Continue Pendulum Lab

Back to our 'Rolling a Ball' experiment

-Follow Inquiry & Patterns Slides (begin at slide #44)

Time a Rolling Ball

Record times:

At your lab table, answer:

1. Why is there a range of times recorded for this single event?
2. What is the “true” time of the roll?
3. How do we intelligently deal with this?

Uncertainty: while we record a single value for our measurement, we acknowledge that more measurements will not be exactly the same but likely always be within a certain range of the recorded value.

Rules of Uncertainty:

– Last significant figure is uncertain

– Uncertainty is 1 significant figure

– Record your measurement to match the uncertainty.

Averaging:

Uncertainty is =Range/2

   

-Continue Lab #1: Pendulum Lab...

Focus Question

What are the requirements of a Standard Lab Report?

Connecting Science with our Process...

What do we expect a lab report to look like?

Parts of a Lab Report:

1. Focused Research Question

2. Hypothesis

3. Design of Experiment

4. Data

5. Data Analysis to find the Pattern

6. Build a Consensus

7. Evidence-based Conclusion

The Phenomenon: Pendulum

What are questions we can ask about this?

What is included in the system we will investigate? What is outside the system?

Lab Sheet: Wild Guess Question?

Research Question

Begin Pendulum Lab; uncertainty intro

-Collect permission slips

-Return Inquiry Cube Activity Lab & glue into notebooks

-Notes and warmup from slides: 

Warm-up Question: (F 1.1)

Ariel and Brock each measure their chromebook 3 times and get the follow measurements:

Set A:28, 29, 30
Set B: 28.9, 29.0, 29.1

What is the same about these data sets?

What is different about these data sets?

Which sets seems better? Why?

Summarize these two data sets.  How do we communicate one seems better than the other?

Set A: 8, 10, 12

Set B: 4, 10, 16

Average   Uncertainty

   10 +/- 2

   10 +/- 6

Uncertainty in Average = Range/2

Range = biggest number – smallest number

-Begin Lab #1: Pendulum Lab

-Follow Inquiry & Patterns Slides

Practice: Time a Rolling Ball

In hallway do several trials rolling a ball from point A to point B.

Continue & Finish Inquiry Cube Activity

Continue Inquiry Cube Activity 

Powerpoint slides HERE for Inquiry & Patterns

1. Pass out one name cube per lab group. (The box of cubes is in the cabinet under the sink in the teacher lab table up front. One side is covered with a sticky note to cover the mystery name, put this side down.) Remember that you are not supposed to touch, lift, or move the cube in any way!

2. Take a few minutes to read over and revise the patterns you observed with your table group for #9 and be ready to share out with the class.

3. Research groups will now share out their explanations with the class (answers to #7 & #9)

4. Continue to work on #10-15 with your lab group

5. Finish by end of period, get a checkmark when complete. Glue into notebook.

6. When done, take a 'Hollyhock Student Assent Form' and 'Hollyhock Parent Consent Form' and bring back signed as soon as possible, no later than next week.

Inquiry Cube

Inquiry & Patterns Slides

Do Inquiry Cube activity

Seating Chart; Class Agreements; Finish film questions; Paperwork; Notebook setup; Begin Patterns Slides/Inquiry Cube Intro

Seating Chart today: alphabetical

Class Agreements additions/revisions with new group members

Finish 'Hidden Figures' questions

Paperwork to Sign:
Walking Field Trip Permission Form
Educational/Safety Contract
Stanford Video Consent Form

You need a notebook for this class (do notebook setup)

Inquiry & Patterns Slides

Hidden Figures Day 1

Sub for today: Ms. HK :)

Early dismissal today due to heat and smoke

'Hidden Figures' (2016; 126 minutes)

Essential Questions to consider:

-What do the characters in Hidden Figures teach about dealing with adversity?

-How do the characters change during the film?

-In what ways to the main characters catalyze change in others?

-Who or what are the 'hidden figures'?

Read this film synopsis aloud before watching: 

Hidden Figures tells us about a generally unheralded group of women whose brilliance and dedication provided a foundation for the space program—the black women known as “human computers” who worked at the NASA Center in Langley, Virginia. Faced with obstacles to their own education and to job prospects because of race and gender, these women succeeded in earning places and eventually respect in a workplace dominated by male supervisors and colleagues, many of whom were reluctant to hire women, and marked by segregated facilities, from office to restroom, that reflected the pre-civil rights era. Their story is also the story of the world in which they lived and worked—the racism and segregation that made their lives more difficult; the beginnings of the civil rights movement in the South; the Cold War with Russia that gave such impetus to the drive for superiority in space; and the space race itself. 

Skim questions 1-10 on your group's copy of the 'Viewer Response Journal.' Have volunteers read each of the 10 questions out loud. All copies are numbered; please leave on the desks. Just keep these questions in mind as you're watching. We will answer the questions as a table group next class when we finish the film.

Begin film; record each period's end time on board.

Day 2: Class Agreements Poster

Grab your name tag on the way in, please!

'Roses & Thorns' with your Four Corners partner from last class

Scedule check in: next Tues/Wed

Look at FHS STRONG Poster together

I want you to have a say in what our agreements LOOK LIKE:

1. In table groups, assign a Materials Manager, a Recorder, a Time Keeper, and a Task Manager.

2. Materials manager: please take one white 

board and a marker back to your table group

3. Write down ideas of what your group thinks each agreement looks like in the classroom. What are you as students doing to
show that you are being thoughtful, respectful, organized, neighborly, & generous? For example: our group feels that listening and not talking during instruction is an example of respect. 

Time Keeper: give your group 5 minutes per Agreement.


4. I will ask each group for their best example of each agreement & I'll put them on a class poster. If another group already used your example choose another idea from your group.