Date post: | 28-Dec-2015 |
Category: |
Documents |
Upload: | drusilla-powers |
View: | 216 times |
Download: | 0 times |
NBSP Physical Science Leadership Institute
Professor Lynn CominskyJoanne del CorralAl JanulawMichelle Curtis
Sonoma State UniversityJune 27, 2003
6/27/03 Prof. Lynn Cominsky 2
Introductions Lynn Cominsky Joanne del Corral Al Janulaw Michelle Curtis
What are your goals for the institute?
Pretest
6/27/03 Prof. Lynn Cominsky 3
Scientific Method Investigation and Experimentation
standards exist for all grades Science progresses by asking
questions and performing careful investigations, then analyzing the results to find answers
Beginning skills include describing, measuring, comparing, sorting and orally communicating results
6/27/03 Prof. Lynn Cominsky 4
Scientific Method Intermediate skills include recording,
graphing and analyzing data, and communicating results through written reports
Advanced skills include analyzing uncertainties, prediction of results using a model or theory, designing controlled experiments, using advanced instrumentation and model fitting to experimental results
6/27/03 Prof. Lynn Cominsky 5
Laboratory Notebook
If you are taking the course for extended ed credit, your notebook will be collected for grading
You will use your binder as a laboratory notebook.
All observations, data, and answers to questions must be kept in the notebook.
6/27/03 Prof. Lynn Cominsky 6
Standard Connections Students know objects can be
described in terms of the materials they are made of and their physical properties, such as color, size, shape, weight, texture, flexibility (K)
6/27/03 Prof. Lynn Cominsky 7
Using Physical Properties to Identify Objects Given: an apple, ruler, string,
balance
Carefully observe the apple. Write a description of the apple in
your notebook. Use the ruler and string to measure
the apple. Record its measurements.
6/27/03 Prof. Lynn Cominsky 8
Using Physical Properties to Identify Objects Weigh the apple, record the weight. Now return the apple to the group. Try to find your apple from the group
on the basis of your description and measurements.
Use your balance, ruler and string to repeat the measurements. Compare the measurements to those you took earlier.
6/27/03 Prof. Lynn Cominsky 9
Using Physical Properties to Identify Objects How did they compare? Could you find it? Now return the apple to the group,
and pass your description and measurements on to another class member.
Can they use your description and measurements to find your apple?
6/27/03 Prof. Lynn Cominsky 10
Using Physical Properties to Identify Objects Compare your description to those of
the other members of the class How are they alike? Different? Create a list of properties by
comparing your description to those of your classmates.
Using this list, find a way to classify apples based on their physical properties
6/27/03 Prof. Lynn Cominsky 11
Break – Something to think about
Which is faster, observing or measuring?
Which provides more exact information?
Could you make any predictions about apples that could be tested in another experiment?
6/27/03 Prof. Lynn Cominsky 12
Measuring Uncertainty You have already made one set of
measurements of your apple and repeated the measurements
How did the two measurements of the apple’s weight compare?
What would happen if you used another balance? If someone else did the measurement? Try it.
6/27/03 Prof. Lynn Cominsky 13
Measuring Uncertainty From comparing the results of the
different weight measurements, what do you think is a good estimate of the uncertainty of your measurements?
How well do you think you can read each individual measurement from the balance?
6/27/03 Prof. Lynn Cominsky 14
Measuring Uncertainty Now consider the measurements of
the apple that you made using the ruler and the string
What do you think are possible sources of error in these measurements?
How well did the measurements compare when you repeated them?
6/27/03 Prof. Lynn Cominsky 15
Key Concepts: Uncertainty There are two types of uncertainty
Systematic – derived from the accuracy of your measuring instrument
Statistical - derived from the spread in a group of measurements
A typical systematic uncertainty is a reading error – usually half of the finest scale that you can read
6/27/03 Prof. Lynn Cominsky 16
Key Concepts: Uncertainty A typical statistical uncertainty is a
standard deviation This represents the spread in values around
the mean which includes 68% of your measurements, if they are distributed normally Bell curve
-1 +1mean
6/27/03 Prof. Lynn Cominsky 17
Math connections: Uncertainty
Consider a list of test scores in your class You can add them up and divide by the
number of students in your class to find the average (or mean)
You can also plot them in the form of a histogram to see the distribution of scores.
If you have a lot of students, the shape of the distribution should look like a Bell curve
Now look at the list of scores in your binder
6/27/03 Prof. Lynn Cominsky 18
Math connections: Uncertainty
Make a table that shows how many scores are in bins between 0-5, 6-10, 11-15….through 96-100.
Make a plot of the number of scores in each bin, vs. the bin. This is called a histogram.
Now see if you can figure out the range of scores that is within + or – 1 of the mean. This should include about 68% of the scores. What is this range?
6/27/03 Prof. Lynn Cominsky 19
Lunch – Thinking Deeper If you give the grade of C to the
students with the mean test score: What is the range for a B? What is the range for a D? What is the range for an A? What is the range for an F?
What would be a good way to assign + and – grades?
6/27/03 Prof. Lynn Cominsky 20
Graphing data Activity A histogram plot is one type of plot
that can be used to analyze data In this activity, we will perform an
experiment to measure the circumference of a circular object as a function of its diameter
Given: Many different circular shapes of different sizes, string, ruler
6/27/03 Prof. Lynn Cominsky 21
Standard Connections Scientific progress is made by asking
meaningful questions and conducting careful investigations Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion. (4 and 5)
6/27/03 Prof. Lynn Cominsky 22
Graphing Activity Measure the circumference (using
the string and ruler) and diameter of each object
Record your results in a table Plot a graph of the circumference vs.
the diameter Remember the independent variable
goes on the x-axis, and the dependent variable goes on the y-axis
D
6/27/03 Prof. Lynn Cominsky 23
Graphing Activity Should the point (0,0) be included on the
graph? Draw a smooth line through the middle of
your points. Compute the slope of the line by choosing
2 points that are far apart on the line that you drew
Slope = (y2 – y1) / (x2-x1) The slope of this line is a special number
for circles. What is it?
6/27/03 Prof. Lynn Cominsky 24
Graphing Activity- thinking deeper
What does this activity tell us about how we can use tables and graphs?
6/27/03 Prof. Lynn Cominsky 25
Break – things to think about
What is the difference between a line graph and a bar graph?
When would you use each type of graph?
6/27/03 Prof. Lynn Cominsky 26
Introduction to Lesson Study Introductions
James Butler Millie Anderson
James and Millie are teacher leaders who are going to tell you about Lesson Study, and the work we will be doing throughout the academic year using this process
6/27/03 Prof. Lynn Cominsky 27
Cartesian Diver Activity Given: one plastic bottle, one glass
dropper, water Fill the bottle with water. Put enough water into the dropper
so it barely floats in water. Drop the dropper into the bottle and
close the bottle lid tightly. Squeeze the bottle.
6/27/03 Prof. Lynn Cominsky 28
Questions: Cartesian Diver What do you notice? How do you explain what
happens? What does a person have
to understand conceptually to fully explain how the Cartesian Diver works?
http://www.physicslessons.com/cartesian123.gif
6/27/03 Prof. Lynn Cominsky 29
English Language Learning Throughout this institute, we will be
exploring strategies to assist students who are English Language Learners
As a first step, write in your notebook some new words or subjects that you have learned today, and ways that you can remember these concepts.