3.
What did I learn today?• I should use labels and answer what is being ask in the question.• I learned to always be specific to what quantities you use so that your reader knows what units you are talking about.• You use the delta mark to show difference of values. Also, Subtraction is Final Value – Initial Value = Answer.• I know you need to know and understand all values in order to answer a question• You need to know what the terms being used in the question mean in order to accurately answer what is being asked.• I also learned how to use delta and how to correctly write/type it• How to properly organize files in a directory or computer.
4.
How did I learn it?• I learned to answer the question specifically, use labels, understand the question and how to accurately answer the question.• This I learned by analyzing a paper in class.• We analyzed the Pros and Cons of the answer.• We realized that being specific is extremely important and using correct values and definitions plays a major role in answer questions in a science class.• Showing us the parts done incorrectly, a standard for quality work was set.• We were given explanation of what you should do and what you shouldn’t do when a question is asked through deep analysis of answers of our classmates.• I learned it by looking at our answers in 4.1 and how Eva described clock reading and position in her data table.• I learned what physical quantities and units are.• By overlooking our mistakes on our group’s blog.
5.
How did I use it in class?• I analyzed my paper that I did and made sure I didn’t make any mistakes and answer everything specifically and accurately.• I made sure all my units were correctly labeled and I understood all the terms mentioned in the question and overview.• I can use physical quantities and units to find units for items such as medicine or cooking items (Consumer Foods class).• I can find patterns in real life like Eva did while observing the motion of the ball.• I used the organization technique with two other websites I made.
6.
How can I use this outside of the science classroom?• When I am talking to someone over the phone, I should be as descriptive as possible and make sure I am explaining what I am saying.• I make sure what I say is easy to understand and is enough so everyone understands what I am trying to tell them.• Also, to allow people to understand my ideas clearly and interpret what I am saying correctly.• I can use the proper/better way to link and organize files in any file directory and/or any website (FTP SERVER/DNS)
8.
What did I learn today?• What line graphs are and their purpose.• Independent and Dependent Axes• Mass is independent and volume is dependent• The trend line is different from a data line because a trend line shows similarities in data over time where a data line displays data.• Degrees Celsius is an acceptable unit for measuring temperature• The five rule is used to determine the difference between a physical quantity or a unit.• Different parts of a line graph
9.
How did I learn it?• Studying the line graph given to us in class on the worksheet.• Deeply locking and understand the line graph parts and details.• The interactive learning course which Mr. Thomas guided us through.• The Guidelines given to us.• The explanations that were presented to us in class and the expectations were set for quality work.
10.
How did I use it in class?• I can understand line graphs better now in class.• I can accurately make and organize line graphs the correct way• I can read and analyze data in a line graph with great detail• I can also see trends in data by creating a line graph
11.
How can I use this outside of the science classroom?• I will be able to read line graphs for various types of data displayed in the form of a line graph.• I can look a stock graph or a diverse population line graph.• I can tell the difference between a trend line and a data line.• I can find similarities between data types and displays.• Almost always, I can use my knowledge to make and determine the purpose of a line graph.
13.
What did I learn today?• How to use our understanding of line graphs to make a line graph.• Applying our knowledge from 3.2 and recreate a similar experiment in 4.3.• Line Graphs can show various data types.
14.
How did I learn it?• We performed a similar experiment in 4.3 as we did in 3.2.• We stacked three books on top of each other and led a ramp down.• We rolled a ball down the ramp and dropped a sandbag at the position at which the ball was every second.• We recorded out data and measured the distance traveled by the ball using a meter stick where the sandbags were dropped every second.
15.
How did I use it in class?• I used my data table to plot points on a line graph.• I used my previous knowledge of increments, intervals, axes and trend lines to display my data• Line Graphs can be used to show relationships (Time vs Position) or patterns(2 cm/second)• They show data (visually) in a way that you can understand it with great detail and analyze it better than a data table (a bunch of numbers)
16.
How can I use it outside the science classroom?• If I experiment again, my data can be shown on a line graph to be albe to identify trends, rise in data, drop in data, or any other patterns.• If I am given a line graph, I can find trends, relationships, independent and dependant variables.• I can use line graphs to show (position vs time) relativity or recurring trends and/or data.• I can understand changes in stock markets or my GPA using the graphs provided to me (rise, drop or no change).
17.
11-18-11 Applying what we learned about linegraphs to experiments
18.
What did I learn today?• I learned to use line graphs to determine patterns and make inferences.• I learned that if tick marks are not at equal distance apart, your line graph could be considered misleading and you will not be able to find accurate patterns.• I learned that you need to use a ruler to make a line graph
19.
How did I learn it?• I made a graph in class and analyzed it with the rubric and expectations.• We analyzed group 1’s graph and realized what we shouldnt do.• We should not make our own intervals of our data points as it messes up our graph.• You need to overlook you graph and data and see if they match.
20.
How did I use it in class?• I fixed our group’s graph putting a data table into the graph.• I used it on my homework to make an accurate line graph with eqaully distances tick marks and staright lines made with a ruler.• I italicized the t and the x in the labels.• I made sure my data table was in my graph at the top right hand corner and it showed every data point I plotted.
21.
How can I use it outside the science classroom?• I can determine if a graph is misleading when I see one.• Be careful of advertisers who make their graphs misleading to grab more attention.• I will not make misleading graphs and will be able to analyze them more effectively.
22.
11-21-11 Applying what we learned about linegraphs to experiments
23.
What did I learn today?• I learned that make many types line graphs but data points are always plotted in the same way.• I also learned that if we can graph any type of data on a line graph then we can determine many different kinds of trends and patterns.• A data line has to be accurate and identifiable so readers can determine the proper patterns and formations.
24.
How did I learn it?• We learned that we have to have arrows on the dependable axis since the data is variant and can be used in different methods.• Mr.Thomas showed us misrakes in our group’s graph and we realized how much change a inaccurate line can bring to patterns.
25.
How did I use it in class?• I made my graphs data lines and points accurate and identifiable so people can use my data correctly.• I corrected our group’s graph to make it accurate and look better (visually)
26.
How can I use it outside the science classroom?• I can determine patterns in a graph and understand graphs better and more efficiently.• I learned to determine mistakes and avoid them to understand a visual display of data (line graph)
27.
11-22-11Using what we looked at to apply to line graphs
28.
What did I learn today?• I learned how a graph would look like depending on its distance traveled over time.• I learned what displacement is used for.• Direction, magnitude, and units 3 sections that make a physical quantity• I also learned what a path length is• The unit we will usually always use for class is meters• the difference between a coordinate plane and a line graph and what a bar graph is.
29.
How did I learn it?• I learned it by applying previous knowledge to understand the topic that was given to us beforehand.
30.
How did I use it in class?• I used meters to identify postions/distance.• I used it so that I know to identify graphs on a quiz or a worksheet.• Direction, magnitude, and units can help me label the graph and show changes in position.• I can use displacement when I am creating a data table.
31.
How can I use it outside the science classroom?• I can use my understanding of graphs to improve them even more.• I know the correct definitions of terms and the difference between other graphs so I can label everything correctly without making a mistake.• I know to analyze data using physical quantities and its 3 parts.
33.
What did I learn today?• I learned to look at graphs without labels and identify the data being shown.• I learned to formulate our own labels depending on what we understand about the graph.
34.
How did I learn it?• Learning what to do in 4.5 and formulating the labels and data in 4.5
35.
How did I use it in class?• I did 4.5 and identified the labels.• I used my previous knowledge to identify patterns and speed calculations (meters/second)• I can use a data line and make a graph using my understanding.
36.
How can I use it outside the science classroom?• I can construct a fully functional graph out of a data line without labels.• I can identify patterns without looking at numerical values labeled in a graph.• Idtify patterns faster and more efficently.
38.
What did I learn today?• We learned about the four basic types of models.• Mental Models- Use words• Mathematical Models- Use math• Physical Models- Physical objects that explain the relationship between things• Computer Models- Uses many different mathematical models and mental models• We also learned that the Learning Cycle is Data Analysis Identify Patterns Creating Models How Test Prediction.• An object was move towards the origin and there are two origins Time Origin and Position Origin.• A data line can have an increasing or decreasing speed while moving in a negative or positive direction.• A graph can have many different visual representations for one data set and can have different orientations to view the data.
39.
How did I learn it?• I learned it when we analyzed the graphs in 5.2• We tested our class model for 4.5 and they were proved to be too general
40.
How did I use it in class?• I formulated a better explanation and model for 5.2 and I made my model not too general or too specific.• I replicated a better understanding of the idea of models and how there are many types.
41.
How can I use it outside the science classroom?• I can formulate a better understanding if the object is moving towards the origin or away from it in a negative or positive direction.• I can determine if an object is decreasing speed or increasing speed based on my new model (revised in 5.2)
42.
11-30-11How different orientationsand movement can affect a graph
43.
What did I learn today?• I learned the difference between standard deviation and a trend line.• Standard deviation is the average distance from the average (as Dennis said).• We used the motion sensors which used infrared rays to detect motion and create a graph using the interactive software.• We learned that walking gradually can be very hard when you are trying to show constant speed on a graph.• We learned to follow specific directions when we were trying to copy one of our classmates motion by using our classmates’ advice and looking at the graph which is displayed on the overhead.
44.
How did I learn it?• I learned walking gradually can show constant speed if you walk at a certain pace without increasing or decreasing speed.• Graphs can have bumps to show unusual movement.• If an object moves slowly then increases speed, the graph will look like a curve up.• If an object starts away from the sensor and then moves towards the sensor, they graph will be a downhill data line.
45.
How did I use it in class• I assisted and gave advice to the “victim” that had to go out of the room.• I helped by giving directions and key points such as speed, increase, decrease, and position.• I used it to make procedures for graphs 3 and 4 from 5.5
46.
How can I use it outside the science classroom?• I can gelp people devop a gradual pace for athletic coimpetitions.• I can determine a mental graph by looking at someone’s speed and orientation.• Then, I can use that to create a mental graph to identify common patterns.
47.
12-01-11 How different orientationsand positions can determine the way a graph looks
48.
What did I learn today?• I learned that sometimes words aren’t enough to be able to give someone directions.• I learned to be specific and turn the graph’s data line in words of motion.• You need to turn what you understand while looking at a graph into directions that someone can follow to copy the motion displayed by the data line in the graph.
49.
How did I learn it?• I learned by trying different motions with speeds and positions to match the graph from 5.5.• I learn by using the motion sensors and trying to copy different graphs using the interactive software.
50.
How did I use it in class• I used my skills to help my classmates move in front of the motion sensor so they could copy the motions presented in an another graph.• I used my skills to develop an understanding of movement and how the motion sensor is the origin and you have to “recreate” the motion displayed by the data line in the graph.
51.
How can I use it outside the science classroom?• I can use my skills of visualizing a graph to real life and determine how to speed is increasing and any patterns.• I can use my skills of recreating motion to develop the necessary directions to recreate a situation or a visual (line graph).
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