Today in class, students began with a bell ringer asking what they learned from the Buggy Lab two weeks ago. Afterwards, students were asked to prepare their assigned problems on whiteboards for the Motion Detector Lab, and then we walked out the motion until we got what we wanted! Tonight, students need to read over the Buggy Speed Lab, which will be due next Tuesday.
HOMEWORK: Read over the Buggy Speed Lab
Today in class, students in science 8 and integrated science worked on their bell ringer questions covering the article I-19 is in the midst of metric Muddle. Then students took their second weekly quiz, and continued to work on their Motion Detector Lab. On Monday, students will walk out their motion descriptions in front of the motion detectors and see whether their descriptions are correct!
HOMEWORK: Complete motion descriptions for the Motion Detector Lab
Today in integrated science, students began class time with a graph that showed the motion of two objects and answered several questions about them: 1) What object was moving faster? 2) Wheat occurs when the graphs intersect? 3) Describe the motion of each object. Then students worked to determine the motion of several position vs. time graphs in their Motion Detector Lab and then tomorrow we’ll be using the motion detectors to walk out the motion that we believe creates the graph in question. Students had to do written descriptions only for graphs 1-8. The reading for tonight is I-19 is in the midst of metric Muddle, which will also be assessed tomorrow with our weekly quiz.
Students in science 8 also began class with a graph that showed the motion of two objects and answered several questions about them: 1) What object was moving faster? 2) Wheat occurs when the graphs intersect? 3) Describe the motion of each object. Students also turned in their homework from the previous night. Afterwards, period 4 was able to test their answers from the Motion Detector Lab . Periods 3, 6 and 7 worked in groups to determine the motion of the objects in various graphs, and tomorrow after the quiz they will test their results with the motion detectors. They also have the reading I-19 is in the midst of metric Muddle tonight for homework.
HOMEWORK: ReadI-19 is in the midst of metric Muddle. Quiz tomorrow over the week’s materials
Today in integrated science, students began with a bell ringer to describe the motion of an object based on its graphical representation. Students discussed how slope on a position vs. time graph is really the speed of an object. We also determined that using forwards and backwards are not effective terms for communication, so we’ll be using positive or negative direction. Students took their makeup and retake quizzes from last week, and then we worked on the Constant Velocity worksheet 1.3. Students were asked to write their answers to the questions on whiteboards for quick checks for understanding. We then outlined what we’ll be doing tomorrow in our Motion Detector Lab.
Students in science 8 began with a bell ringer that asked them to determine the motion of an object based on its graph. Students discussed what the general shapes of our Qualitative graphs could tell them about an object’s motion. We determined that we should state the starting position, motion type (constant, changing, or no motion) and the direction of motion. Students finished their retakes of the quiz from last week, and also reviewed last night’s homework. Students in science 8 will have the Constant Velocity worksheet 1.3 to finish, and some classes started the Motion Detector Lab for tomorrow.
HOMEWORK: Integrated=math models ws, Quiz Thursday over Graphing, mathematical modeling, and written descriptions of graphs
Science 8= Constant Velocity worksheet 1.3, quiz Thursday over graphing, written descriptions of graphs
Today in class, students in integrated learned that there are several ways to express information about our data, and they worked on the Finding Slope and Graphical Analysis worksheet. Students in the science 8 classes today took their Pre-assessment for the course, which we’ll analyze on the teacher in-service day Friday.
HOMEWORK: Integrated=Finding Slope and Graphical Analysis worksheet
Science 8=Finding Slope worksheet, graphing the data only.
Today in class, students began with a bell ringer answering three questions on our reading last night over Slow Motion Sets in when the Lights Dim. Students then studied briefly for their Friday quiz, and we took the quiz in class. Students then traded and graded the quizzes to see how they did. So far today, most of the quizzes have looked good (A’s and B’s). Next week, Periods 3, 4, 6, and 7 will take their SLO tests, and periods 1 and 2 will continue learning about motion of their cars.
HOMEWORK: None
Today in class, students worked in period 1-4 to share their results from the Buggy lab. Students learned that we will use the metric system, and that human errors in timing, parallax error, and other sources of systemic error can be real problems for our work. Most classes concluded that the cars move at a constant velocity, but some students and classes said that the cars change their paces. Period 6 and 7 collected data today using the cars, whiteboard tracks, timers, and metersticks.
HOMEWORK: Read over Tonights Article. Relative Motion Practice Problems 2
Students began today with a bellringer on relative motion, which will be on our Friday quiz. In periods 1, 2, 3, and 4 we began collecting Data for our cars to see if they move at a steady rate or if they move at a changing rate. Students used meter sticks, strips of whiteboard, timers, and our buggies to determine the motion of the cars, which we’ll discuss tomorrow. Periods 6 and 7 worked today to begin their observations for the lab and to determine their research question, which will begin tomorrow.
HOMEWORK: Quiz Friday over relative motion and the buggy lab, and good measurement skills.
Periods 1-4: Analyze data and determine what your conclusion is for tomorrow’s mini-presentation of your results.
Periods 6 and 7: Read directions on the Buggy lab basic directions
Today in class, students began by answering the question would a person in a train land in the same spot, farther forward, or farther backwards if they jumped straight up in the train. The students found that the person would land in the same location. Once they jump up, they still had the horizontal motion that they had with the train, and so they jump up and still move forward with the train. Similarly, if a person jumps up from a moving skateboard, they will still land on it again later.
Afterwards, we graded the Relative Motion and Frame of Reference Worksheet. Students will have similar questions on a quiz Friday, so if you have questions, please let me know! We’ll see a few extra questions throughout the week as well. Finally, students began their first investigation today (except periods 6 and 7). Tomorrow, we’ll be collecting data to see whether our buggies move at a constant speed, or if their speed changes. We’ll also be able to see how fast they are traveling!
HOMEWORK: none. Quiz Friday over the week’s materials
Today was our first day of learning about science! We began by turning in our student interest sheet and Classroom procedures 2015-16 signature pages, and then completed a bell ringer that asked us to evaluate the good and bad qualities of a notebook at our desk. We started to take notes today, conveniently enough, and we learned that motion is a change in position over a time interval compared to a fixed reference point. Tonight for homework, students have 6 questions on relative motion that compare moving objects, and ask how they are moving in relation to one another.