wide Graduation test I had many of my students comment on how easy the graphing was. 

I also found the second time around that my students could much easily see the difference in houses and heating by having my groups picking the best graph after each experiment and posting it up on a poster.  Each group had their own poster with the mini challenge blueprint of their house. They then added a graph each time.  This made it so much easier to discuss difference due to each house, window size, different awning/shades etc.  I recommend this to all!!!

[Tracy Greeley-Adams]

I found that the its about time question generator software did really well with this chapter.  The questions really tied in well with the activities.  just an FYI for those who have it

[Becky Reynolds]

I like your idea about each group having a poster to put their graphs on. What an easy way for them to see the different results.