Oct. 17, 2012

Oct. 17, 2012AGENDA:1 – Bell Ringer2 – HW Review3 – Results Section

of a Lab

Today’s Goal:Students will be able to understand how to write an effective results section.Homework1. Read pages 18-20 before

tomorrow (we will use a small Styrofoam ball, not a tennis ball) and do a hypothesis on p. 18

2. Acceleration HW: p. 9-11

CHAMPS for Bell RingerC – Conversation – No Talking H – Help – RAISE HAND for questionsA – Activity – Solve Bell Ringer on

binder paper. Homework out on desk

M – Materials and Movement – Pen/Pencil, Notebook or Paper

P – Participation – Be in assigned seats, work silently

S – Success – Get a stamp! I will collect!

Wednesday, Oct. 17th (p. 21)

Objective: Students will be able to understand how to write an effective results section.

Bell Ringer:1. You are driving a car at 30

m/s and you break. It takes 10 seconds for you to stop. What is your acceleration?

2. How do you calculate acceleration from a velocity time graph?

4 MINUTES REMAINING…

1minute Remaining…

30 Seconds Remaining…

BELL-RINGER TIME IS

UP!

Shout OutsPeriod 5 – DominiquePeriod 7 – Rasheed

Oct. 17, 2012AGENDA:1 – Bell Ringer2 – Homework

Review3 – Results Section

of a Lab

Today’s Goal:Students will be able to understand how to write an effective results section.Homework1. Read pages 18-20 before

tomorrow (we will use a small Styrofoam ball, not a tennis ball) and do a hypothesis on p. 18

2. Acceleration HW: p. 9-11

Week 6Weekly AgendaMonday – AccelerationTuesday – AccelerationWednesday – Acceleration & Results Section of LabsThursday – Acceleration LabFriday – Quiz # 3

CHAMPS for Acceleration Problems

C – Conversation – No Talking unless directed to work in groups

H – Help – RAISE HAND for questionsA – Activity – Solve Problems on Page

6-11M – Materials and Movement –

Pen/Pencil, Packet Pages 6-11P – Participation – Complete Page 6-

11S – Success – Understand all

Problems

Solving Kinematics Problems

Step 1: Read the Problem, underline key quantitiesStep 2: Assign key quantities a variableStep 3: Identify the missing variableStep 4: Choose the pertinent equation:Step 5: Solve for the missing variable.Step 6: Substitute and solve.


9. While drag racing out of our school parking lot, I time myself at a speed of 40 meters per second

seven seconds after starting. What was my acceleration during this time?




Step 1: Read the Problem, underline key quantities




Step 2: Assign key quantities a variable




Step 2: Assign key quantities a variable

Vf = 40 m/sVi = 0 m/s

Δt = 7s




Step 3: Identify the missing variable

Vf = 40 m/sVi = 0 m/s

Δt = 7sa = ?




Step 4: Choose the pertinent equation:

Vf = 40 m/sVi = 0 m/s

Δt = 7sa = ?

Δx = xf – xi V = Δx/Δt a = (vf – vi)/Δt




Step 5: Solve for the missing variable.

Vf = 40 m/sVi = 0 m/s

Δt = 7sa = ?

a = (vf – vi)/Δt




Step 6: Substitute and solve.

Vf = 40 m/sVi = 0 m/s

Δt = 7sa = ?

a = (vf – vi)/Δt




Step 6: Substitute and solve.

Vf = 40 m/sVi = 0 m/s

Δt = 7sa = ?

a = (vf – vi)/Δt = (40 – 0 m/s)/7 s = 5.71 m/s2




Step 5: Solve for the missing variable.

Vf = 40 m/sVi = 0 m/s

Δt = 7sa = ?

a = (vf – vi)/Δt


Step 1: Read the Problem, underline key quantitiesStep 2: Assign key quantities a variableStep 3: Identify the missing variableStep 4: Choose the pertinent equation:Step 5: Solve for the missing variable.Step 6: Substitute and solve.


14. Use the following graph to answer the following questions about the acceleration of Bob

the Pickup:

a. What is the acceleration of Bob the Pickup in the first 10 minutes that the graph shows

us?

0 10 20 30 40 50 600

50010001500200025003000

Velocity of Bob the Pickup

Time (minutes)

Velo

city

(fee

t/m

inut

e)


14. Use the following graph to answer the following questions about the acceleration of Bob

the Pickup:

a. What is the acceleration of Bob the Pickup in the first 10 minutes that the graph shows

us?

Step 1: Read the Problem, underline key quantities

Classwork for 10/17 (p. 13)

Example 1: Growth Table

Growth of Plant (cm) Time (days)

1.0 `1 1.0 2 1.0 3 1.0 4 0.9 5 1.0 6 0.3 7 0.2 8 0.3 9 0.3 10 1.0 11 1.0 12

What do you expect the data table earned (out of 3)? Why?

Classwork for 10/17: Rubric (p. 12)

Data Table: 0 Points: Data is not given in a data table.

1 Point: There is a data table. A large amount of data is wrong or missing. Table is not drawn neatly. Units are not given. Data table has no title, or a title that makes no sense.

2 Points: Data is recorded in a data table. Some mistakes may have been made, but table is mostly accurate. Table is not drawn very neatly. Units are not given correctly, or at all. Data table has no title, or a title that makes no sense.

3 Points: All data is accurately recorded in a data table. Data table is neatly drawn. Units are given correctly. Data table is titled (e.g. Table 1: Position vs. Time of Walker)

Classwork for 10/17 (p. 13)

Example 1: Growth Table

Growth of Plant (cm) Time (days)

1.0 `1 1.0 2 1.0 3 1.0 4 0.9 5 1.0 6 0.3 7 0.2 8 0.3 9 0.3 10 1.0 11 1.0 12

What do you expect the data table earned (out of 3)? Why? 3/3, because it is complete, neatly drawn, has correct units, and has a title

Classwork for 10/17: (p. 14)

The growth of the plant each day is recorded in Table 1. As Figure 1 shows, growth was fairly constant from days 1 through six. On day 7, the growth of the plant fell markedly, and then rose back to its earlier value on day 11. What do you expect the graph earned (out of 3)? Why? What do you expect the text earned (out of 3)? Why?

Figure 1: Growth of Plant vs. Time

0

0.2

0.4

0.6

0.8

1

1.2

1 2 3 4 5 6 7 8 9 10 11 12Time (days)

Gro

wth

(cm

)

Classwork for 10/17: Rubric (p. 12)

Graph: 0 Points: Data is not graphed.

1 Point: There is a graph, but the data is mostly plotted incorrectly, or mostly missing. Axes may be backwards. Graph is very sloppy. Axes are too big or too small—graph is too “zoomed out” or too “zoomed in”. Axes are unlabeled. Graph has no title, or title doesn’t make sense.

2 Points: Data is plotted on a graph, but a few mistakes have been made. Axes may be backwards. Graph is a little sloppy. Axes are too big or too small—graph is too “zoomed out” or too “zoomed in”. Axes are labeled, but without units. Graph has no title, or the title doesn’t make sense.

3 Points: All pertinent data is correctly plotted in a graph. Axes are correct. Graph is neatly drawn. Axes are sized to show all data without being too “zoomed out” Axes are labeled, with units. Graph is titled (e.g. Figure 1: Position vs. Time of Walker)

Classwork for 10/17: (p. 14)

The growth of the plant each day is recorded in Table 1. As Figure 1 shows, growth was fairly constant from days 1 through six. On day 7, the growth of the plant fell markedly, and then rose back to its earlier value on day 11. What do you expect the graph earned (out of 3)? Why? 3/3, Graph is titled, neat, axes are labeled, and all pertinent data is there. What do you expect the text earned (out of 3)? Why? 3/3, professional tone, mentions title, clear language, measures important features (change in growth rate)

Figure 1: Growth of Plant vs. Time

0

0.2

0.4

0.6

0.8

1

1.2

1 2 3 4 5 6 7 8 9 10 11 12Time (days)

Gro

wth

(cm

)

Group WorkGrade the Results Sections on pages 15-16

Independent WorkGrade the Results Sections on pages 16-17

Oct. 17, 2012

Documents

Transcript of Oct. 17, 2012