- Mindful moment. “The best way to capture moments is to pay attention. This is how we cultivate mindfulness. Mindfulness means being awake. It means knowing what you are doing.” ~Jon Kabat-Zinn
- Review DSN entry from previous class.
- Browse blogpost for today.
- Prepare new document for DSN entry for today.
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*Learning habits response and reflection–turn in your responses on lined paper by the end of class. Make sure your full name and period are included. Write legibly. Take a picture for your DSN.:
Respectful, Responsible, Collaborative, Perseverant
For each learning habit, reflect on your work so far this year in Science 7. The DSN is a primary piece of evidence that you are responsible and perseverant–that you are fully engaged in the class and that your engagement and effort to learn is sustained over time. You should have a collaboration document that you can refer to. To what extent do you contribute to the group’s success? To what extent are you inclusive? To what degree to you participate, lead, follow? Rate yourself–consistently, usually, sometimes, rarely. Cite examples. Cite specific examples. What do you think will help you develop consistently positive learning habits?
*Class newsletter for parents. (Everyone will have responsibility at some time during the year). 3 volunteers. If no volunteers, will draw names randomly. There will be a deadline you must meet.
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*See the spreadsheets for the staged races we conducted in the last class.
We will introduce guidelines for graphing. You should follow these even if you think you already know how to graph. These guidelines will ensure that you always make the best possible graph. If you do not understand a step or do not see the reason for the step, you should ask.
- a. Use pencil only. No ink or color until the graph has been reviewed and is without error.
- b. Use any graph paper and you may orient it as you wish (portrait; landscape)
- Graph paper available for printing: http://rfrazier.msblogs.aes.ac.in/various-resources/graph-paper/
- c. Do not try to hand draw extra marks outside the printed graph paper.
- d. Label axes with variable names and units first.
- e. Examine data and find the ranges for the two variables that will be graphed. See if there are any extreme outliers.
- Find necessary and useful other statistics. We will discuss how to decide which of the two times we collected for each observation point in the staged races.
- f. Select a scale for each axis.
- g. The lines on the graph will be numbered, not the spaces.
- h. For each axis, the scale needs to accomplish several things simultaneously.
- i. All data should be accommodated (there are exceptions for extreme outliers).
- j. The scale factor is based on the value of one division along the axis. Thus, 1 division = some number of units. (Do not try to fix the scale by counting how many divisions = 1 unit.)
- k. The scale should be based on numbers that are convenient and easy to use. Pick scale factors from this series: 1 division = .01, .02., .05; .1, .2, .5,; 1, 2, 5; 10, 20, 50; 100, 200, 500; etc.
- l. The scale must be consistent across the axis.
- m. The graphed values should take up at least 1/2 the paper (so that the graph is as large as possible).
- n. We will discuss how to decide on drawing the graph line.
- m. Always include a title.
Make several graphs in this order:
- One graph showing the three steady speed events (walk, run, jog). Our intention was to produce motion events that showed constant speed. The graph will show us how successful we were. We can also determine the average speed for each event. We will look at the idea that the slope of a straight line on a distance vs. time graph is equal to the speed for that segment.
- One graph showing the changing speed events (slow to fast; fast to slow). We will look at how the slope of the line changes in each event. We will discuss how the idea of average speed can help up look at events with changing speed.
- One graph showing the motion of the tortoise and the hare. They tied in our version so their graph lines will meet at the start and the end. Thus, they will both have the same overall average speed (for the 25 meters). We will discuss what we can learn about the observation and measurement of motion, the application of the idea of average speed to analyzing motion, the difference between time and speed.
- Once you have completed each graph, complete the following on lined paper to be turned in with your completed graphs. Make sure your name and period are on all pages. Take good pictures of everything for your digital science notebook.
- How did your actual graphs compare to your sketch graphs?
- Describe the motion events they show. Draw a sketch showing/explaining how the staged races were conducted and how the measurements were made.
- Describe how we observed and measured the emotion.
- Discuss your understanding of:
- Position, change in position (or distance),
- Time (duration, change in time from start to stop),
- Speed, constant speed, average speed, distance / time = speed
- Slope of a straight line segment on a distance vs. time graph, how slope relates to speed, changing speed.
- The difference between time and speed. Why you think some people might confuse time and speed?
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