Semester 1 Final Exam Day!

-Test taking expectations:
*Clear desks of everything except a writing utensil and your notebook. 
*Try your best, take your time, & stay focused.
*No talking while tests are out (everyone deserves a quiet testing environment).
*No breaks out of the room once you have started your test.
*No personal electronic devices while testing.
*When finished, bring your test to the front and then read, do work, or listen to music quietly.

Semester 1 Notebook

Order of 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
Quarter 1 Reflection
Marble Lab
Marble Lab Discussion Questions
Determining Confidence in a Prediction handout
Paragraph Lab
Four Patterns glue ins
Big Ideas of Patterns - Unit 1 Review packet
Sketching Relationships Between Variables
Unit 2: Texting & Driving
Ordering a pizza Warm Up questions
Texting and Driving notes
T & D mini experiment; Ball on Floor Lab Day 1
Ball on Floor Lab Day 2
Ball on Floor Lab sheet (Day 3)

Ball on Floor Day 3 & Board Mtg

Ball on Floor Lab - Day 3

Last class you performed the experiment and gathered data

Today you will 
-calculate your data averages
-graph data in DESMOS
-complete mathematical model portion of lab
-write your lab conclusion
-turn in lab when done

Next: Board Meeting

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 from the front counter

Copy your group's data graph onto whiteboard

Gather for discussion in a big circle. Stand with your group and hold your board so everyone can easily see it. This is how we're going to do it in the future instead of all crowding around the front board.

Ball on Floor Lab - Day 2

Ball on Floor Lab - Day 2

Learning Objective: I can conduct an experiment that is a mathematical model for the relationship between distance, speed, & time.

Wild Guess Question: How far will the ball travel in 6 seconds? ____meters

Research Question: What is the relationship between the distance a ball rolls and the time it rolls?

Hypothesis: I think as the time increases, the distance traveled will _________ in a ________ pattern. 

IV: Distance
DV: Time

Controls: angle of ramp, mass of ball, ?

Procedure: Start timing at 2nd tape! Do 3 trials for each distance. 

Data Table:
x=time in seconds (avg) 
y=distance in meters
Trial 1, 2, 3
Uncertainty of x values (range/2)


Graph in DESMOS

Equation: D=___T  (Distance = 'a' value x Time)
a = constant velocity; a = slope

Conclusion: After investigating the relationship between _________ and __________, I found a __________ relationship. The equation of the line is ______________, which is a mathematical model of the relationship between __________ and __________. Using this model, I predict ____________________. 

Parts of a conclusion:
Claim
Evidence
Mathematical model with Reasoning 
Prediction

T&D Day 2

WARM UP:
Last time with your lab groups, you designed a mini experiment to determine distraction time, reaction time, and how the two variables are related.
Grab a white board and marker and sketch out your mini experiment plan and any data you've collected.

Do at least two trials and record data on whiteboard.

Be ready to share out.

"In order to ______, we did ______"

Review what we need to know about various parts of our system. Think back to ordering a pizza warm up!

Sketch System Analysis Diagram

• Focus Question
• How can we model a car moving while distracted?
• 
  
• Activities/Plan
• We need to do an experiment that is a mathematical model for the relationship between distance, speed, & time
• 
  Begin 'Ball on Floor Lab'

Begin Texting & Driving

Last class you practiced thinking about the relationship between two variables and sketched them in your notebooks. Turn to that page. 

1. Do color processing about these relationships on the left hand page. (~15 mins) Teacher will project worksheet up front to remind students of scenarios to draw if needed. 

2. Revisit our course learning objective (posted above the whiteboard - have a student read!)

Patterns we've learned about so far: quadratic, horizontal, inverse, proportional, linear (posters at back of room). We'll continue to apply these throughout the rest of the year.

Moving forward, you will need to be able to make evidence-based arguments for when the patterns apply.

Next...A New Unit! 

3. Turn to a new right hand page in your notebook and write down this heading & focus question.

Heading - Unit 2: Texting & Driving

Focus Question: How can we enhance a social discussion with science?

4. WARM UP: (write down list in notebook) Who has ever ordered a pizza? At your lab tables, list 10-15 things that have to happen for it to arrive at your door. (Take 10 minutes with your groups, then share out)

Ordering pizza is actually a complex, multi-step process! How would you organize the process of ordering a pizza into smaller, more manageable chunks?

This warm up was practice for approaching a complex problem like Texting & Driving. Similarly, we will break it down into manageable parts in order to engineer a solution to this issue.

5. Watch video made by Portland area students 
(2 min)

6. Class Discussion:

-What would you do if you were riding in the car with the driver? Would you tell them to put down their phone? Why or why not? 

-If you answered 'YES I would say something', go to the right side of the room. If you answered 'NO I wouldn't say anything', go to the left side of the room. Then take turns stating your argument of why you said YES or NO. Back up your claims with evidence! Remember to adhere to our class agreements and have a respectful discussion.

7. FYI: Oregon's Distracted While Driving Law


8. State the Question: What is the problem with texting and driving? Why is it an issue?

Let us get a clear, simple statement of the problem. Brainstorm together and write down in notebooks.

We as (role) seek to (problem/ constraint) in order to (major criteria/goal) for (stakeholders).

9. With your lab groups, design a mini experiment to determine distraction time, reaction time, and how the two variables are related. Write down a rough procedure and do some trial and error. Be ready to share out next time.

10. Do notebook work with any remaining time.

Debrief Community Meeting; Relationships between variables practice

Welcome back! I hope you had a wonderful break. Roses & Thorns?

Last class we had a Community Meeting. Thank you for your honest reflection and participation! For your exit ticket I had you answer, "what do you still need and/or what are you still wondering about?" Here's what you said:
-things you do or say can affect others and you may not know it
-today's conversation was useful for our community
-I still wonder if this circle was enough for us to understand and hopefully top and think before we way something offensive? I hope now if we do hear things that do not follow our values and are offensive, that we will speak up.
-I'm happy we were all able to be honest as a community
-it's OK to be a little vulnerable and share your thoughts/feelings
-I hope we can all be a little more aware of what we say and do
-I got to hear others' perspectives
-I feel that I can now relate to other people in this classroom in a different way

We'll continue to work on our community!

Now back to your regularly scheduled physics programming...

Let's look at the calendar & plan the rest of the semester

Practice determining the relationship between two variables by sketching graphs