Category: teaching

# Don't forbid phones in class, embrace them

It’s not uncommon to hear, as I wander the halls at UBC, faculty complaining about students preoccupied with their computers and phones in class. The most common solution is to just ignore it (“if they don’t want to pay attention to the class, it’s their loss…”) Can’t disagree with that, as long as students aren’t distracting others who are trying to pay attention. Another solution is to ban computers and phones. Well, some students legitimately need their computers (students with disabilities, for example) so I know of a few instructors who ask these students to sit over there, off to the side.

But here’s another solution: don’t forbid phones in class, embrace them.

Naive? Perhaps. Impossible to faciliate? Ye— Ah! Not so fast!

The April 2011 issue of The Physics Teacher contains an article by Angela M. Kelly that describes a collection of iPod Touch apps (which should also on iPhone and iPad) and how to use them to teach Newton’s Laws of Motion.  Cool idea: use the games the students are already playing to teach them physics.

I want to add to her list my own favourite physics app. This one’s not a game so it might not – no, who am I kidding, will not –  have the same appeal. But xSensor (which, at the time I write this, is free!) is a great physics app because it gives a real-time readout of the accelerometer, in the x-, y- and z-directions. The pix below are screenshots from my iPhone (captured with that magical “click on/off and home buttons at the same time” feature.) Here are a couple of screenshots that show some cool physics. The app will also record the data in a log you can email yourself.

I made this one by putting my iPhone flat on my desk and swirling it around and around. The curves sweeps across the screen recording about 5 seconds of readings. The numbers on the screen, 0.02, -0.14 and -1.18 are the instantaneous accelerations measured in g’s.  The z-acceleration is pretty constant at -1 g. Can’t get rid of gravity… The accelerations in the x-direction and y-direction show beautiful sinusoidal motion, 90 degrees out-of-phase, encoding the centripetal force of the phone’s circular motion. It’s shaky because I can’t swirl my phone smoothly.

Okay, the “can’t get rid of gravity…” line was a strawman. Because you can. If you drop your phone. Which I did. Very carefully.

These graphs show me holding my phone still. About halfway through the plot, I dropped it. For a short period of time, the acceleration in z-direction snaps up to zero g’s: free fall! Then there’s a big blip as I clumsily catch my phone and take the screenshot. But there, just for that moment in free fall, my phone appeared to be force free. That’s Einstein’s Principle of Equivalence: floating free in deep space is just like freely falling in a gravitational field. (That NASA link include the famous Apollo 15 hammer/feather drop video.) It’s not a Gedankenexperiment, though. It’s the real thing, right there in your hand! Well, you know what I mean.

So, don’t ban phones from your physics, astronomy or science classrooms: embrace them! Better yet, chuck ’em across the room!

Do you have a favourite physics app? Have you discovered another cool experiment you can do with xSensor? Hope you’ll share it with us.

# Learning Multiplication

I know a little bit about the differences between teaching with “blocking” or with “interleaving.” If you were teaching multiplication with blocking, you’d teach the “4 times table”, then the 5x, then the 6x and so on. With interleaving, you’d mix them up so students had to first identify what kind of question this is (“Oh, this is a 4x problem”) and then answer it. There is some nice work in cognitive psychology that shows interleaving leads to better retention.

I use the example of multiplication because that’s just what my 8-year-old was doing yesterday. He had a set of 5x flashcards that he asked me do with him. He didn’t have too much trouble, except for 5×9. As I was running through the cards, I thought of the multiplication table board I’d made a few years earlier when my other kid was learning multiplication. I remember being fascinated by a board like this when I was in Grade 3.

The tiles are from a square hemlock spindle I got at the local hardware store, sliced on my mitre saw, sanded smooth, and then numbered. Green 1-10 tiles are glued across the top and down the left side. You put the blue 24-tile, for example, in the space where the 4 and 6 intersect.

My son and I got out this board, dumped the bag of tiles on the carpet, and he started to fill it in. The first row is easy: 1, 2, 3,…,10. Then he started on the second row. “2 times 1 is 2. 2 times 2 is 4. 2 time 3 is 6…” And about here, he stopped doing the multiplication and started counting by 2’s. I asked him how much 2 x 7 is, and he had to stop and think, despite the fact that he’d just placed the 10, 12, 14, and 16 tiles.

Uh-oh. My goal is to help him learn his times tables, I don’t want to reinforce repeated addition. What’ll he do with 104 x 56 next month?

So I turned the table on him. I started handing him tiles. “Here, where does this one go? How about this one?” That was pretty hard. For me, that is, because I had to quickly find the next tile I wanted in the big pile on the floor and hand it to him by the time he’d placed the current one.

I realize I was asking a different question: “What numbers multiply to give you 24?” is a lot different than, “What is 4 x 6?”. But this new version of the “game” worked nicely. He did some repeated addition in his head, searching for sequence that hit, say, 24. And he occasionally put a tile in the wrong place but I didn’t correct it. He discovered his mistakes as he lay down neighbouring tiles and the patterns were messed up.  It also forced him to estimate where in the empty board to place tiles any without neighbours.

He soon discovered repeated addition works vertically, too, so he could hop down the 4-column to find the 4x tables.

After a few minutes of this, I turned it up another notch (which was possible because there were fewer tiles left in the pile and I could find them faster.) I started handing him stacks of the same tile, for example, 4 40-tiles. “Here, put these down.” I only prompted him once or twice (“Well, if 4 x 10 is 40, what about 10 x 4?”) I was astonished how quickly he picked up the symmetry. “32 goes here at 4 times 8…Oh! And over here at 8 times 4!”

Older sister dropped by to help him with the high tiles – I don’t think my son’s had much practice with the 7x, 8x, 9x tables yet. The two of them finished off the board, fighting (in that friendly brother-sister way, of course) for who gets to put in the last tile.

There are so many patterns to explore on the completed board. We discovered where on the board to find the same tile (symmetric across the diagonal) :

Me: Here’s 7 x 3 and here’s 3 x 7. Here’s 4 x 6 and here’s 6 x 4. Hey, what’s up with 5 x 5? Where’s its match?
Him: It doesn’t have one, Dad, cause 5 x 5 is the same as 5 x 5. D’uh!

A friend dropped by with a 3-year-old and she asked the toddler to his age. My son helped, helping him find all the 3-tiles. And his 8-tiles. Then my daughter (who’s 11) dropped a little nugget that confirmed this “game” was worthwhile:

Well, I don’t have a tile because my age is a prime number.