MEDT 7472

Project 2: Instructional Design Plan

JB Campbell and Wendy Willoughby
Fall 2016

Course Title: Logarithmic and Exponential Unit: A review of the concepts and skills associated with logarithms and
exponential functions including an exploration into the applications of both functions.

Course Grade Level: 9-11

Learning Objectives: This course is designed to build strong foundational knowledge of exponential and
logarithmic functions and to enhance skills needed to solve contextual problems by creating exponential equations
and using logarithms. At the completion of the unit, students will be able to:

Graph and translate logarithmic and exponential functions.

Utilize the product, quotient, and power properties of logarithms to simplify and expand logarithmic
expressions.
Evaluate logarithms by converting to exponential form.
Solve logarithmic equations using properties of logarithms.
Discover contextual applications of logarithms and use logarithms to solve contextual application
problems.
Utilize the product and power properties of exponents to simplify exponential expressions.
Solve exponential equations using properties of logarithms and exponents.
Demonstrate an understanding of the relationship between logarithmic and exponential functions.

Common Core Georgia Performance Standards:

MGSE9-12.F.IF.7e Graph exponential and logarithmic functions, showing intercepts and end behavior
MGSE9-12.A.CED.1 Create equations and inequalities in one variable and use them to solve problems. Include
equations arising from linear, quadratic, simple rational and exponential functions
MGSE9-12.A.SSE.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the
quantity represented by the expression.
MGSE9-12.F.LE.4 For exponential models, express as a logarithm the solution to ab(ct) = d where a, c, and d are
numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.

Instructional Design Models:

Gagnes Nine Events of Instruction:

1. Gain attention of the students 6. Elicit performance

2. Inform students of the objectives 7. Provide feedback
3. Stimulate the recall of prior learning 8. Assess performance
4. Present the content 9. Enhance retention and transfer to the job
5. Provide learner guidance

These will take place within each module. #1-4 will take place using the opening video of each module. #5-7 will
take place during the practice sessions. #8-9 will be accomplished by weekly quizzes and culminating task.
ADDIE Model: Analysis, Design, Development, Implementation, Evaluation

This instructional design model will give a big picture look at the online unit as a whole. Analysis: This type of
training is needed due to the lack of retention by students concerning logarithms and exponential functions, as
well as their properties, as students progress through high school mathematics. Design: Video instruction from
multiple sources will provide instruction covering student learning objectives. Understanding will be assessed using
a variety of tools including practice sets, quizzes, surveys, and discussion posts. Development: Using the
Blackboard LMS, all content will be delivered online to students in a 100% online class setting. Implementation:
Students will enroll and participate in the online course offering during a 2-3 week session at the discretion of the
professor. Evaluation: Students will have the opportunity to rate each module on its effectiveness. Professors will
be able to gauge student preparedness for future math courses versus students who did not participate in the
online course.

Student Activities:
1. Students will watch instructional videos on each topic. Students will then complete practice problem sets
for each video.
2. Students will complete 2 quizzes, one for each week.
3. Students will participate in three main discussion posts: Class Introduction, History of Logarithms,
Applications of logarithms/exponentials
4. Students will create their own mini videos to demonstrate the 3 main properties of logarithms.
5. Students will provide periodic feedback on each module of lesson instruction and activities using surveys.
6. Students will demonstrate their understanding of the material with a culminating project which includes
collaborating in small groups to create a murder mystery scenario in video format. Students will also
submit solutions to a different groups video scenario.

Use of Technology:
Blackboard LMS - Discussion board, content modules, quiz maker
Khan Academy
Google Forms
Google Docs
Google Hangouts
Video lessons - Whiteboard videos (Showme) or Mobi videos (Youtube)
Video recording and editing (MovieMaker, iMovie, etc.)
Animated Video production (PowToon)

Learner Support:
Discussion board section titled Questions and Answers for students to post questions to and respond to
one another, with additional information provided by the instructor.
Instructor email
Video tutorials for lessons with additional video links available
Module Design: This course will be delivered in five modules. Each module will cover topics specific to the objects
and standards through video lessons and text, contain student performance activities with due dates, and will
provide students an opportunity to provide feedback on the module activities.

Week 1: Module 1- Intro to Logarithms (Monday - Wednesday)

Module 1, Day 1: Welcome to the Course and Lesson on Evaluating Logarithms (Addresses Standard -MGSE9-
12.F.LE)

Resources:
Course Syllabus
Video Day 1
Extra Video: Intro to Logarithms - Khan Academy

Assignments and Activities:

Discussion Post- Introduce yourself to class (due Tuesday at 11:59pm)
Practice Problems on Evaluating Logarithms - Khan Academy

Module 1, Day 2: Properties of Logarithms (Addresses Standard -MGSE9-12.A.SSE.3)

Resources:
Video Day 2
Extra Videos: Properties of Logarithms part 1 and part 2 - Khan Academy

Assignments and Activities:

Practice Problems on Properties of Logarithms - Khan Academy
Create your own mini-video of properties of logarithms

Module 1, Day 3: Graphs of Logarithms (Addresses Standard -MGSE9-12.F.IF.7e)

Resources:
Video Day 3

Assignments and Activities:

Discussion Post: History of Logarithms
Practice Problems
Survey on Module 1

Week 1: Module 2- Solving Logarithmic Equations and Contextual Problems with Logs (Thursday and Friday)

Module 2, Day 1: Solving Logarithmic Equations (Addresses Standard -MGSE9-12.A.CED.1)

Resources:
Video Day 1
Extra Video: Solving Logarithmic Equations - Khan Academy

Assignments and Activities:

Practice Problems
 Module 2, Day 2: Applications of Logarithms (Addresses Standard -MGSE9-12.F.IF.7e and A.CED.1 )

Resources:
Website Article

Assignments and Activities:

Quiz over Week 1
Survey on Module 2

Week 2: Module 3- Review of Exponents (Monday - Wednesday)

Module 3, Day 1: Properties of Exponents (Addresses Standard -MGSE9-12.A.SSE.3)

Resources:
Regents Prep Review of Exponents
(http://www.regentsprep.org/regents/math/algebra/AO5/indexAO5.htm)
Multiplying, Dividing, Power to Power, Product of Powers

Assignments and Activities:

Practice Problems on Properties of Exponents

Module 3, Day 2: Graphs of Exponential (Addresses Standard -MGSE9-12.F.IF.7e)

Resources:
Video Day 2: Graphing Exponential Equations - Khan Academy

Assignments and Activities:

Practice Problems on graphs of exponentials - Khan Academy

Module 3, Day 3: Solving Exponential Equations (Addresses Standard -MGSE9-12.A.CED.1)

Resources:
Video Day 3: Solving Exponential Equations - Khan Academy

Assignments and Activities:

Discussion Post: Applications of Logarithms and Exponentials
Practice Problems on solving exponential equations - Khan Academy
Survey over Module 3

Week 2: Module 4- Applications of Exponentials (Thursday and Friday)

Module 4, Day 1: Applications of Exponentials (Addresses Standard -MGSE9-12.F.LE.4 and A.CED.1 )

Resources:
Pauls Online Math Notes: Applications of Logarithms and Exponential Functions

Assignments and Activities:

Drug Concentration Activity
 Module 4, Day 2: Applications of Exponentials (Addresses Standard -MGSE9-12.F.LE.4 and A.CED.1 )

Resources:
Extra Videos:
Exponential models - Khan Academy
Logarithmic scale - Khan Academy
Key to Drug Concentration Lab

Assignments and Activities:

Quiz over Week 2
Survey on Module 4

Week 3: Module 5- Newtons Law of Cooling (Monday - Friday)

Module 5, Day 1: Introduction to Newtons Law of Cooling (Addresses Standard -MGSE9-12.F.IF.7e, MGSE9-
12.A.CED.1, MGSE9-12.A.SSE.3, and MGSE9-12.F.LE.4)

Resources:
Video Day 1

Assignments and Activities:

Practice Problems with solutions
Students will be assigned a group with four members for Murder Mystery project. They must
arrange time to video conference using Google Hangouts the following day.

Module 5, Day 2: Using Newtons Law of Cooling to Solve a Murder Mystery (Addresses Standard -MGSE9-
12.F.IF.7e, MGSE9-12.A.CED.1, MGSE9-12.A.SSE.3, and MGSE9-12.F.LE.4)

Resources:
Example of Murder Mystery using Newtons Law of Cooling to solve

Assignments and Activities:

After meeting on Google hangouts video conferencing to discuss ideas, students will create a
written murder mystery scenario in Google Docs to be solved using Newtons Law of Cooling with
their designated group of four students.

Module 5, Day 3: Using Newtons Law of Cooling to Solve a Murder Mystery (Addresses Standard -MGSE9-
12.F.IF.7e, MGSE9-12.A.CED.1, MGSE9-12.A.SSE.3, and MGSE9-12.F.LE.4)

Resources:
Example of Murder Mystery using Newtons Law of Cooling to solve

Assignments and Activities:

Students will make any necessary revisions to written scenario, then produce a solution for the
problem using Newtons Law of Cooling. Submissions should be made in Blackboard by 11:59
pm.
Module 5, Day 4: Using Newtons Law of Cooling to Solve a Murder Mystery (Addresses Standard -MGSE9-
12.F.IF.7e, MGSE9-12.A.CED.1, MGSE9-12.A.SSE.3, and MGSE9-12.F.LE.4)

Resources:
Example of Murder Mystery using Newtons Law of Cooling to solve

Assignments and Activities:

Students will create a short video introduction to their problem. The video may be a student
performance captured on video or an animated video using tools like PowToons..

Module 5, Day 5: Using Newtons Law of Cooling to Solve a Murder Mystery (Addresses Standard -MGSE9-
12.F.IF.7e, MGSE9-12.A.CED.1, MGSE9-12.A.SSE.3, and MGSE9-12.F.LE.4)

Resources:
Example of Murder Mystery using Newtons Law of Cooling to solve

Assignments and Activities:

Post link to discussion board (only one per group) for video and attach a pdf. Of the Murder
Mystery scenario by Sunday at 11:59pm.
Take survey for project reflection and peer evaluation.
Individually view 2 other group videos and read the Murder Mystery Scenario. Then solve the
mystery by using Newtons Law of Cooling. Post your solution in the comments section and
along with at least one suggestion for improving the project. Due Wednesday by 11:59pm.
Student Directions for Murder Mystery
Murder Mystery Assignment

Part I: Written Scenario

As a group, you will create a murder mystery scenario that can be solved using Newtons Law of Cooling. Your
group should meet for a Google Hangout video chat to brain storm ideas and choose a plot. Then you will create a
Google Doc and share with the group where you will create your written story of the murder mystery.

The format of the written scenario should be as follows:

1. Title page with title of murder mystery, course name, group member names, and date
2. Written Scenario with all required information
3. Solution with graphs

The written scenario should be engaging for the reader and include the following mathematical content:

1. All information necessary to create equation MGSE9-12.A.CED.1

2. All variable used in Newtons Law formula ( a, b, c, t, and d) MGSE9-12.F.LE.4
3. All information necessary to solve problem MGSE9-12. A.CED.1

After creating the scenario, the group will produce a solution to the murder mystery. The solution should include:
1. Every step necessary to reach an accurate solution. (Accurate equations, correct constant, accurate
vertical shift) MGSE9-12.F.LE.4, MGSE9-12.A.SSE.3
2. Must include graphs of scenario that are accurate, the domain restricted correctly, appropriate asymptote,
and easy to see MGSE9-12.A.CED.3

The written scenario is due Wednesday by 11:59 pm. Students may use example provided as a model of
expectation for the assignment.

Part II: Video Presentation

After submitting the written scenario, groups will create a video introduction to their murder mystery problem.
The video can be a student produced video using hand held video recording device (phones will work) or a student
created video animation using online tools like PowToons. The video should include the following:
1. Title of Murder Mystery
2. Group member names
3. Engaging storyline that portrays all information needed to set up and solve murder mystery.

The video should be between three and eight minutes in length. Students will upload the video to YouTube. Then,
groups will share the link via the discussion post (one post per group) and attach a pdf. copy of the written
scenario. This part of the project is due Sunday at 11:59 pm.

Part III: Follow up

This part of the project is an individual assignment. Each student will watch two videos and read the
corresponding attached problems. Each student should post a solution to the problem along with at least one
suggestion for improvement.

In addition to the post, each student should complete the project reflection and peer evaluation form.

Both of these assignments are due the following Wednesday at 11:59 pm.
Rubric for Murder Mystery Group name:
Grading Rubric- The written scenario and video presentation will be assessed with the following rubric.
Exceptional Proficient Developing Unsatisfactory
Points (10 points) (7 points) (4 points) (0 points)
Score
Content is Content shows
Scenario included Content is mostly Majority of content
accurate, very basic
information to create accurate and is missing,
thorough, and understanding and
Mathematical context

equation shows clear incomplete, or

shows clear including several
MGSE9-12.A.CED.1 understanding inaccurate
understanding inaccuracies
Content is Content shows
Content is mostly Majority of content
Scenario described accurate, very basic
accurate and is missing,
a, b, c, t, and d thorough, and understanding and
shows clear incomplete, or
MGSE9-12.F.LE.4 shows clear including several
understanding inaccurate
understanding inaccuracies
Content is Content shows
Scenario provided all Content is mostly Majority of content
accurate, very basic
information to solve accurate and is missing,
thorough, and understanding and
problem shows clear incomplete, or
shows clear including several
MGSE9-12. A.CED.1 understanding inaccurate
understanding inaccuracies
Storyline is Storyline is fairly Storyline is
Storyline is difficult
engaging and an engaging and an present and
to follow and not
Creativity and

Storyline appropriate appropriate somewhat

descriptive of
Innovation

description of description of descriptive of

events
events events events
Makes use of
Use of graphics,
Makes excellent graphics, effects,
Makes good use of effect, etc., but
use of graphics, etc., but
graphics, effect, these often distract
Visual effect, etc. to occasionally these
etc. to enhance from the
enhance the distract from the
the presentation presentation
presentation presentation
content.
content
Solution is Solution is
Solution is
Accuracy of solution accurate and all accurate, but work Solution is
accurate, but
MGSE9-12.F.LE.4 work needed to does not lead to inaccurate or
minor pieces of
MGSE9-12.A.SSE.3 reach solution is answer or work is missing.
work is missing.
Solution

present missing.
All graphs are All graphs are Graphs are not
accurate, domain accurate and easy All graphs are accurate or
Quality of graphs included
restricted correctly, to see, but domain accurate, but the domain and
in solution
appropriate was not restricted graphs are not asymptote were
MGSE9-12.F.IF.7e
asymptote, and or incorrect easy to see. not correct and
easy to see asymptote.. difficult to see.
Presentation

Murder mystery is
Video

established with
All important Most important Some important Many important
necessary information to
scenes were scenes were scenes were scenes were
use Newtons Law of
depicted depicted depicted missing
Cooling to solve
MGSE9-12.A.CED.3

Complete,
Reflection included
thorough reflection Reflection included Reflection included
Reflection and Peer few requirements
submitted with most of the some of the
Evaluation Survey or was not
thoughtful peer requirements requirements
submitted
evaluation
Posted solutions Posted solutions
Posted either
with with
Review of peer projects solutions or Did not review
recommendations recommendations
with solutions recommendations peer work
for improvements for improvements
but not both
for 2 other groups for 1 other group
Student Directions for Discussion Posts:

Discussion Post #1: Introduction (due Tuesday of week 1 at 11:59pm)

Take a few minutes to introduce yourself to your classmates. Be sure to include your goals for this class as well as
your educational background (what year of school, what class you are currently taking, etc.) as well as some
interesting points of interest about yourself. After posting your introduction, please read your classmates postings
and respond to at least two classmates posts that share something in common with you.

Discussion Post #2: History of Logarithms (due Sunday of week 1 at 11:59pm)

Logarithms have multiple uses in the real world. But where did they come from? Do some research into the history
of logarithms and discover some interesting tidbits about logarithms to share with your classmates. You need to
have a minimum of 3 sources to support your findings. In addition, be able to answer the following questions:

1. Who is most credited with the discovery/invention of logarithms?

2. Before calculators, how did mathematicians work with logarithms?
3. Why did mathematicians need to use logarithms in the first place?

After posting, read your classmate's discussion posts, and respond to at least two of your peers posts. Be sure to
keep your online conversations appropriate and polite at all times. Be sure to cite your references to ensure that
you have not plagiarized.

Discussion Post #3: Applications of Logarithms/Exponentials (due Sunday of week 2 at 11:59pm)

Research how logarithms and/or exponential functions are being used today and possible future applications of
these functions. You need to have a minimum of 3 sources to support your work. Prepare and post your findings in
the discussion board to share with your peers.

After posting, read your classmate's discussion posts, and respond to at least two of your peers posts. Be sure to
keep your online conversations appropriate and polite at all times. Be sure to cite your references to ensure that
you have not plagiarized.
Student Directions for Mini-Video:

Using a technology tool of your choice, create a short (less than 2 minutes) video that demonstrates your
understanding of the 3 main properties of logarithms. You may choose any media tool found at this link
https://shar.es/1Ebfxr or a video tool that you are already familiar with. Make sure your video is available to view
by your classmates via a web link that can be posted to the discussion board.

CATEGORY 4 3 2 1 Score

Concept Video gives a Video gives a Evidence of an Very little time

clear picture of fairly clear idea is present, was spent on
what properties picture of what but no clear brainstorming
are being properties are focus has and refining a
explained. being explained. emerged. video concept.

Script Script is Script is mostly Script has a few There is no

complete and it complete. It is major flaws and script. Actors are
is clear what clear what each shows an expected to
each actor will actor will say attempt at invent what they
say and do. and do. Script planning, but say and do as
Script is quite shows planning. seems they go along.
professional. incomplete.

Sound Setup The sound Sound quality is Sound quality is Little attention
quality is acceptable; all poor; dialogue is was paid to
excellent; every important captured but is ensuring quality
attempt has sounds and difficult to hear sound during the
been made to dialogue are and shoot.
anticipate and captured. understand..
filter out
unwanted
noise..

Overall The 3 main The 3 main Some properties Poor effort in

Presentation properties are properties are are mentioned. every way.
reinforced and mentioned. No video
memorable. Technology is technology is
Effective use of used but not as used effectively.
technology is effectively as
used. possible.
Calendar for Students

Monday Tuesday Wednesday Thursday Friday

Module 1 Module 2

Topic: Topic: Topic: Topic: Topic: Applications

Evaluate Properties of Graphs of Solving Logarithmic of Logarithms
Logarithms Logarithms Logarithms Equations

Resources: Resources:
Resources: Video Resources: Resources: Video Day 4 Website Article
Day 1 Video Day 2 Video Day 3
KA: Solving Activities:
KA: Intro to KA: Properties of Activities: Logarithmic Quiz over
logarithms Logarithms pt1 Discussion Post: Equations Week 1 (due
Week 1

History of Sunday at
Activities: KA: Properties of Logarithms Post Activities: 11:59pm)
Introduction Post Logarithms pt2 (due Sunday at Practice Problems
(due Tuesday at 11:59 pm) Survey on Module
11:59 pm) Activities: 2
Practice Problems Practice Problems
Practice Problems
Mini-Video of log Survey on Module
properties (due 1
Wednesday at
11:59pm)

Module 3 Module 4

Topic: Topic: Topic: Topic: Topic:

Properties of Graphs of Solving Exponential Applications of Applications of
exponents exponentials Equations Exponentials Exponentials

Resources:
Resources: Resources: KA: Solving Resources: Resources:
Multiplying KA: Graphing of Exponential Pauls Online Math KA: Exponential
Exponential Equations Notes Models
Dividing Functions
Week 2

Activities: Activities: KA: Logarithmic

Power to a Power Activities: Discussion Post: Drug Concentration Scale
Practice Graphing Applications of Activity
Product of Powers Exponential logarithms and Activities:
Functions exponents (due Quiz over Week 2
Activities: Sunday 11:59pm) (due Sunday at
Skill Practice 11:59pm)
Application Practice Problems
Practice Survey on Module
Survey on Module 4
3
 Module 5

Topic: Topic: Using Topic: Using Topic: Using Topic: Using

Newtons Law of Newtons Law of Newtons Law of Newtons Law of Newtons Law of
Cooling Cooling to Solve a Cooling to Solve a Cooling to Solve a Cooling to Solve a
Murder Mystery Murder Mystery Murder Mystery Murder Mystery

Resources: Resources: Resources: Resources: Resources:

Video Day 1 Example Example Example Example

Activities: Activity: With your Activity: With Activity: With Activity: Upload
Practice Problems assigned group, your assigned your assigned link (only one per
with Newtons create a written group, make any group, create short group) for video
Law of Cooling scenario in Google needed revisions to video setting up along with scenario
docs to be solved written scenario scenario for class by Sunday
Set time to meet using Newtons and create 11:59pm.
with group Law of Cooling. solution. Submit to
Week 3

Tuesday. Final product with Blackboard by Take survey with

solution due 11:59 pm today. reflection
Wednesday 11:59 questions.
pm.
Follow up Activity:
Individually, view 2
other groups
videos.
Read and solve the
associated
problems. Post
comments about
solution and any
revisions you feel
may make the
problem better.
Due Wednesday by
11:59 pm.