30 Second Mysteries; grade labs/discussion questions; unit conversion worksheet & processing; Interactive Notebook work list

-30 Second Mysteries

-Last class you turned in your Spring Lab and Discussion Questions (still to be graded)

-Worked on Unit Conversion worksheet & glued into notebook

-Color processing in notebooks

Order of Interactive Notebook work:

Inquiry Cube Activity
Pendulum Lab & Processing
Lab Report Notes
Warm Up (Pendulum Lab)
Warm Up (Spring Lab)
Guest Speaker Notes & Processing
Spring Lab & Processing
Spring Lab Discussion & Processing
Unit Conversion & Processing

Finish Spring Lab; Unit Conversion

Dr. D is your sub today! :)

Last class we placed whiteboards at the front of the room and gathered for discussion to compare our data. Here are your whiteboards:

1. Work with your lab group to complete your Board Meeting Discussion sheet

2. Turn in both your Spring Lab and your Discussion Questions into the Turn In bin at the front for a grade for Quarter 1. I will return them to you when graded to glue into notebooks.

Switching gears...

In order to move forward in Physics you need to have a good working understanding of units and how to convert units of measurement.

3. Today you will complete the 'Converting Units' worksheet. You can work with lab table partners. You must show your math! Calculators are on the front table. Dr. D will walk you through the first few questions and you'll complete the rest on your own. Please use calculators instead of phones to minimize the chances of becoming distracted.

4. At the end of the period Dr. D will review answers with you. Have students volunteer to share their math on the board.

5. Glue in worksheet to your notebook on the next right hand page.

6. Do left side color processing that reflects the right hand page (drawings, charts, diagrams, etc) 

Spring Lab Board Meeting

Last time we finished our Spring Lab Writeup

Did everyone finish the conclusion & research extension question? (share out some REQ's)

You will turn in your lab for a grade but don't turn it in yet, you'll need it for the next activity...

Scientists share their data. Today you will share your lab group's data with the class using whiteboards. We will do this all year and we call it 'Board Meetings.' Here's how they work...

What it looks like: Board Meeting Intro video 

First, let's look at some pre-discussion questions. Complete numbers 1-3 before we do the Board Meeting. (Discussion Questions)

Board Meeting Expectations: 
-each group member contributes and gives input
-respectful and active listening to who has the floor
-don't interrupt when others are speaking
-everyone's input is valuable
-clean up after yourself

Each group gets a whiteboard and markers

Copy your group's data graph onto whiteboard


When finished we will place whiteboards at the front of the room and gather for discussion

Complete numbers 4-8 on your Board Meeting Discussion sheet

Turn in both your Spring Lab and your Discussion Questions for a grade for Quarter 1

Positive Environment Reflection debrief; DESMOS

Last time I had you answer the following questions. Here are your responses: 

1. What would a positive classroom environment look like to you? (What are students doing? 
What is the teacher doing? How does it feel?)
-A respectful space where people listen to one another and are engaged
-Students are eager to learn, pay attention to speaker; teacher takes time to ask for student questions
-No disruptions in the learning
-It should be a respectful environment so people aren't afraid to speak up or answer questions
-Classroom feels calm
-Students are working diligently 
-Everyone engaging in the work
-Students doing work and not talking so we can move faster and get more done
-Students listen and are respectful; teacher feels respected

2. Why is a positive classroom environment important?
-So it's just a more pleasant space in general
-It helps students learn and be more successful
-So that everyone can learn without being disrupted or feeling disrespected
-It's easier for people to learn when they're happier
-Provides students with an opportunity to learn and gain knowledge
-If a class gives off a bad vibe it's hard to learn and pay attention
-Because when things are crazy and people are distracting the teacher has to stop and talk to them, taking my learning time away from me
-So students can work efficiently
-That's when you get learning done and create new memories and learning experiences.
-So students can do what we came here to do, which is learn3. What are three things I can do to contribute positively to our classroom community?
-Include others
-Follow the class agreements
-Ask questions if I don't understand
-Stay on task & focused, encourage others to do the same
-Not distract others
-Have fun!
-Clean up after myself
-Help others if needed
-Listen and don't interrupt the speaker
-Participate and stay engaged 
-Listen to my peers
-Be a leader, model what others should be doing

Answer that bothered me: "Try to ignore the distractions."

Back to the Spring Lab...
By now you should have completed the graph at the bottom of page 1 and the 'no-longer-wild-guess' question
We'll come back to the math and science equation

DESMOS: use online graphing tool to reveal relationship in data

Which pattern does it most look like?

Write our Conclusion: (Inquiry & Patterns Slides #102) 

Write a Research Extension Question

Finish lab sheet 

Debrief Guest Speaker; Spring Lab Day 2

WARM UP: (do this on half sheet of paper; put your name on it please; write answer only)

1. What would a positive classroom environment look like to you? (What are students doing? 
What is the teacher doing? How does it feel?)

2. Why is a positive classroom environment important?

3. What are three things I can do to contribute positively to our classroom community?

I will collect these and read them later to be revisited during another class period...

Debrief from guest speaker Vivek Shandas
-Think about the future of Portland in light of our growing population and how to manage its growth sustainably
-What were some possible solutions to rising Portland temperatures that we talked about?

With your shoulder partner, share your answers from last class during the guest speaker to:
-1 question you have or something you're still wondering about
-2 things that you learned 

Have a few pairs share out their answers

Continue Spring Lab...

Last time we collected data on our lab sheet data table. Make sure you calculate and record the averages for the DV.

Now create a graph using your data on your lab sheet, labeling your X and Y axis. 

Now that you've done the experiment, fill in the 'no-longer-a-wild-guess' prediction at the bottom right of your lab sheet ('How much force will the spring exert if it is stretched 40cm?')

Inquiry & Patterns Slides  

Guest Speaker today! Vivek Shandas

Professor Vivek Shandas - Portland State University
Shandas is a faculty member of the Nohad A. Toulan School of Urban Studies and Planning; a fellow of the Institute for Sustainable Solutions; and founder of the Sustainable Urban Places Research (SUPR) Lab, working to connect environmental impacts and human behavior to improve decision-making.

As the founder of the newly established Sustaining Urban Places Research Lab, his team focuses on three substantive areas of investigation:

1. Examining feedbacks between environmental change and human behavior
2. Developing community-based indicators for measuring the social and environmental conditions
3. Characterizing the relationship between urban development patterns and environmental quality.

Prior to serving at Portland State University, he was a school teacher in Oregon (Vernonia); curriculum developer in California (San Jose); and, a health and environmental policy analyst for the Governor of New York State (Albany).

*With your shoulder partner come up with one question that you want to ask Professor Shandas. Be ready to ask the question later today. You may come up with different/more questions after you hear his presentation.

Take notes and write down:
1 question or something you're still wondering about
2 things that you learned today.

Spring Lab

Turn to a new right hand page

Write the title 'Spring Lab' at the top margin

Focus Question: How do we create a mathematical model that acts like a spring?

 Inquiry & Patterns Slides

Write conclusion for Pendulum Lab

-Electronics away, in assigned seats please

-Open your notebooks to the next open right hand page and complete the WARM UP below.

WARM UP  10/6/17
1. What did Galileo learn about the pendulum from his experiments? (from video on Monday)

2. In our Pendulum Lab Experiment, we observed a _________ pattern after collecting and analyzing our data.

3. We found that when x doubles, y ________________.

Announcements: 
-No tutorial next week
-Early Dismissal Wednesday
-No school Friday 
-Next tutorial is 10/19
-End of Quarter 2 is 11/2

Finish Pendulum Lab...

Last class we graphed our Class Average Data and found the overall pattern.
Then you did color processing on the left hand side.

(Show 'Interactive Notebook Information' on blog)

Now we need to write a conclusion for the Pendulum Lab

Use Inquiry & Patterns Slides, start at #57 for conclusion

Turn to a new right hand page
Write the title 'Spring Lab' at the top margin
Focus Question: How do we create a mathematical model that acts like a spring?

Finish Pendulum Lab

-Continue Lab #1: Pendulum Lab...

Last class most of you were able to finish your data collection with your group's pendulum.

You should have an 'average time for one swing' for each of the 'starting angles'

Then you represent your data graphically on the graph given, using an appropriate scale. Make sure the class agrees on a common scale and uses it on their lab sheet!

Use your data to find a pattern and create a mathematical equation that represents the relationship. 

Finish by the end of class and turn in to the box when done