The document summarizes a student's blog entries about learning quantitative data analysis and line graphs in their science class. Over several entries, the student discusses key lessons learned each day, such as how to accurately answer questions using proper units and definitions, how to construct and interpret line graphs, and how to apply these skills in class experiments and analyses. The student also considers how these skills can be used outside the classroom, such as accurately communicating quantitative information to others.

1. Blog Entries
By:
Pranay Gupta

2. 11-15-11
Quantitative Data
Analysis

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)

7. 11-16-11
Line Graphs

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.

12. 11-17-11
Applying Line
Graphs

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 line
graphs 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 shouldn't 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 line
graphs 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. 11-22-11
Using 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 it's 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.

32. 11-28-11

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.

37. 11-29-11
Revising Models
using Data Analysis

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. 11-30-11
How different orientations
and 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 orientations
and 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).