Cameron Sluiter

TEL 311

Activity Design Plan

Objective
The students will be able to apply the equations of motion in physics by
solving projectile motion problems in a review game.

Description
Stump the Chump is a review game for a physics class. The class is divided into
two teams and by answering physics questions they can accumulate money from
the slides on the PowerPoint. At the end of the game whichever team has the most
money is the winner. This particular review will be on projectile motion.
Motivation
External
Small pieces of candy will be rewarded to students who get correct answers.
Everyone who participates and behaves well will receive candy at the end
Internal
Many of these questions will be similar to questions that will be on the exam
the following day. Students are encouraged to take notes on any problems they are
having trouble with.
Directions
Set Up
Stump the Chump is a review game using PowerPoint slides set to a
random progression and review questions. On each slide is an object with a
value assigned to it such as, washing machine $200 or jetpack 300$. The
class is divided into two teams, the left side and the right side. There are two
stools, each with a bell, placed in front of the room, along with a small white
board and marker for each stool. There is also a spin board with the numbers
1 through 5 on it.
Gameplay
Each team has a contestant sit on one of the stools. One contestant
will spin the needle on the spinboard (will alternate the spinner every
question), giving them the number of slides the teacher clicks through before
stopping. Then the teacher asks the question and the first contestant with an
answer rings in. If the answer is correct, the team gets to keep the amount

of money on that slide and two new contestants are picked using popsicle
sticks. If the answer is incorrect, the other contestant has 30 seconds to
answer. If neither answer is correct, any member of the team with the least
money can raise their hand and give the answer and get the money. If this
answer is incorrect, the other team has the same chance. If the teams each
have the same amount of money when both contestants have wrong
answers, the team with the contestant who rang in first may answer first as
well. When all the questions have been asked, the team with the most money
is the winner.
Chump
There is a certain slide with the picture of a gopher on it which has the
chance of bankrupting a team. When the Chump Slide appears, instead of
ringing in, each contestant has the usual 30 seconds to write down on their
whiteboard what they think the answer is, then raise their whiteboards
simultaneously. If a contestant has an incorrect answer, all their money is
lost. If a contestant gets it right, play continues as normal.

Rules:
1. Non-contestants may not yell out answers. If they do, the question
is dropped and a new one will be picked.
2. Contestants can only ring in after the teacher has finished asking
the entire question.
3. Contestants may not look to his/her team for help.
4. Each non-contestant can have a piece of paper and a calculator out
to do any math needed, but no notes are allowed.
5. You will have 30 seconds to answer as soon as you ring in.

Check for Understanding

What can have in front of you to figure out the questions?

How will the person on the stool be picked?
What decides how many slides are skipped before stopping?
To answer a question, what do you first have to do?
How long do you get to answer a question?
If the people on the stool get the answer wrong, which team can
answer the question first?
If a Chump Slide shows up and you get the answer wrong, what
happens?

How do you win?

Someone summarize the rules for me.

Active Participation
Everyone is engaged in the activity because if both contestants answer
incorrectly, the question goes to the teams. Students who have been working out
the problem on their own can raise their hand and get points for their team.
On-task behaviour is maximized because of the timer used. Contestants only
get 30 seconds to answer a question, so they must work quickly to get an answer.
Transitions are minimized because of the popsicle stick drawing. Instead of
having students pick their own contestants each question and delaying the game,
the popsicle sticks remove the decision making the teams would otherwise have to
do.

Expectations of Students Behaviour

The normal classroom rules still apply to this game. After a question has been
asked, there should be silence while everyone solves the problem. When a
teammate gets a question right, moderate levels of cheering will be allowed. There
will be no insulting other teammates or opponents at any point of the game. If the
teacher cannot ask the next question in at a talking voice level because the volume
is too loud, the auditory signal (1, 2, 3. Eyes on me) will be given to gain attention
and silence again.

Materials Needed
Stools
Small whiteboard and markers
PowerPoint
Projector
Bells
Timer
Popsicle Sticks
Paper Towel
Calculator
Modeling
Two students (one of them will be the one who summarized the game) will be
used for a demonstration round. The teacher will have one contestant spin the
spinboard and go through that number of slides. The teacher will then ask an

example question (Whats two plus two?) and then instruct the contestants to ring
in when they know the answer. Assuming they get it right, repeat the question but
have both contestants give wrong answers and show how the teams will be able to
answer questions. As soon as the practice round ends, ask if there are any
questions. If there are no questions, begin play.

*Source: This is a variation of a game my algebra teacher used when I was in high
school. Im not sure if he copied a real game show or invented it himself.

What is the acceleration of gravity on

Earth?
A projectile launches with 30 m/s
velocity in the horizontal direction.
What will be his horizontal velocity
when it lands?
An object falls from rest. How far will it
have travelled after 5 seconds?
Draw on your board the acceleration
graph of an object falling?
An object weighing 10 kg and an object
weighing 20kg begin falling at the same
time, which falls faster?
If an object is thrown straight up and it
takes 2 seconds to its highest point,
how long will it be in the air?
A projectile launches at 45o with a
velocity of 10 m/s. What its horizontal
velocity?
If an object falls straight down off a
100m building, how long will it take to
reach the ground?
Draw on your board the velocity graph
of an object falling?
Two objects with the same initial
velocities launch. One at 30o and one at
45o Which travels further?

9.81 m/s2
30 m/s

125 m
A flat line at 9.8.
They fall at the same rate

4s

About 7.1m/s

4.5s

A straight line starting from the origin.

45o