Panama+G.

[|Panama's video]For Panama:

1. Objective:

2. Video URL:

3. Why did you make the video the way you did?

In all honesty the video was made in the last 10 minutes in an effort to just get something posted!!!!

4. What are some other ways you could have presented the material using video?

Peer Reactions:

From Nick: Liked very much that you finished with a question for your audience. Nice conclusion.

very interesting work- it looks like you got the hang of EE pretty well- congratulations. Dick

From Matt B. I really liked the the whole video, and the particularly I liked the content that you chose to give here. As with others I liked the idea that you end with a question, but can you see a way for students to proceed from hmmm... independently. What structures and teaching can we provide to students so that there is something there for them to do. I can imagine that students could look to find what other functions also had constant average percent rates of change, and maybe they could postulate what the relationship what a formula was for the average percent rate of change. Or maybe the question could be to find a function whose average percent rate of change is exactly 50% or 75%, and then to test it out. I guess I am thinking now that a more specific question at the end could motivate more independent learning, but maybe that was not what you were going for.

I think sometimes that this kind of investigation is difficult for students because the various steps are rather unmotivated. Why would I look at the average rate of change of this function? why would I add the complexity of calculating the percent rate of change? Could you add context here that would make more sense? What if there was a population whose population function is modeled by 2^x?

On the first slide you have the difference in the numerator backward (no big deal, but wanted to point it out)