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This overview provides a detailed outline of the objectives and activities covered each day in an experimental science unit, including correlation experiments, unit conversions, data analysis, and measurement techniques.
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Day One 1/28/2011 objective: Become familiar with behavioral expectations and grading protocol Memorize classmates’ names and hobbies Run a correlation experiment which examines forearm length as a function of height, and height as a function of age Vocabulary: independent variable dependent variable constants Warm up: Describe five experiments you’ve done and underline and label the independent variable and dependent variable in each.
Day two 1/31/2011 objective: • Differentiate between correlation and causation • Begin our first ‘experiment’ height as a function of age and forearm as a function of height • If time allows perform unit conversions using unit cancellation with practice worksheet • Vocabulary: correlation (observed connection) • causation (controlled manipulation) • Warm up: Read worksheet “Three types of experiments” in the unit one packet and attempt the analysis questions.
Day three 2/1/2011 objective: • Draw second correlation (forearm versus height) and find the slope and intercept and describe the physical significance of each • Unit conversion using cancellation (practice worksheet after notes). Student demonstrations on smart board. • Vocabulary: y as a function of x • y versus x • homicide as a function of gun ownership • Warm up: Read NY times article on households with firearms and incidents of homicide. Create three column notes (main ideas, supporting details, pictures).
Day 4 2/2/2011 objective: 1. Produce our first sample calculation and data table (see mistakes that will cost you points) by examining the question: How does height affect walking pace? 2. Unit conversion using cancellation (change your walking speed from m/s into miles per hour, kilometers per day) Vocabulary: extrapolate Warm up: Find the slope and y intercept for the line of best fit from your forearm versus height graph. Describe the physical significance of each calculation.
Day 5 2/3/2011 objective: 1. Try unit conversions using unit cancellation (students produce digital smartboard solutions) 2. Find slope and intercept for walking pace versus height and describe their physical significance in our first lab conclusion (summary and explanation of results) Vocabulary: slope intercept Warm up: Find your walking pace in m/s, miles per hour, kilometers per hour, miles per day, centimeters per minute.
Day 6 2/4/2011 objective: 1. Examine how the distance a puff of air moves affects its average velocity and construct a complete lab report (objective, hypothesis, sample calculation, table, graph, conclusion) Vocabulary: speed pace Warm up: Describe weight as a function of height graphically and mathematically (y=mx+b) with four volunteers with normal BMI (that aren’t shy about their weight).
Day 7 2/7/11 objective: 1. Wrap up airzooka analysis by sharing their work on the ELMO 2. Study for test #1 by identifying: the theme, important concepts, mathematical skills (graphing, y=mx+b, and unit conversions, and possible practical questions) Vocabulary: quantitative qualitative Warm up: Describe the calculation, concepts, readings, and experiments we’ll see on test 1 (what have we done in six days)
Day 9 2/9/2011 objective: 1. Demonstration of how sample size affects the density of water (students design and share components of their reports on ELMO) 2. How does sample size affect density again except wooden blocks instead of water. Vocabulary: triple beam balance graduated cylinder Warm up: Convert your (or Mr. L’s) waist measurement into centimeters, meters, yards, miles, kilometers, millimeters.
Day 10 2/10/2011 objective: Finish wooden block lab and report to the class on your findings (digital sample calculation, tables, graphs, conclusions) Vocabulary: mass weight volume density Warm up: If you eat 40 milligrams of iron every morning how many kilograms will you eat over 60 years.
Day 11 2/11/2011 objective: 1. Time how long it takes a ball to drop from a set height. Drop a ball five times from rest over .5 meter, 1 meter, 1.5 meters, and 2 meters. Examine how the distance of a fall affects the standard deviation of a set of times for each height? Vocabulary: deviation outlier(anomolous) Warm up: Examine the two sets of data. How are they similar, how are they different? 77 75 85 64 50 53 30 50
Day 12 2/14/2011 Block one objective: 1. Grind through standard deviation calculations from yesterday’s ball drop lab, produce graphs, present results. 2. Pi lab: Percentage error and hitting a target Vocabulary: precision Warm up: Drop a ball from the ceiling 5 times and find the standard deviation of the set. Drop a feather five times from the ceiling and compare the s.d. for the two sets then explain what happened.
Day 13 2/15/10 objective: 1. Pi lab: Hitting the target on a published accepted value. Measure the circumference and diameter of 10 circles (small and large). Find pi based on your measurement of dimensions and the percentage error for each circle. Examine how circle size affects accuracy. Vocabulary: accuracy percentage error Warm up: Guess two students’ weight then compare their actual weight with your guess using percentage error (the carnival game).
Day 15 2/16/10 Block one objective: 1. Go over Pi lab and share results 2. Tough out some boring text work p 26-29 maroon book 3. Walking speed with two different timing techniques and two different distance techniques. Round each of the four speeds to the correct significant figures. Vocabulary: range of uncertainty Warm up: Calculate the volume of your desk top (and round to the correct sig. figs.) by measuring the dimensions.
Day 16 2/17/10 objective: 1. Finish sig. figs. worksheet 2. Find the volume of little objects using two different tools: rulers and graduated cylinders. Report the volume of each shape to the appropriate sig. figs. Vocabulary: significant figures Warm up: Measure the volume of a fist ( a few student volunteers) by dimensions and geometry, and by displacement.
Day 17 2/18/10 objective: Review for test 2: Uncertainty, basic measurement, and significant figures (revisit, experiments, calculations, 2. Examine how gender affects reaction time Vocabulary: reaction time Warm up: Find the reaction time for all males and females then find the average for each group and standard deviation for each group. Summarize the results graphically and comment on the results.
Day 19 2/22/2011 objective:1.Describe the position of a toy buggy at 2 second intervals. Calculate the average velocity of the buggy during each two second interval. Draw a position versus time graph and a velocity versus time graph. Find the slope of each and comment on the results. Vocabulary: rate Warm up: Give ten examples of rate and provide the units of measure for each rate.
Day 20 3/1/11 objective: 1. Produce and discuss two graphs from yesterday’s buggy lab (find the slope for each and comment on the physical significance) Human runners: more tricky motion graphs (acceleration, deceleration, and changing direction) Vocabulary: distance versus time velocity versus time Warm up: Before drawing the graphs, predict the shape of the buggy graphs. Then take one of their velocities and change to mph.
Day 21 2/24/2011objective: 1.Human runners: Motion graphs for acceleration and deceleration. Students are placed at 5 meters intervals (up to 50 meters) and every student starts their stopwatch simultaneously. Then as a student moves past their gate they stop their stopwatches. They accelerate for one run (really slow to really fast) then decelerate for a second set (really fast to really slow). Graphs are produced that have a very different look from buggies and bubbles. Vocabulary: speed average velocity instantaneous velocity Warm up: Predict the graphs for today’s human runners lab: away accelerating, away decelerating, towards accelerating, towards accelerating.
Day 22 3/3/2011 objective: Finish data collection for human runners then produce a position versus time and velocity versus time for all six motions (12 graphs all together). Students will print one of the twelve and graphs and describe the results (in front of the class if they’re brave). Vocabulary: acceleration Warm up: Observe the ‘Human Motion’ graph and table. Fill in the velocity column then produce the velocity versus time graph. Then produce a narrative (a story) that would fit with the motion.
