Ontario News from ExploreLearning : Science

Fuel Economy - MPG and L/100 km

I came across Brian Dunning's blog post this morning and it inspired me to draw a few connections between the way we communicate units. The first week of my Grade 11 Physics course has always had 2 objectives: build relationships and classroom culture and delve into real world communication of physics/math thru units (and unit conversions). What struck me about this blog post occured on my way back from dropping my kids off at school while passing the GM dealership advertising "Gas Pain? 60 MPG, 2012 Chevy Cruze".

The question that came to mind first was...

"Come on, really? How can it be that much better than my Honda Fit?" then I asked myself...

"Why are they using MPG in Canada?",  "How many people are mislead by such advertising?" and then...

"How many people even have an inkling of the real meaning (for me that would be $$ per kilometer)  between 40 MPG, 50 MPG and this fantastical claim of 60 MPG?" How would the numbers change if the sign was quoting L/100km?

Here is what Brian had to say,

The salient difference between the MPG and L/100km is not merely that one is metric and the other is not; it’s that they are multiplicatively inverted from one another. One gives fuel per distance, while the other gives distance per fuel.

When we talk about a car’s fuel economy, what we want to know is how much fuel does it use, not how far does it go. MPG answers the latter question, while l/100km is what gives us the answer we want. When we talk about a car that gets great fuel economy, we tend to speak instead in terms of how far it will go. This is the inverse of what we are trying to communicate.

The problem with using MPG — distance over volume of fuel — is that the relationship is not a flat line. It’s deceptive. Values at the lowest end of the mpg scale — where most of us scoff at all such cars — correlate to consumption numbers that are much further apart than those at the high end of the scale.

For example, imagine two cars that get 14 mpg and 17 mpg. Most of us look at them and say they’re both unacceptable. However, consider two cars that register 33 mpg and 50 mpg. Who among us would not clamor for the 50 mpg car, believing it to be far more fuel efficient than the 33? The fact is that in both pairs of examples, the car with the higher figure saves 1 full gallon of fuel on a 100-mile trip. Going from a 14 mpg car to a 17 saves exactly as much fuel (and carbon) as going from a 33 to a 50.

The advantage in using a linear scale of fuel consumption is that it tells us exactly what we want to know, without disguising the reality behind an invisible curve.

 

So, to me this is an interesting inquiry investigation and there are two Gizmos that would be great to use in figuring out your students perceptions and misconceptions of common units we see in advertising (MPG and L/100 km) and fuel economy in general.

         


And the answer to my burning question this morning...

My Honda Fit gets on average 45 MPG, or 5L/100 km and today that would cost me $6.30 to go that 100 km. This fantastical Chevy Cruze...60 MPG, or 4L/100 km for that same 100 km trip would cost $5.15. 

Now, I am clearer on why they are advertising in MPG. What would you choose to put on the sign in front of your Canadian car dealership?

I am with Brian, time to scrap MPG...I think it is bordering on misleading. What do you think?

Sources: http://www.skepticblog.org/2012/05/24/mpg-vs-l100km/, http://en.wikipedia.org/wiki/File:Chart_MPG_to_L-100km_v2009-10-08.svg

Two New Science Gizmos - Digestive System & Unit Analysis

Have you ever wondered what happens to the food you eat? Most of us are pretty familiar with the path of the digestive system--mouth, esophagus, stomach, and so on. But what would happen if our digestive systems were designed differently? What if food went through the small intestine before the stomach? What would happen if the pancreas was attached to the large intestine? Do we really need a gallbladder?

The new Digestive System Gizmo allows students to arrange the organs and structures of the human digestive system in any way they like. By measuring how well different nutrients are digested and absorbed, students can discover for themselves the important role that each organ plays in the digestive process. Perhaps somebody can use this Gizmo to improve the design of our own digestive system!

An important skill in all areas of science and math is the ability to convert a measurement or value from one unit to another. The Unit Conversions Gizmo allows students to answer questions such as "What is the height of Mount Everest in kilometers?" or "How fast is sprinter Usain Bolt in miles per hour?" With 55 preset problems (and 12 additional randomized questions) to choose from, students will get plenty of practice converting distance, time, speed, mass, volume, and density units. This is a great review before end-of-year tests as well as an excellent way to start off next Fall.

We hope you enjoy the new Gizmos and please let us know what you think!

 

 

 

We Stopped Dreaming

When was the last time you heard a child say,"I want to be an astronaut when I grow up?" When was the last time that you heard a anyone express a lofty goal? 

 

I just love this video...oftentimes, we take for granted the things that really matter and easily dismiss just how valuable they are. NASA's budget is so small ("4/10ths of a percent of a tax dollar") in comparision to the other things that our governments fund in the interest of perserving the economy. And yet, it is an easy target to slash. Why is that?

"The 850 million dollar US bank bailout was equivelent to the entire 50 year running budget of NASA"

How much is dreaming worth? A long term vision - an unwavering belief in possibility. How much is it worth for our students to develop big dreams?

Sometimes I feel that I have a giant dream connected with my work with Ontario math teachers. I truly believe there are solutions to the challenges in getting students to believe math is relavant and, in fact, fun. I believe that if we all took a stand and convicted to - NO ONE will be an discouraged math learner - it could become a reality.

Instead, we look to the reasons why it is impossible and accept mediocrity. It is so much easier to look at the possibility of something delivering immeasurable, but somewhat intangible good, and dismiss it as something we cannot afford. Much more difficult to strive to maintain an unwavering belief in possibility.

The dream of success is always worth what it costs and, sadly, it never goes on sale.

February 17th - Professional Development Around Ontario

February 17th is a busy day around the province with some spectacular learning opportunities for teachers. ExploreLearning is pleased to be a part of three of these events. Below are some resources that are related to the presentations happening for the Durham DSB, Toronto DSB and Ottawa Carlton DSB. 

Durham DSB - Graham Whisen, OCT

Downloadable version of the workshop folder:  Download Gizmo Folder

Getting started with Gizmos boo klet:  Download Self Guided Tutorial

What are Gizmos flyer:  Download What are Gizmos

 

Toronto DSB Eureka - Peter Wright, OCT

Workshop Handout:  Download TDSB Eureka

Workshop folder:  Download Gizmo Folder

Getting started with Gizmos booklet:  Download Self Guided Tutorial

What are Gizmos flyer:  Download What are Gizmos

 

Ottawa Carlton DSB - Stephen Lippa, OCT

Downloadable version of the workshop folder:  Download Gizmo Folder

Getting started with Gizmos booklet:  Download Self Guided Tutorial

What are Gizmos flyer:  Download What are Gizmos

 

Students Outperform Using Simulations

I am often confronted by science teachers about the balance between hands-on inquiry vs. "virtual" inquiry. I am of the mind that they are not mutually exclusive but rather work together to craft more differentiated learning experiences. However, Chris Meyer shared this article with me showing that students who used electricity simulations actually outperformed the control group who did not on conceptual questions and real circuit assembly. Very interesting findings. What observations have you had showing effective inquiry can be done virtually? Please share in the comments.

Click to link to the full article.

VROC T-Wise Interview

A couple of months ago I was interviewed by Kevin, Colin and Scott for VROC's T-Wise program. If you are just getting started with ExploreLearning Gizmos or figuring out why this is a great resource you will want to have a listen. 



New "in-class" video showing best practices with Gizmos!

Recently published on YouTube is a 4-minute video demonstrating whole class instruction with Gizmos! Take a peek into a 5th grade classroom where students are investigating the Mineral Identification Gizmo.

Do you have videos of your students using Gizmos? If you do, please consider posting them to our Facebook page or YouTube channel.

 

 

 

 

 

 

 

 

Growing Plants Gizmo and Smarter Science

Kay Stephen shared her experiences with the Smarter Science lesson I developed for the Growing Plants Gizmo a long time ago now. She even published a blog post describing what happened when she delivered this lesson to her locally developed science class. This was a really satisfying story to read mostly because I am regularly dreaming up lessons that weave great teaching strategies and Gizmos but do not regularly have a class of students to test whether or not the idea works to engage learning. 

Thanks for sharing Kay! (and if you have a success story to share - please pass it along: slippa@explorelearning.com )



 

 

 

 

 

New Ripple Tank Gizmo - simulate the tsunami in Japan!

Recently, we added a new Gizmo called Ripple Tank to the collection. I have been waiting for this one for quite a while. I never had a Ripple Tank in my classroom so I always went to the great java simulation by Paul Falstad (http://www.falstad.com/ripple/). My students have spent many lessons pondering wave properties looking at this simulation. 

With the addition of this Gizmo the things I used to do with the other simulation become much easier (i.e. screen shots, changing variables, etc.). Check out the teacher guide for a really comprehensive lesson on how to teach properties of waves.

Although the interaction of large waves on the continental shelf aspect is not included, students can see how waves are generated from point sources (i.e. earthquakes).  Try varying the wavelength, wave strength, and wave depth; as well as place submerged objects in the wave’s pathway.  Use the Gizmo to demonstrate how waves behave as they pour over submerged flood walls, pass through flood gates, and flow across the landscape!  We’ve seen so many of those pictures on the TV reports from Japan (Example 1, 2, 3)…and now you can demonstrate some of it with the Ripple Tank Gizmo!    

 

 

Did you know? En français aussi?

I have to admit that I can make no claim to be able to speak French, and frankly, am embarassed that what I studied in school is basically lost. Fortunately, we have some passionate bilingual teachers in Alberta who have started off the sharing of translations on www.ExploreLeanring.com. Now teachers in New Brunswick and Quebec have also lent their expertise to the translation effort. Thank you for all those contributions! And - if you want to add some of your own - go for it!

The list of Gizmos with translated materials is growing all of the time, but here is a selection that will help you get started. Follow the hyperlinks below to get your French-speaking students into Gizmos:

 Science

Growing Plants

Balancing Chemical Equations

Cell Division

Density Laboratory

Fan Cart Physics

Hardy-Weinburg Equilibrium

Mouse Genetics (One Trait)

Mouse Genetics (Two Traits)

Natural Selection

Osmosis

Pulley Lab

Forest Ecosystem 

Determining Density via Water Displacement

Circulatory System

 

Mathematics and Science

Distance-Time Graphs (Metric)

Mean Median Mode

Mass and Weight

 

Mathematics

Quadratics in Polynomial Form - Activity A

Cannonball Clowns

Multiplying Exponential Expressions

Factoring Special Products

Dividing Exponential Expressions

Solving Formulas for any Variable

Solving Two-Step Equations

Exponents and Power Rules

Sums and Differences with Decimals

Part-to-part and Part-to-whole Ratios

Percents, Fractions, and Decimals

Points, Lines, and Equations

Ordering Percents, Fractions, and Decimals Greater Than 1

Multiplying Mixed Numbers

Multiplying Fractions

Improper Fractions and Mixed Numbers

Fractions with Unlike Denominators

Linear Functions

Dividing Mixed Numbers

Comparing and Ordering Decimals

 

(Also check out the public profile pages of Renee Michaud, Laura Chervanak)