Hi there, and welcome to yet another blog entry,
This is my fifth and final entry dealing with one of the optional choices, and I have chosen to go with images. I have chosen the photo above as the subject of my first analysis. I will begin by clearing up any legal matters stemming from issues with copyright providing this link which shows a Google image search that found the picture to belong to Wikimedia Commons, please follow the links for sources.
Secondly, I would like to outline the general reasons I have chosen the particular image above as the focus of this Blog post. I will then provide a number of arguments as to why I chose images over video and audio, and detail why they are a better teaching tool for my two specialisations, Business and Mathematics. The argument will flow from the general to the specific, making sure to highlight along the way the resources I have discovered, what points in particular I have incorporated into my argument, and why.
The blog will finish with a reflection drawn from the individual elements mentioned earlier in the blog. These reflections will concerntrate at the point at which Pedagogy intersects technology (TPAC)
Ok, now for the good stuff.
This image is, well simply awesome in the literal sense of the word. There is so much stuff going on in the picture, I think I'd run out of space in the blog before I ran out of awesomeness to write about. Where does one start? Well, I'd like to start by pointing out that generally speaking, children tend to like things that are awesome, which brings me to my first reason for selecting this image. I would like to use it as a 'hook' to grab students' attention. I do apologise for picking a photo that probably appeals to one gender more than the other, but I always like to start with a bang. Audio will be incorporated into this discussion further on, as there sound is actually one of the central topics.
with my mathematical hat on, using scale, I will be able to have students measure the size shock wave caused by the sonic boom of the projectiles to calculate the difference in time between when each shot was fired. Another activity is to have students think of the possible causes of the disturbance in the water that lies beyond the shock wave, which will lead to discussion about how sound travels through different mediums at different velocities. There are many mathematical concepts that can expanded upon using observation of images.
This is my fifth and final entry dealing with one of the optional choices, and I have chosen to go with images. I have chosen the photo above as the subject of my first analysis. I will begin by clearing up any legal matters stemming from issues with copyright providing this link which shows a Google image search that found the picture to belong to Wikimedia Commons, please follow the links for sources.
Secondly, I would like to outline the general reasons I have chosen the particular image above as the focus of this Blog post. I will then provide a number of arguments as to why I chose images over video and audio, and detail why they are a better teaching tool for my two specialisations, Business and Mathematics. The argument will flow from the general to the specific, making sure to highlight along the way the resources I have discovered, what points in particular I have incorporated into my argument, and why.
The blog will finish with a reflection drawn from the individual elements mentioned earlier in the blog. These reflections will concerntrate at the point at which Pedagogy intersects technology (TPAC)
Ok, now for the good stuff.
This image is, well simply awesome in the literal sense of the word. There is so much stuff going on in the picture, I think I'd run out of space in the blog before I ran out of awesomeness to write about. Where does one start? Well, I'd like to start by pointing out that generally speaking, children tend to like things that are awesome, which brings me to my first reason for selecting this image. I would like to use it as a 'hook' to grab students' attention. I do apologise for picking a photo that probably appeals to one gender more than the other, but I always like to start with a bang. Audio will be incorporated into this discussion further on, as there sound is actually one of the central topics.
with my mathematical hat on, using scale, I will be able to have students measure the size shock wave caused by the sonic boom of the projectiles to calculate the difference in time between when each shot was fired. Another activity is to have students think of the possible causes of the disturbance in the water that lies beyond the shock wave, which will lead to discussion about how sound travels through different mediums at different velocities. There are many mathematical concepts that can expanded upon using observation of images.
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