*Turn in paper copy at the end of the period 13 Sept. Make sure digital copy is properly uploaded, labeled, and shared in your digital science notebook–in the motion folder. Be sure you have paid close attention to ALL parts of the project description.
*Begin making a plan for Parent-Student-Teacher conferences. (You can make a document in your DSN with the following. Include relevant live links. If you want to use your own AES blog, you may do so. Whatever you do, make sure your parents and I can access.)
a) Write a detailed reflection about the tumble buggy investigation and write-up. Describe the state of your knowledge about motion before our study began. Describe the state of your knowledge now. Which experiences and discussions seemed most useful? What concepts do you feel you understand well? What concepts still seem a bit confusing?–Explain. Describe what is meant by average speed. Why do you think the term average is used? Name a situation in which you traveled at a constant speed. Describe your knowledge and skill with making distance vs. time graphs. Comment on what parts of your investigation seemed most “scientific” to you. Explain your comments.
b) So far in Science 7 what has been most interesting to you? What has been most puzzling? What has been most difficult? What has been most thought-provoking? Explain your answers.
c) Select your 3 best DSN entries. Highlight the links. Explain what they are about and why you think they are the best.
d) Select the 3 pictures you have taken that best illustrate Science 7 and the level of your interest and participation.
e) Describe the most difficult idea you have encountered so far in Science 7. Why do you think it is most difficult?
f) Describe how you make sure your DSN is complete and up-to-date. To what extent do you think your DSN is complete and up-to-date.
g) Make a plan for your work in science for the rest of the semester. Be specific. (For example, how much use do you make of the reference links that are provided? How thorough are you in recording and learning to use new words? How frequently do you consult the class blog to see what we have done and where we are going? How often do you review and revise your DSN?)
h) Discuss your learning habits. Respectful, Responsible, Collaborative, Perseverant.
The Tumble Buggy 2017-2018 Summative assessment Science 7 Motion Frazier
(developed with help from 7th graders 2015-2016)
3 class meetings for gathering and analyzing data and writing
Final written report due the 13th of September (print paper copy and digital copy in digital science notebook)
Basic Problem: The toy car called a “Tumble Buggy” is sold as a constant velocity vehicle, meaning the speed is constant and the direction straight. Can this claim be supported? Students will determine the speed and direction (velocity) of the “Tumble Buggy” and figure out the extent to which the velocity is constant.
Groups of 3 work together to obtain data.
Individuals analyze the results write individual reports.
You will need to:
Develop methods for determining the speed of the tumble buggy and describing the direction.
Some things to keep in mind:
- Speed and time are related but they are not the same thing.
- You will need to develop a fair and consistent way to start the car and to time its motion.
- You will need to run trials in different directions to find out the extent to which the floor affects the results (floor may not be perfectly level).
- You will need to conduct a sufficient number of trials to establish how reliable and consistent the data are.
- You will need to decide what kind of average is best to use for the times of repeated trials: median or mean.
- You will need to try various distances to establish whether the speed is constant.
- You will need to measure distance and time carefully, accurately, consistently.
- What will you do if the buggy does not run perfectly straight? Why?
- You will need to graph the results (distance on the vertical axis and mean or median time from repeated trials on the horizontal axis).
- You will need to calculate average speeds (distance traveled / time elapsed). Which average speed will you report if the average speed of each trial varies?
- To what extent is the speed constant? If it is not constant, how much does it vary?
- To what extent does the car go straight? How much does it vary from straight? How will you describe the variation in direction?
- What variables affect the results? What variables do you control?
Communicate findings in a written form (using the following headings). Be generous in your writing. Be specific. Use examples to illustrate your points.
Title—What is the velocity of the Tumble Buggy? How constant is the speed and what is the value? How much does the Tumble Buggy deviate from a straight course?
- Background (What have you learned about motion before this assessment project? Describe experiences and new knowledge. Mention learning about how to measure motion, how to analyze data, how to write a scientific report.)
- Questions (expressed in a clear form)
- Expected answer (before doing the experiment) and reasons why expected
- Methods or Procedures (written in 1st/3rd person and past tense; not written as commands)
- How was data acquired
- How was data analyzed (graphs and calculations)
- Photos and diagrams can help explain what you did
- Table of results (organized and labeled)
- Appropriate, well-made graphs
- Well-organized anecdotal notes and descriptions
- Analysis or Interpretation
Relate findings to question. Use evidence to support claim of what speed of the Tumble Buggy is and whether speed is constant. Refer to scientific concepts relevant to the problem. Discuss the size of any variation in results and factors contributing to variation in results. Relate analysis of data to what you have mentioned learning in background.
- Conclusion Summary and New Questions
Summarize results and suggest new questions and propose new experiments to investigate the tumble buggy and its velocity (speed and direction), motion, and performance.
Meeting—Includes details of practice and reasoning. Makes accurate measurements. Constructs correct graphs and makes correct calculations (including units). Demonstrates understanding of techniques for acquiring and analyzing data relevant to motion. Demonstrates understanding of the concept of average speed. Produces coherent report in recognized format that addresses relevant questions through empirical data and logical reasoning.
Disciplinary Core Ideas
Forces and motion
Scale, Proportion, and Quantity
Science and Engineering Practices
Planning and Carrying out Investigations
Analyzing and Interpreting Data
Constructing explanations and designing solutions
Obtaining, evaluating, and communicating information.