Day 3
#GOALS: SWBAT...
1. Get familiar with textbook, both physical and online
2. feel comfortable dealing with minor to major emergencies
3. describe the lab safety rules
WARM-UP:
Textbook familiarization:
a. Use the book to find info on significant digits.
- define "significant digits"
- find a page that describes ALL the rules regarding significant digits. Which page (or pages, does that?)
b. What's on page 23. When would that page be useful?
CLASSWORK
1. #003A: SigFigs Quiz
2. HW Review
3. #003B; Lab 1 - Measurement
- metal object: ball bearing
4. #003C: Science Safety Contract - Science Lab Regulations & Safety Contract Review
0. cross out #50, 51, 52, 55 - they don't apply to our class
a. You will be assigned one or two rules from the Safety Contract
b. Create a question for each rule, and post that to the GC so we can play Kahoot! next class.
c. more instructions are below in the HW
5. Who I Am
HOMEWORK
1. #003D Complete one multiple choice question/answer set for each rule assigned and send it to me via the GC.
THIS IS DUE MONDAY by 9:00pm, so I suggest you do it this weekend, or even today.
We're going to play Kahoot! with your questions, so it's mandatory they follow this format:
Questions may have a maximum of 95 characters, spaces included, so be succinct. You must have at least two possible answers, and each answer should be a maximum of 60 characters.
Highlight the correct answer
Here's a great example:
What effect does Jaundice have on your eyes and skin?
It makes your eyes and skin yellow
It makes your eyes and skin dry
It makes your eyes and skin bleed
It makes your eyes and skin fall off
Review the entire Safety Contract (exam on it Thursday(08/17)/Friday (8/18))
2. We will review your lab data for part 3 and discuss how to do a write-up next class. Bring your lab and date to class
3. Next class your Math Pre-Assessment corrections are due. See the HW section from Day 2 for answers and resources
4. Complete the Who I Am
TODAY:
conversions video
Goals: mathematical tools needed to make conversions
WARM-UP:
1. Given that a car gets 25 miles of driving for each gallon of gas, how many gallons will it take to drive 150 miles?
2. For the same car, if the vehicle it traveling at 60 miles per hour, how many hours will it take to drive those 150 miles?
3. How many minutes?
4. How many seconds?
5. What is the conversion factor between hours and seconds?
CLASSWORK:
1. HW Review
2. Analysis Statements:
For the cookie lab, the strongest evidence you can use will be the evidence you collect yourself. You will be tasting another team's cookies and writing up your scientific analysis of the cookie. Here is the sample sentence structure for your analysis statement.
Because this team's cookie tasted ______________, I conclude _________________.
The first blank is where you reference the actual data that you collected. If the cookie was too sweet, then you write that. The second blank is where you try to describe what actually happened. In this case, we want to predict how well the team did their math conversions. If you said the cookie was too sweet, you might conclude that the team had overestimated the amount of sugar when they made their recipe.
3. Dimensional Analysis Exercise
The goal for today is to give each group the mathematical tools they need to create the recipe for their cookies. The specific skills we will be working on are:
a. Writing Conversion Factors
b. Converting Units
Writing Conversion Factors
Conversion factors describe a set of two different units that are equal to each other. For example, there are 3 feet in a yard. If we write this as a conversion factor it would look like this.
3ft = 1yd
Practice: How many minutes are there in an hour? How many seconds in an hour? Write these as conversion factors.
Converting Units
Converting units is something scientists and health care professionals have to do all the time. It can be considered a 5 step process.
Example: Determine the number of hours in 4 class periods.
Step 1: Determine the conversion factor for this problem.
In our case the two units being compared are class periods and hours. Since one of our class periods (cp) contains 1.5 hours (h), we can write:
1.5h = 1cp
Step 2: Write the number that you wish to convert with its unit.
The example asked for the number of hours in 4 class periods. This means the number we start with is 4.
4cp
Step 3: Multiply the original number by a fraction with the unit being cancelled on the bottom and the desired unit on top.
4cp x h
cp
Step 4: Fill in the fraction with numbers from your conversion factor.
The conversion factor from step 1 said 1.5h = 1cp. This means we put the 1.5 next to the h in the fraction, and the 1 next to the cp in the fraction.
4cp x 1.5h
1cp
Step 5: Multiply the fraction to get your answer.
4cp x 1.5h = 6h
1cp
Practice: How many feet would there be in 18 yards?
Homework
Watch the following: https://edpuzzle.com/media/578272dd27ed9aaf13380c9bhttps://edpuzzle.com/media/578272dd27ed9aaf13380c9b
Copy the Base Units chart and the answers to the questions.
Dimensional Analysis Quiz on Wednesday. These will be similar to the Pogil.
Who will bake cookies? Who will do the conversion factors?
Who will bring poster paper? What else is needed?
Bake your cookies and bring them to class Friday. You need at least 16 cookies.
You'll need to convert the recipe units to standard English units.
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Skip the below - this is old stuff from last year...
Writing Analysis Statements
Analyzing data is the core of all scientific research. Science is a form of thinking called an epistemology. Specifically, scientists must make claims based on something that has been observed or measured and can be corroborated by other scientists. The following video discusses the difference between beliefs and evidence. Watch the video and keep track of just exactly what kinds of evidence are accepted by the scientific community and what kinds are insufficient.
YouTube Video
https://www.youtube.com/watch?v=98Dzzqfw5sM
Not all scientific evidence is equal, however. Some evidence is stronger than other evidence. One scientist may propose and carry out an experiment in an effort to learn more about the way the world works. Years later, his evidence may be contradicted by evidence from other scientists. In the end, the stronger evidence wins. Watch the following video and keep track of which kinds of evidence were stronger and which kinds were weaker.
YouTube Video