Wrote on board for students to sit next to someone who would help them do a lab a do it well.
Handed back lab reports for Graphing Round Objects Lab.
Went over lab
In particular, problems were with calculating averages a+b+c/3 is not the same as (a+b+c)/3
Also mentioned that we use line graphs and not bar graphs or pie charts because line graphs give us relationships between variables. In this lab, by finding the slope of the line, we found the value of pi.
Mass is the amount of matter in an object. Explained how to use the electronic balance to measure mass. Use the mode button to set the scale to read in grams (g). For a dry, solid object that doesn't crumble, you can zero the balance and then place the object on the scale. Read and record to the nearest 0.1 g. If you do have an object that is wet, or crumbles, then first put a cup on the balance. Zero the balance with the cup on it and then add the material to the cup.
Explained how to find the volume of a rectangular solid: V = Length * width * height
You do NOT average the length, width, height. Not only do you multiply the numbers, you also multiply the units. cm3 with the superscript 3 is shorthand for cm * cm * cm
Showed how to measure length, width, and height.
Led students to making a data table. Showed what belonged in the data table. Passed out graph paper and had them use a ruler to line the data table on the back.
Explained how to make the graph. Plot mass (g) on the y axis and volume (cm3) on the x-axis. Assigned lab boxes to each group and let them do the lab.
Most students did a very nice graph and handed them in by the end of the period.
Thursday, October 9, 2008
Wednesday, October 8, 2008
Wednesday, October 8, 2008 - Block 4A
Wrote on board for students to sit next to someone who would help them do a lab a do it well.
Handed back lab reports for Graphing Round Objects Lab.
Went over lab
In particular, problems were with calculating averages a+b+c/3 is not the same as (a+b+c)/3
Also mentioned that we use line graphs and not bar graphs or pie charts because line graphs give us relationships between variables. In this lab, by finding the slope of the line, we found the value of pi.
Mass is the amount of matter in an object. Explained how to use the electronic balance to measure mass. Use the mode button to set the scale to read in grams (g). For a dry, solid object that doesn't crumble, you can zero the balance and then place the object on the scale. Read and record to the nearest 0.1 g. If you do have an object that is wet, or crumbles, then first put a cup on the balance. Zero the balance with the cup on it and then add the material to the cup.
Explained how to find the volume of a rectangular solid: V = Length * width * height
You do NOT average the length, width, height. Not only do you multiply the numbers, you also multiply the units. cm3 with the superscript 3 is shorthand for cm * cm * cm
Showed how to measure length, width, and height.
Led students to making a data table. Showed what belonged in the data table. Passed out graph paper and had them use a ruler to line the data table on the back.
Explained how to make the graph. Plot mass (g) on the y axis and volume (cm3) on the x-axis. Assigned lab boxes to each group and let them do the lab.
Most students did a very nice graph and handed them in by the end of the period.
Handed back lab reports for Graphing Round Objects Lab.
Went over lab
In particular, problems were with calculating averages a+b+c/3 is not the same as (a+b+c)/3
Also mentioned that we use line graphs and not bar graphs or pie charts because line graphs give us relationships between variables. In this lab, by finding the slope of the line, we found the value of pi.
Mass is the amount of matter in an object. Explained how to use the electronic balance to measure mass. Use the mode button to set the scale to read in grams (g). For a dry, solid object that doesn't crumble, you can zero the balance and then place the object on the scale. Read and record to the nearest 0.1 g. If you do have an object that is wet, or crumbles, then first put a cup on the balance. Zero the balance with the cup on it and then add the material to the cup.
Explained how to find the volume of a rectangular solid: V = Length * width * height
You do NOT average the length, width, height. Not only do you multiply the numbers, you also multiply the units. cm3 with the superscript 3 is shorthand for cm * cm * cm
Showed how to measure length, width, and height.
Led students to making a data table. Showed what belonged in the data table. Passed out graph paper and had them use a ruler to line the data table on the back.
Explained how to make the graph. Plot mass (g) on the y axis and volume (cm3) on the x-axis. Assigned lab boxes to each group and let them do the lab.
Most students did a very nice graph and handed them in by the end of the period.
Tuesday, October 7, 2008
Tuesday, Oct 8, 2008 - Block 4B
Very few students completed the graphing assignment and no one completed it correctly. Students need to demonstrate mastery in this skill so I gave them the period to complete the assignment. I checked each person's graph and made them fix or redo any problems. Several students had problems making the measurements, finding the average, and plotting the graph so the extra time, and the requirement to get it right, was probably for the best.
For those students who did finish everything, I gave them some Numbrix puzzles to work on.
For those students who did finish everything, I gave them some Numbrix puzzles to work on.
Monday, October 6, 2008
Monday, Oct 6, 2008 - Block 4A
Only one student completed the graphing assignment for homework. I was not pleased. Students need to demonstrate mastery in this skill so I gave them the period to complete the assignment. I checked each person's graph and made them fix or redo any problems. Several students had problems making the measurements, finding the average, and plotting the graph so the extra time, and the requirement to get it right, was probably for the best.
Students also had time to finish the reading assignment due last time which very few students had handed in.
For those students who did finish everything, I gave them some Numbrix puzzles to work on.
Students also had time to finish the reading assignment due last time which very few students had handed in.
For those students who did finish everything, I gave them some Numbrix puzzles to work on.
Friday, October 3, 2008
Friday, Oct 3, 2008 - Block 4B
Read students the riot act - stolen magnets, smashed calculators, class disruptions.
Reviewed unacceptable behavior.
Explained how to make measurements of length. Make the measurements to the nearest 0.1 cm.
Measurement exercise. Went around room checking papers. Students redid the measurements until they got them correct. If they got them correct, I gave them a sheet on optical illusions and measurements to work on until everyone was done.
Introduced graphs
The only good graphs in this class are line graphs.
Went over graph checklist sheet.
Explained Measurement of Round Object Lab
Students did lab working in groups of 3.
If they did not finish, they are to finish the lab for homework due on Tuesday.
Reviewed unacceptable behavior.
Explained how to make measurements of length. Make the measurements to the nearest 0.1 cm.
Measurement exercise. Went around room checking papers. Students redid the measurements until they got them correct. If they got them correct, I gave them a sheet on optical illusions and measurements to work on until everyone was done.
Introduced graphs
The only good graphs in this class are line graphs.
Went over graph checklist sheet.
Explained Measurement of Round Object Lab
Students did lab working in groups of 3.
If they did not finish, they are to finish the lab for homework due on Tuesday.
Wednesday, October 1, 2008
Thursday, Oct 2, 2008 - Block 4A
Check to see if they tested the cell phone camera and remote. What did parents think? What kind of electromagnetic radiation is it?
Hand out worksheet for Everyday Science Explained page 6
Hand out books
Students work on questions 1,8,9,10
Gave students 15 minutes to work on these questions and assigned the rest of the worksheet for homework.
Making measurements of length.
Measure to smallest scale division or even to 1/2 of smallest scale division. If you are using a ruler with divisions in millimeters, you should be able to make your measurement either 0.1 cm or 0.05 cm.
Always look straight down. If you look to the side your measurement will not be correct.
Rules for Rulers - don't abuse
Measurement - Meter Stick Practice Worksheet.
Graphs - ways to display data and find relationships between data. In this class we will only use line graphs. Used heavy hitter hammer to beat in this idea - ONLY line graphs.
Handed out graph checklist - went over it.
Explained Measurement of Round Objects Lab
Handed out data table.
Students worked in groups of 3.
All students should have finished making and swapping measurements. If they didn't finish the graph, they were asked to finish it for homework. I made a point of asking if they had that assignment in their planners.
Hand out worksheet for Everyday Science Explained page 6
Hand out books
Students work on questions 1,8,9,10
Gave students 15 minutes to work on these questions and assigned the rest of the worksheet for homework.
Making measurements of length.
Measure to smallest scale division or even to 1/2 of smallest scale division. If you are using a ruler with divisions in millimeters, you should be able to make your measurement either 0.1 cm or 0.05 cm.
Always look straight down. If you look to the side your measurement will not be correct.
Rules for Rulers - don't abuse
Measurement - Meter Stick Practice Worksheet.
Graphs - ways to display data and find relationships between data. In this class we will only use line graphs. Used heavy hitter hammer to beat in this idea - ONLY line graphs.
Handed out graph checklist - went over it.
Explained Measurement of Round Objects Lab
Handed out data table.
Students worked in groups of 3.
All students should have finished making and swapping measurements. If they didn't finish the graph, they were asked to finish it for homework. I made a point of asking if they had that assignment in their planners.
Wednesday, Oct 1, 2008 - Block 4B
Go over Astro test
Hand out worksheet for page 6 in Everyday Science Explained.
Go over worksheet - pronounce new words.
Give students time to read page 6.
Allow them to work in pairs on the worksheet.
Go over worksheet
Electromagnetic spectrum. Demo with slinky.
Next unit is on Measuring
Show power point on Measuring
Need students to fill in with video demos and explanations
Do demo with cold, room temp, hot water.
Hand out worksheet for page 6 in Everyday Science Explained.
Go over worksheet - pronounce new words.
Give students time to read page 6.
Allow them to work in pairs on the worksheet.
Go over worksheet
Electromagnetic spectrum. Demo with slinky.
Next unit is on Measuring
Show power point on Measuring
Need students to fill in with video demos and explanations
Do demo with cold, room temp, hot water.
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