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week 2 S2

 

  1. The big question addressed in lab, and a description of what you did.

How and why do things move? How can we support tplay that is exciting but not dangerous? Physics Unit 
The idea of Races
During lab, our goal was to figure out a way to make a race exciting with two different people racing. The two different people have opposite speeds. We needed to calculate each persons meter per second, in order to determine which individual should start the race at a different time/place. Our group chose one speed walker and one normal walker. We tested and figured out that normal walker and to start 4 seconds ahead the speed walker in order for both individuals to reach the finish line at a similar time. Below is attached data from our testing and trials. 

  1. A description of what you learned in Thursday's lecture.
In lecture, we learned about how to describe motion. We comapred what our models included vs what we ignored. We also discussed what we will expect young learners to understand about this concept. When looking at NGSS, a third grader would be expected to make oberservations and or measurments of an objects motion to provide evidence that a pattern can be used to predict future motion. Kids should know and do SEPS such as measuring, planning, and modeling. DCIs can include speed and measuring motion. CCCs for this topic would be patterns. 

speed= distance/time 

  1. Answer questions about the weekly textbook reading:
    1. What did you learn 
    2.  In order to describe a position, you must determine the distance and direction. I also learned that velocity=change in position/time. acceleration=change in velocity/time. Motion falls under the DCI of Forces and position. CCC are patterns. Describing motion allows us to know how to rpedit where things will be in the future and understand why things move. 
    1. What was most helpful?
    2.  The most helpful part of the pressbook reading was the examples it provided. The section of speed was most helpful since it realted to what we learned during lab. Miles per hour can work for everyday speeds. 
    1. What do you need more information on?
    2. More information on difference between velocity and acceleration would be helpful. 
    3. What questions/concerns/comments do you have?

What is the difference between scalar quantity and vector quantity?  

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