Topic+1

//**Unit 1: Patterns and Predictions (4 weeks)**//
 * __Topic 1 Measurement__**

Paradigm Labs for Intro **Patterns and Predictions Unit** 1. Linear- mass vs stretch spring lab i. Faux data set and graph, identify improvements ii. Explain slope and y-int on the graph iii. If you double x, what happens to y?
 * 1) Inquiry skills- Choosing IV and DV, Data collection rules
 * 2) Graphing skills- Axes positioned and labeled and title w/ units, best fit line(not connect the points), y-int and slope, identify and define the meaning
 * 3) Formative Assessment Questions-

2. a) Flat line- mass vs. period pendulum lab b) Quadratic- length vs period pendulum lab i. Big pendulum prediction ii. What does quadratic mean? iii. If you double x, what happens to y?
 * 1) Inquiry skills- Uncertainty in data collection,
 * 2) Graphing skills- Linearization
 * 3) Formative Assessment Questions-

Formative assessment: Practice Lab Report, peer assessment, particularly assess Conclusion and Evaluation.

3. Inverse-freq vs period Use Vernier probes to measure the frequency and period of different notes. Bring in instrument to play 5 different notes.
 * 1) Inquiry skills- trials, error calculations
 * 2) Graphing skills- linearizing
 * 3) Formative Assessment Questions-

i. Inverse prediction ii. If you double x, what happens to y?

Unit 1 Assessment: Test: How can we use our patterns to predict? Practicum - Quadratic, top opening parabola.

Sound lab did not work out as well as we thought it would, students did not have an understanding at all about frequency and period, the instruments produced a lot of overtones which also made it difficult, and the paragraph lab worked better. We liked doing the practice peer edited lab with the pendulum lab. In the paragraph lab, it is important to focus on the area staying constant, yx=a. We should utilize the tutorials on logger pro to help them as well. This unit leveled the playing field for kids with strong lab skills and those without. Linearization went well during the pendulum lab. Tell students the objectives ahead of time. On test, ask about the meanig of the slope in the babay question. We need a better quadratic question for students to make meaning of, such as length and area. Students struggled with mathematical model, value, vertical intercept.
 * Patterns and Predictions Unit Reflection**