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Oct. 17, 2012 AGENDA: 1 – Bell Ringer 2 – HW Review 3 – Results Section of a Lab Today’s Goal: Students will be able to understand how to write an effective results section. Homework 1. 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 Ringer C – Conversation – No Talking H – Help – RAISE HAND for questions A – 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. th 17 (p. 21) Objective: Bell Ringer: Students will 1. You are driving a car at 30 m/s and be able to you break. It takes 10 seconds for you understand to stop. What is your acceleration? how to write 2. How do you calculate acceleration an effective from a velocity time graph? results section. 4 MINUTES REMAINING… Wednesday, Oct. th 17 (p. 21) Objective: Bell Ringer: Students will 1. You are driving a car at 30 m/s and be able to you break. It takes 10 seconds for you understand to stop. What is your acceleration? how to write 2. How do you calculate acceleration an effective from a velocity time graph? results section. 3 MINUTES REMAINING… Wednesday, Oct. th 17 (p. 21) Objective: Bell Ringer: Students will 1. You are driving a car at 30 m/s and be able to you break. It takes 10 seconds for you understand to stop. What is your acceleration? how to write 2. How do you calculate acceleration an effective from a velocity time graph? results section. 2 MINUTES REMAINING… Wednesday, Oct. th 17 (p. 21) Objective: Bell Ringer: Students will 1. You are driving a car at 30 m/s and be able to you break. It takes 10 seconds for you understand to stop. What is your acceleration? how to write 2. How do you calculate acceleration an effective from a velocity time graph? results section. 1minute Remaining… Wednesday, Oct. th 17 (p. 21) Objective: Bell Ringer: Students will 1. You are driving a car at 30 m/s and be able to you break. It takes 10 seconds for you understand to stop. What is your acceleration? how to write 2. How do you calculate acceleration an effective from a velocity time graph? results section. 30 Seconds Remaining… Wednesday, Oct. th 17 (p. 21) Objective: Bell Ringer: Students will 1. You are driving a car at 30 m/s and be able to you break. It takes 10 seconds for you understand to stop. What is your acceleration? how to write 2. How do you calculate acceleration an effective from a velocity time graph? results section. BELLRINGER TIME IS UP! Wednesday, Oct. th 17 (p. 21) Objective: Bell Ringer: Students will 1. You are driving a car at 30 m/s and be able to you break. It takes 10 seconds for you understand to stop. What is your acceleration? how to write 2. How do you calculate acceleration an effective from a velocity time graph? results section. Shout Outs Period 5 – Dominique Period 7 – Rasheed Oct. 17, 2012 AGENDA: 1 – Bell Ringer 2 – Homework Review 3 – Results Section of a Lab Today’s Goal: Students will be able to understand how to write an effective results section. Homework 1. 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 6 Weekly Agenda Monday – Acceleration Tuesday – Acceleration Wednesday – Acceleration & Results Section of Labs Thursday – Acceleration Lab Friday – Quiz # 3 CHAMPS for Acceleration Problems C – Conversation – No Talking unless directed to work in groups H – Help – RAISE HAND for questions A – Activity – Solve Problems on Page 6-11 M – Materials and Movement – Pen/Pencil, Packet Pages 6-11 P – Participation – Complete Page 6-11 S – Success – Understand all Problems Solving Kinematics Problems Step 1: Read the Problem, underline key quantities Step 2: Assign key quantities a variable Step 3: Identify the missing variable Step 4: Choose the pertinent equation: Step 5: Solve for the missing variable. Step 6: Substitute and solve. Solving Kinematics Problems 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? Solving Kinematics Problems 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 Solving Kinematics Problems 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 Solving Kinematics Problems 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 2: Assign key quantities a variable Solving Kinematics Problems 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 2: Assign key quantities a variable Vf = 40 m/s Vi = 0 m/s Δt = 7s Solving Kinematics Problems 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 3: Identify the missing variable Vf = 40 m/s Vi = 0 m/s Δt = 7s a=? Solving Kinematics Problems 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 4: Choose the pertinent equation: Vf = 40 m/s Vi = 0 m/s Δt = 7s a=? Δx = xf – xi V = Δx/Δt a = (vf – vi)/Δt Solving Kinematics Problems 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 4: Choose the pertinent equation: Vf = 40 m/s Vi = 0 m/s Δt = 7s a=? Δx = xf – xi V = Δx/Δt a = (vf – vi)/Δt Solving Kinematics Problems 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 4: Choose the pertinent equation: Vf = 40 m/s Vi = 0 m/s Δt = 7s a=? Δx = xf – xi V = Δx/Δt a = (vf – vi)/Δt Solving Kinematics Problems 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 5: Solve for the missing variable. Vf = 40 m/s Vi = 0 m/s Δt = 7s a=? a = (vf – vi)/Δt Solving Kinematics Problems 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 6: Substitute and solve. Vf = 40 m/s Vi = 0 m/s Δt = 7s a=? a = (vf – vi)/Δt Solving Kinematics Problems 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 6: Substitute and solve. Vf = 40 m/s Vi = 0 m/s Δt = 7s a=? a = (vf – vi)/Δt = (40 – 0 m/s)/7 s = 5.71 m/s2 Solving Kinematics Problems 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 5: Solve for the missing variable. Vf = 40 m/s Vi = 0 m/s Δt = 7s a=? a = (vf – vi)/Δt Solving Kinematics Problems 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 5: Solve for the missing variable. Vf = 40 m/s Vi = 0 m/s Δt = 7s a=? a = (vf – vi)/Δt Solving Kinematics Problems Step 1: Read the Problem, underline key quantities Step 2: Assign key quantities a variable Step 3: Identify the missing variable Step 4: Choose the pertinent equation: Step 5: Solve for the missing variable. Step 6: Substitute and solve. Solving Kinematics Problems 14. Use the following graph to answer the following questions about the acceleration of Bob the Pickup: Velocity of Bob the Pickup Velocity (feet/minute) 3000 2500 2000 1500 1000 500 0 0 10 20 30 40 50 60 Time (minutes) a. What is the acceleration of Bob the Pickup in the first 10 minutes that the graph shows us? Solving Kinematics Problems 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) 1.0 1.0 1.0 1.0 0.9 1.0 0.3 0.2 0.3 0.3 1.0 1.0 What do you expect the data table earned (out of 3)? Why? Time (days) `1 2 3 4 5 6 7 8 9 10 11 12 Classwork for 10/17: Rubric (p. 12) Data Table: 0 Points: 1 Point: 2 Points: 3 Points: Data is not given in a data table. There is a data table. A large amount of data is wrong or missing. Data is recorded in a data table. Some mistakes may have been made, but table is mostly accurate. All data is accurately recorded in a data table. Units are not given. Table is not drawn very neatly. Units are given correctly. Data table has no title, or a title that makes no sense. Units are not given correctly, or at all. Table is not drawn neatly. Data table has no title, or a title that makes no sense. Data table is neatly drawn. 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) 1.0 1.0 1.0 1.0 0.9 1.0 0.3 0.2 0.3 0.3 1.0 1.0 Time (days) `1 2 3 4 5 6 7 8 9 10 11 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) F igure 1: Growth of Plant v s. Time 1 .2 Growth (cm) 1 0 .8 0 .6 0 .4 0 .2 0 1 2 3 4 5 6 7 8 9 10 11 12 Time (days) 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? Classwork for 10/17: Rubric (p. 12) Graph: 0 Points: 1 Point: 2 Points: 3 Points: Data is not graphed. There is a graph, but the data is mostly plotted incorrectly, or mostly missing. Data is plotted on a graph, but a few mistakes have been made. All pertinent data is correctly plotted in a graph. Axes may be backwards. Axes are correct. Graph is a little sloppy. Graph is neatly drawn. Axes are too big or too small—graph is too “zoomed out” or too “zoomed in”. Axes are sized to show all data without being too “zoomed out” 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. Axes are labeled, but without units. Graph has no title, or title doesn’t make sense. Graph has no title, or the title doesn’t make sense. Axes are labeled, with units. Graph is titled (e.g. Figure 1: Position vs. Time of Walker) Classwork for 10/17: (p. 14) F igure 1: Growth of Plant v s. Time 1 .2 Growth (cm) 1 0 .8 0 .6 0 .4 0 .2 0 1 2 3 4 5 6 7 8 9 10 11 12 Time (days) 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) Group Work Grade the Results Sections on pages 15-16 Independent Work Grade the Results Sections on pages 16-17