# 28 August 2017 Science 7 Staged races, distance vs. time graphs, conceptions of speed, reminder of digital science notebook

Tips for the DSN (an entry should be made and uploaded into the proper folder for every class)

1. Include any notes you would normally take. Instructions and information written on the board, for example.
2. Write sentences with detail about what we did. For example, how did you conduct the popcorn experiment and the staged races?
3. Write sentences about what you saw. When we do experiments, this item is easy. Include your observations and results. Pictures can help with this part, too.
4. Write sentences about what we talked about. This section includes introductory discussions, discussions after an experiment, videos, presentations. This section is a chance to write about the ideas that have been shared in class.
5. Write sentences about what you think, wonder, learn. Here is where real learning takes place. Items 1,2,3,4 above, and your picture and sketch, below, take meaning when you reflect on them in this section. Do this regularly and you will soon get your “black belt” in science. Effort pays off–even when it seems difficult.
6. Make a sketch of something or of an idea that will help you think and remember.
7. Take a picture that will help you think and remember. Taking pictures of an experiment set-up or experimental results can be enormously beneficial for remembering, thinking, and learning.

1st period

3rd period

Two quantities are fundamental to examining motion:

• Change in position (distance from start to end)
• Change in time (duration from the beginning of the event to the end)
• When the change in position is divided by the change in time, the results is called average speed. We will discuss what the term “average” means here. It may be a little different from what you think.
• To help us visualize these quantities and how and when they change and also how and when they remain constant, we will learn to construct distance vs. time graphs. The graph is one of the main analytical tools you have available to you in middle school science. We hope you learn how to graph, which graph to use with which questions, and how to interpret graphs.
• Pay close attention to the discussion of the analysis of motion, the meaning of concepts, the mathematical and graphical techniques. YOU MUST ASK QUESTIONS!!! ESPECIALLY IF THERE IS SOMETHING THAT SEEMS CONFUSING.

Graphing guideline that are always useful and appropriate:

Use pencil on hand-drawn graphs. Sharp and dark.

Label axes first with variables and units on the appropriate and customary axis. It should be neat. Everything should be labeled.There should be a title. The title can be a question. The graph should be appropriate to the data and the question under investigation. DO NOT use ink or color until the graph has been checked and is perfect. Graph paper is available at: http://rfrazier.msblogs.aes.ac.in/various-resources/graph-paper/

Select scale.

1. It should include all data. Discuss with teacher and other students when there are extreme outliers.
2. It should be consistent.
3. I should be as big as possible. Whenever it can, the graph should cover at least 1/2 the page.
4. It should be convenient. Always base the scale on what 1 division on the graph paper will equal. Do not choose based on how many divisions equal 1 unit of the variable. Pay close attention to the recommended series of possible scale factors. These always work.