Today I was working on some Vectors exam questions with my Y13 mechanics class and I came across this question:
I have recreated is incorrect working.
Obviously he had found out when the ship was at the lighthouse, instead of 10km away. I explained this to him and started to explain how he should have tackled this when a sudden realisation angered me.
Now for those if you that didn’t work through the question, here is the actual answer:
This is an impossible answer! If the lighthouse is on the trajectory of the ship and it will hit said lighthouse at t=3 then that would stop the ship! At the very least it would slow it down!!!! In reality it would have to avoid the lighthouse and change trajectory. Meaning the second answer, T=5, would not happen under any circumstances!
My initial thought was: “are they expecting students to spot this and discount the second answer? That’s a bit harsh.”
So I checked the markscheme:
What do you guys think? Is this infuriating or am I just getting get up over nothing? I’d love to hear your views in the comments or via social media.
When I marked my year 11 books the other day I noticed that quite a few had been working that morning on “Angels in triangles’. This peturbed me a little, surely by Year 11 they should know the difference and be able to spell each one.
To counteract this massive literacy issue I played a game of “Angles and Angels”. I spoke to them first about the difference, then about the spelling and then did a show me activity where I showed them various pictures and they had to show me on their whiteboards if it was an angle or an “Angel”. I was impressed that they even got the picture of Kurt Angle, although none of them recognised David Boreanas…..
The activity led to a discussing with a couple of them as to why it was important to discuss these things in maths lessons. Stemming from the inevitable question “why we learning about this? It’s maths not English.”
I explained my opinion that we may be learning maths, but that literacy is important in all subjects. As a maths teacher I educate these students and literacy has to be a big party of that, as I hope numeracy is a big party of those subjects that deal with numbers but aren’t maths. I also expressed the importance of maths specific vocabulary, such as ‘angles’ and how it’s not necessarily going to be covered in English.
It is these sorts of things that we need to be thinking about, literacy wise, to ensure our students are in the best position when they leave.
Here is a nice little puzzle I saw from brilliant.org on Facebook.
Have you worked it out yet?
Here’s what I did:
First I drew a diagram (obviously).
And worked out the area of the triangle.
Then the area of each sector.
Here’s a lovely puzzle I saw on Brilliant.org this week:
It’s a nice little workout. I did it entirely in my head and that is my challenge to you. Do it, go on. Do it now….
Scroll down for my answer….
Have you done it? You better have…..
I looked at this picture and my frat thought was that the blue and gold areas are congruent. Thus the entire picture has an area of 70. There are 4 overlaps, each has an area of 5, so the total area of 5 circles is 90. Leaving each circle having an area of 18.
This is a nice mental work out and I feel it could build proprtional reasoning skills in my students. I am hoping to try it on some next week.
Did you manage the puzzle? Did you do it a different way?
This post was cross posted to better questions here.
I find most memory aids a little silly. Why learn a rhyme about horses when you can just learn the trig ratios? Why learn a rhyme about the duke of York when you can just remember the order the colours come in?
However, I find that music is a good way of remembering things. For some reason music is good for us to remember words. I can, for instance, remember the words to a great deal of 90s pop songs even though I didn’t like them and never chose to listen to them because I heard them out places and on TV so often that they got lodged in my brain forever.
This is something I have seen work well in learning maths facts. Year on year I hear pupils sing “mean is average, mean is average…” etc in lessons to remember the averages. And I also hear a great many variations on the circle song.
Last year when I was teaching kinematics one of the students said “Sir,play the SUVAT song.” I’d not heard of the SUVAT song and he found it on you tube and we listened to it. It’s simple and it’s catchy and it really helped him and his class remember those equations. So on Tuesday I played it to one of my mechanics classes. By the end of the leson I’d heard three people sing it and it has been stuck in my head all week.
What do you think about mnemonics? Do they have a place? Have you any songs or rhymes that you use to remember things or that you encourage students to use? And do they help?
I’ve started a new job this year at a new school. This is the second time I’ve moved schools and I have to say it has been a much smoother transition than it was the last time.
This school is very close geographically to my last school and as such has a similarge make up of students.
I’ve now got to the point where I can remember most of the names of my students and we are working hard to put some real progress in the classroom.
It’s been a time of change all round really, my daughter started school this year too, and as such I have now become the parent of a school kid. That’s been weird all round but she’s enjoying it and I think we picked a really good school. My wife and I have been invited to attend a meeting there next week when the will tell us how they teach English and maths in reception. I’m interested to see what they say about it, particularly in mathematics!
Also this summer I finished my MA and I’m awaiting results for the dissertation. I think it went OK, but I won’t know until the brown envelope arrives with my feedback and grade. The dissertation was entitled “Investigating problem solving as a means to improving understanding in A level mathematics” – catchy I know. I enjoyed writing it and I may share a summary on here at a later date.
All in all its currently a time of change and that brings with it excitement and challenges.
How has your start to the new year been? How are your new classes? Have you started a new job? I’d love to hear about it in the comments or via social media.
This post was originally published on Labour Teachers here on 9th September 2016.
Uniforms are part and parcel of school life for the vast majority of us. They are often quite arbitrary and they differ from school to school. They are something that, for some reason, never stop being discussed.
They can be expensive, I’ve recently seen these costs as a parent for the first time and I understand them. But they aren’t a great deal more than other clothes.
So why is it they have hit the news again?
Well that’s because a school crackdown has caused outrage, as usual. What I imagine has happened is that the school has either brought in a new uniform requirement or, the more likely scenario, the school has decided to ensure that students follow the uniform policy.
It seems like basic common sense to me. If a school has a uniform policy, it should be enforced. If you attend a school with a uniform policy you should follow that policy. If your child attends a school with a uniform policy you should ensure they are following said policy.
It’s strange, I’ve worked in many jobs which have had many different dress codes. Some simple uniforms (a pub branded t shirt) some full uniforms (a branded suit and tie), some strict dress codes (suit and tie) and some more lax (shirt and tie). I’ve never thought to try and get round it.
I have, however, heard every excuse under the sun from students.
Following uniform policies is important. It’s the opening gambit. If you have a uniform policy and don’t enforce it you are saying to the world “our policies mean nothing” and inviting students to break the behaviour policy, the attendance policy etc etc etc.