DAY 6

#Goals: SWBAT...

1. use conversion factors to change the dimensions of a number

2. create a graph using Google Sheets

3. Describe the similarities between distance and displacement

Warm-Up: (8minutes)

-while attendance is being called, complete the following

1. Your homework was to finish the graphs in the "Data for Plotting Graphs" handout. If you haven't already posted a photo of your answers to problem #2 and your graph for problem #2, do so now. You have until 8:33, then it's late.
2. Define the following using mathematical/science definitions:
   • distance
   • displacement
3. Describe the similarities between distance and displacement by creating a Venn diagram
4. We will discus the warm up later today

CLASSWORK

1. Dimensional Analysis quiz (12 minutes)

- no phones/phone calculators. If needed, Robert or your sub will hand out calculators from the drawer behind my desk. There are 18. Please count and turn in calculators after the quiz. No sharing of calculators. No talking. Look up if you need to think.

Turn in to period 1 slot (top slot)

2. Data for Plotting Graphs (30 minutes)

- your homework was to finish the graphs.

- Use your data and the instructions provided in the handout to create graphs on Google Sheets. Your completed graphs are due on Google Sheets, shared to me via a link in the Classroom, by 9:20am today.

3. Distance vs. Displacement (20 min)

a. discuss your Venn diagrams

b. Nearpod --> LINK

HOMEWORK:

Distance vs. Displacement Video (LINK), questions, notes (LINK)

Practice problems. Chapter 1 (link to the textbook is in the left margin), pg 24-28: 33, 36, 37, 38a, 44,

46 (answer is either linear or inverse), 51, 59, 60, 67, 87

Lab1?

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CLASSWORK:

You will have classtime to work on your poster components

Analysis

Teams will gather the analysis forms and make a data table that looks like this.

Enter the number of forms that answered too much sweetness in the box. Then enter the number of forms that answered balanced, etc. Each team will write three analysis statements based on the data in the table. Analysis statements should follow the format

Our data table shows _________________, so we conclude _____________________.

example: Our data table shows that 24 students thought the cookies were too salty, so we conclude that our salt calculation was low.

Lab Report Pieces (http://www.chem.ucla.edu/~gchemlab/labnotebook_web.htm)

• Advertising Slogan/Title. Write a slogan that accurately describes the strengths (if any) of your cookie in a creative and catchy way.
• Abstract: Students will write out what type of cookie they wanted to create. How did you hope the public would react to your cookie? What kinds of things did you do during the experiment to make your cookie experiment successful?
• Materials: What items are needed to perform this experiment? Include the converted version of your recipe here, complete with secret ingredient.
• Procedure: These are the step by step instructions for carrying out the lab. The procedures should be so detailed that if another student read them he could conduct the lab from these instructions and get the same results.
• Data: Any observations made during the lab should be recorded here. If the mixture turned a different color, or if bubbles were seen, or anything else, it should be written down. You should also summarize the feedback you received when other students sampled your cookies (you can do this with a chart or graph).
• How did the public like them? Be specific. Also, this is the place to include pictures taken during your experiment.
• Analysis: This is where you can react to the feedback from the public. Also, answer the following: Did you make any mistakes during the conversion process? Did you make any mistakes following the recipe? Did you make any errors? (cookies not sweet enough? Check your conversion for the sugar...is it correct? Think about other errors (time, temp, amount, mixing, etc.) Discuss how satisfied you are with your choice of secret ingredient. This section must include at least 3 analysis statements.
• Conclusion: The conclusion is a lot like the introduction except, instead of a summary of what you are going to do, it's a summary of what you did. The reason you have a conclusion is because your lab report might be long and the reader may not remember all the important points that you stated. Also, it gives you a chance to explain anything that might have gone wrong or could be improved, as well as propose future experiments. Like the introduction, it should be short and to the point. Again, these are only my suggestions, but here's what I think you should always include:
  • What you did: Reiterate your procedures briefly (including any changes you made).
    • What you found: Restate any results that you may have calculated (with errors if applicable). You don't need to include the raw data, but if you calculated an average over several trials, state the average (not each trial). Usually you want to report the results as x +/- y (like 2.345 +/- 0.003), where y is the absolute error in x. Another option, if you calculated the relative error, is x +/- z% (like 2.345 +/- 0.5%), where z is the relative error.
    • What you think: What do your results mean? Are they good? Bad? Why or why not? Basically, comment on the results. If your experimental error (RAD, RSD) is small or large compared to the inherent error (the error in the standards and equipment used), comment on what this means, too.

Cookie Poster

- Before the end of the period, take the pass to go get a piece of poster paper from the hallway next to the main office. They're out of basic colors - be excited to choose from interesting colors such as, "salmon", 'brown", and other favorites. Your paper should approximately be the size of one of the desks in this room.

Poster is due Monday

HOMEWORK (Due Thurs)

Graphing Data:

• What is a dependent variable??? Is it like your friend, who can't survive lunch without you?
• No. No, it is not.
• Read TB pg 15-18. While you're reading, answer the following questions:

1. In the book example, why is the spring length dependent on the mass?
2. Where on the graph axes does the independent variable go? What about the dependent variable?
3. What's the equation relating two variables that are linearly connected?
4. What does "m" stand for?
5. What if the relationship between two variables isn't linear? Which equation do you use?
6. Review this website on Real World Applications of these equations:
7. https://www.mathsisfun.com/algebra/quadratic-equation-real-world.html
   1. List two examples of real world scenarios that use linear equations
   2. List two examples of real world scenarios that use quadratic equations
   3. List one example of a real world scenarios that uses an inverse equation

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Goals: use the project rubric to fairly evaluate each group's poster

Quiz (Dimensional Analysis, Conversion Factors, Analysis Statements)

Poster Walk and Evaluation

Walk around the room and view the other posters. Your group is going to critique each poster. Take a sheet of paper and rank the posters according to the rubric. You must justify each ranking with a short paragraph that cites the rubric. If your group finds a math error on another poster and correctly fixes it (show work) then Mr. Alexander will give your team extra points. Submit your group's evaluation paper to Mr. Alexander.

Peer Evaluation

You will be evaluating the other members of your team in terms of their contribution to the project. Do this by yourselves and do not share your evaluation with the group. Once you have evaluated each other member of your group, submit your evaluations to Mr. Alexander.