Students will formulate a Cutting Conics theory by conducting an experiment using an interactive applet and will describe their theory with
100% accuracy using a video communication tool.
Demonstration of Cutting Conics Explorer created by S. Sandler, 2012. Click to enlarge.
In this learning activity, students will access NCTM's Illuminations Cutting Conics Explorer and use the interactive applet, along with a guided activity sheet to experiment with cutting a double-napped cone with a plane. Students will then formulate a theory on the generation of each conic section (circle, ellipse, hyperbola, parabola) and describe their theory to their instructor using a video communication tool, such as Eyejot.
Student demonstration of understanding about the generation of conic sections will be continually assessed until the student achieves 100% accuracy. This level of accuracy guarantees that students
The initial student submission will be completed by creating a video reply to the instructor initial message using Blue Harvest, a formative feedback tool. If the presentation is under 5 minutes, Eyejot, a video email communication system, could also be used. Students will be given instructor feedback on their theories and descriptions using Petersen's cybercoaching techniques (2004) where necessary until 100% accuracy is achieved by each student. Once the instructor sets up a feedback loop on Blue Harvest, the communication between student and instructor for that activity/learning objective remains open and active until the student attains the learning objective. Understanding the generation of conic sections is a very visual learning experience. Student descriptions might include pictures they've drawn, physical models, or even a lot of hand gestures. The use of the video tool provides students with the optimum mechanism for describing their understanding.
This learning activity is heavily reliant on a good internet connection for both the exploration and feedback stages. Students with less than adequate internet service may have difficulty completing the activity and any necessary follow-up. Conveniently, Eyejot is also available for Apple mobile devices, with android device development currently under way (Kasubaski, 2012).
Student demonstration of understanding about the generation of conic sections will be continually assessed until the student achieves 100% accuracy. This level of accuracy guarantees that students
- understand how the conic sections are generated,
- can explain the generation of the conic sections, and
- are ready to move on to connecting the graphic and algebraic representations of the conic sections.
The initial student submission will be completed by creating a video reply to the instructor initial message using Blue Harvest, a formative feedback tool. If the presentation is under 5 minutes, Eyejot, a video email communication system, could also be used. Students will be given instructor feedback on their theories and descriptions using Petersen's cybercoaching techniques (2004) where necessary until 100% accuracy is achieved by each student. Once the instructor sets up a feedback loop on Blue Harvest, the communication between student and instructor for that activity/learning objective remains open and active until the student attains the learning objective. Understanding the generation of conic sections is a very visual learning experience. Student descriptions might include pictures they've drawn, physical models, or even a lot of hand gestures. The use of the video tool provides students with the optimum mechanism for describing their understanding.
This learning activity is heavily reliant on a good internet connection for both the exploration and feedback stages. Students with less than adequate internet service may have difficulty completing the activity and any necessary follow-up. Conveniently, Eyejot is also available for Apple mobile devices, with android device development currently under way (Kasubaski, 2012).