# Mean Flight Data Collection. Number of Flights

Save this PDF as:

Size: px
Start display at page:

## Transcription

1 Mean Flight Data Collection Time in seconds Number of Flights Part 1: A Mean Paper Airplane Flight Students will make a paper airplane, fly it, generate data, collect data, and use this sortie to better understand some selected statistics terms. Students will also learn how to collect, record, organize, and interpret data collected during an experiment. Sortie: Students will make a paper airplane using the instructions for the Square Wing or Basic Dart in Part 4. Students will toss an airplane five times while teammates measure the time of each flight with a stopwatch and record the times on a data collection instrument (sheet at Part 3). Students will organize the collected data and determine the statistical values of range, mean, median and mode from the collected data. Code: SC.5.N.1.1; SC.5.N.1.3; SC.5.N.2.1; SC.5.P.13.1; SC.5.P.13.2; MA.5.G.5.1; MA.5.A.1.1; MA.5.A.1.4; MA.5.S.7.2 The student will determine range, mean, median, and mode from a set of data. Location Coordinates: (, ) Materials in sortie box Box labeled Mean Airplane Flight Inventory sheet is located on the box lid. Boxed Materials include: Materials you bring: 8 stopwatches 1ps pencils Calculator set 1ps data collection sheet 1ps instructions for Square Wing airplane 1ps instructions for Basic Dart airplane 2ps sheets of copy paper Statistics Primer Statistics is the branch of mathematics dealing with the collection, analysis, interpretation, and presentation of masses of numerical data. We hear statistics everyday. Baseball players have batting averages, the number (percentage) of people who will vote during the next election and the grades on report cards are all examples of 1 February 2010

2 how statistics have been used to explain what is happening or how something happened. For example, you allow your class of ten students to have an airplane derby (or race). Ten students construct paper airplanes and each tosses their airplane once. Each time a student tossed an airplane, a timekeeper measures the time of flight with a stopwatch. The ten flight times are shown below: Student: Flight Time in seconds Now use the ten flight times to teach your students a statistics lesson. Statistics Glossary Population A population is any entire collection of people, animals, plants or things from which we may collect data. It is the entire group we are interested in, which we wish to describe or draw conclusions about. In this case, the ten flight times represent our population. Sample Each flight time is a sample. A sample is a group of units selected from a larger group (the population). By studying the sample it is hoped to draw valid conclusions about the larger group. Each of the flight times is a sample of our population (of ten flight times). Data Collection In an experiment, the people who collect and record data may be termed data collectors. The data collector may be student or a teacher. The data can be collected on a blank piece of paper or on a form specifically designed to collect and record the data. The data shown above represents times written in the order they were collected. This is usually referred to as raw data. To be meaningful and useful we need to analyze the data. We will begin to manipulate the data to put it in a form where it can be analyzed and interpreted. The first step is to place the data rank order. The data is arranged in rank order by arranging the flight times in ascending order from the shortest flight time, to the longest flight time (or vice versa). Flight Time (in seconds) Range The range is the length of the smallest interval which contains all the data. It is calculated by subtracting the smallest observations (1.3 second flight time) from the 2 February 2010

3 greatest (3.1 second flight time) and provides an indication of statistical dispersion. The range of our population is 3.1 seconds minus 1.3 seconds or 1.8 (seconds) Mean The mean is a particularly informative measure of the "central tendency." Another name for mean is average. Usually we are interested in statistics (such as the mean) from our sample only to the extent to which they are informative about the population. The larger the sample size, the more reliable its mean. The larger the variation of data values, the less reliable the mean. To find the mean of the flight times, add all scores together (24.6 seconds) and divide by the number of times we added together (10). The mean flight time is 2.46 seconds. Median The median is the number in the middle of all the other numbers. A measure of central tendency, the median of a sample is the value for which one-half (50%) of the observations (when ranked) will lie above that value and one-half will lie below that value. When the number of values in the sample is even, the median is computed as the average of the two middle values. Since we have ten samples, the median is found by finding the average of the fifth number (2.7) and the sixth number (2.8) and equals 2.75 seconds. Mode A measure of central tendency, the mode of a sample is the value which occurs most frequently in the sample. In our flight times, the time 2.8 seconds occurs twice. Task: After reading the above passage, read the entire task before you start the activity. 1. Make sure each student has a copy of the pattern or instructions (from Part 4) to fold a Square Wing paper airplane. 2. Direct students to fold the Square Wing paper airplane. 3. Divide students into teams of three or four students. 4. Assign students roles as timekeeper, spotter, pilot, and data collector. Students may be assigned more than one role. 5. The timekeeper will use the stopwatch to time the flight of the pilot s airplane. The spotter will stand away from the pilot and retrieve the airplane after each toss. The data collector will record the time the timekeeper calls out on the SLOF after each flight. The pilot will toss the airplane five times. 3 February 2010

4 6. The pilot will throw their paper airplane five times. Each time the pilot throws it, the timekeeper will use a stop watch to time how long it stays aloft. Round the time of flight to tenths of a second (0.0). 7. The data collector will record the time for each flight in Column B of the pilot s data collection sheet. After the pilot makes five tosses, roles should be exchanged so each student ends up assuming each of the roles. Students will use the data on their data collection sheet to complete the data questions. A B C D Flight Time of Flight (sec) Rank ordered Flight Times Conclusions 1 Mean: 2 3 Median: 4 5 Mode: Total Flight Time 8. First have students rank order their flight times from the shortest to longest in Column C. 9. Direct students to find the Mean of the flight times. Students will find the mean by adding all the flight times and divide by 5. Record the answer in column D. 10. Direct students to determine the Median of the flight times. Record the answer in Column D. 11. Direct students to find the Mode of the flight times. Record the Mode in Column D. 12. Direct students to find the Range of the flight times. Record the Range in Column D. 13. Make certain each student has included their name on the SLOFs they turn in. Extension 1. Ask students to suggest other paper airplane flight aspects that could be studied using the scientific method and this data collection and analysis method. 2. Challenge students to think of another type of activity that could be studied using the scientific method and this data collection and analysis method. Post Activity Direct teams to collect the stopwatches and calculators and to store them in the appropriate Sortie Bin marked Mean Flight. Teams should collect their paper airplanes, data collection sheets and personal materials and prepare to move to the next sortie. 4 February 2010

5 Sortie Juliet: Mean Flight New Generation Standards for Science and Math: Grade 5 SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types: such as systematic observations, experiments requiring the identifications of variables, collecting and organizing data, interpreting data in charts, tables and graphics, analyze information, make predictions, and defend conclusions. SC.5.N.1.3 Recognize and explain the need for repeated experimental trials. SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence. SC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects. SC.5.P.13.2 Investigate and describe that the greater the force applied to it, the greater the change in motion of a given object. MA.5.G.5.1 Identify and plot ordered pairs on the first quadrant of the coordinate plane. MA.5.A.1.1 Describe the process of finding quotients involving multi-digit dividends using models, place value, properties and the relationship of division to multiplication. MA.5.A.1.4 Divide multi-digit whole numbers fluently, including solving real-world problems, demonstrating understanding of the standard algorithm, and checking the reasonableness of results. MA.5.S.7.2 Differentiate between continuous and discrete data and determine ways to represent those using graphs and diagrams National Science Standards: Grades 5-8 Content Standard A: Science as Inquiry As a result of activities in grades 5-8, all students should develop abilities necessary to do scientific inquiry and understandings about scientific inquiry. Content Standard B: Physical Science As a result of their activities in grades 5-8, all students should develop an understanding of properties and changes of properties in matter; motions and forces; and transfer of energy. Content Standard F: Science in Personal/Social Perspectives As a result of activities in grades 5-8, all students should develop an understanding of personal 5 February 2010

6 health; populations, resources and environments; natural hazards; risks and benefits; science and technology in society. Content Standard G: History and Nature of Science As a result of activities in grades 5-8, all students should develop understanding of science as a human endeavor; nature of science; and history of science. 6 February 2010

7 Mean Flight Data Collection Time in seconds Number of Flights Part 2: A Mean Airplane Flight Students will make a paper airplane, fly it, generate data, collect data, and use this sortie to better understand some selected statistics terms. Students will also learn how to collect, record, organize, and interpret data collected during an experiment. Sortie: Students will make a paper airplane using the instructions for the Square Wing or Basic Dart in Part 4. Students will toss an airplane five times while teammates measure the time of each flight with a stopwatch and record the times on a data collection instrument (sheet at Part 3). Students will organize the collected data and determine the statistical values of range, mean, median and mode from the collected data. Location Coordinates: (, ) Materials in sortie box Box labeled Mean Airplane Flight Inventory sheet is located on the box lid. Boxed Materials include: Materials you bring: 8 stopwatches 1ps pencils 8 calculators 1ps data collection sheet 1ps instructions for Square Wing airplane 1ps instructions for Basic Dart airplane 2ps sheets of copy paper Task: After reading the above passage, read the entire task before you start the activity. 1. Make sure each student has a copy of the pattern or instructions (from Part 4) to fold a Square Wing or Basic Dart paper airplane. 2. Follow instructions to fold the Square Wing or Basic Dart paper airplane. 3. You should be organized into teams of three or four students. 1 February 2010

8 4. Assign team members roles as timekeeper, spotter, pilot, and data collector. Students may be assigned more than one role. 5. The timekeeper will use the stopwatch to time the flight of the pilot s airplane. The spotter will stand away from the pilot and retrieve the airplane after each toss. The data collector will record the time the timekeeper calls out on the SLOF after each flight. The pilot will toss the airplane five times. 6. The pilot will throw their paper airplane five times. Each time the pilot throws the airplane; the timekeeper will use a stopwatch to time how long it stays aloft. Round time of flight to tenths of a second (X.X) 7. The data collector will record the time for each flight in Column B of the pilot s data collection sheet. After the pilot makes five tosses, roles should be exchanged so each student ends up assuming each of the roles. Use the data on their data collection sheet to complete the data questions. A B C D Flight Time of Flight (sec) Rank ordered Flight Times Conclusions 1 Mean: 2 3 Median: 4 5 Mode: Total Flight Time Once you have each filled in the table on your data collection sheet, follow the steps below. 8. Rank order your flight times from the shortest to longest in Column C. 9. Calculate the Mean of the flight times. You can find the mean by adding all the flight times and divide by 5. Record your answer in column D. 10. Determine the Median of the flight times. Record the answer in Column D. 2 February 2010

9 11. Determine the Mode of the flight times. Record the Mode in Column D. 12. Calculate the Range of the flight times. Record the Range in Column D. 13. Make certain your name and your teammates name(s) are written on the SLOFs you turn in. Extension 1. Think of other paper airplane flight aspects that could be studied using the scientific method and this data collection and analysis method. 2. Think of another type of activity that could be studied using the scientific method and this data collection and analysis method. Post Activity Teams should collect the stopwatches and calculators and to store them in the appropriate Sortie Bin Marked Mean Flight. Teams should collect their paper airplanes, data collection sheets and personal materials and prepare to move to the next sortie. 3 February 2010

10 Part 3 MEAN FLIGHT SCIENCE LAB OBSERVATION FORM (SLOF) Timekeeper: Spotter: Pilot: Data Collector: Procedure - This is what I will do: Prediction - This is what I think will happen: Data Collection A B C D Flight Time of Flight (sec) Rank ordered Flight Times Conclusions 1 2 Mean: 3 Median: 4 Mode: 5 Range: Total Flight Time Observation - This is what I saw happen: Evaluation - This is why I think it happened, and this is what I learned: February 2010

11 The Classic Dart This one is the most well known plane in the world. Not good as a fast plane, but it s a good plane to learn from, both from the point of view of just folding the plane and from learning to modify designs to meet your own needs. Here goes... Fold a piece of A4 paper lengthways Make two 45 degree folds into the center and open out again. Now make two more folds into the center. Fold the airplane in half along the fold made in step I.

12 Fold down wings, this is normally done so the wings are the same size as the fuselage, but larger wings make the plane more of a floater, with more lift, and smaller wings make for a faster dart, that flies a smaller distance. Just experiment! Open out into plane shape. Experiment with wing angles for best results. A good starting angle is just above level. A number of variations of this plane exist. A good place to start with modifying this design is to make adjustments the back of the wings as you would to correct its flight, but actually folding (see below) so that the extent of the lift causes the plane to loop the loop. If you fold the flaps upwards, it will loop upwards, and vice versa. If you fold one upwards on one downwards, the plane will spiral through the air, although not for very long.

13 The S93 This plane has firmly established itself as a fine lecture hall plane, floating down right to the front many a time. Hence we have given it the name S93 as this is (or rather, was) our academic year's name. Apparently it's known as the "floater plane" in Israel. Here goes... Take a piece of A4 paper, and fold l length-ways (hot-dog fold), and open out. It helps if you make this fold both ways, that is, fold it towards you once, then unfold and fold away from you, and then open out. This will help in the later stages. Make 45 degree folds to center Fold down the top as shown, the gap between the folds made in II and the new fold is about 2cm. Now make 45 degree folds again.

14 There should now be a small triangle of Now fold the plane back on itself. paper sticking out; fold this upwards to along the fold made in step I. seal the folds made in IV. Fold down as shown to make wings. You should make the wings he same size as the fuselage, by folding them down to it. The wings can now be folded out to plane shape. The wings should be above level to make the plane fly. (or lots above level for flights starting from a height, like a lecture hall.

15 Part 5 A Mean Flight TEACHER OBSERVATION / SUGGESTION / REVISION FORM Teachers who visit the USAF Armament Museum with their students should provide feedback to the OCSD Curriculum office. This feedback is important in assessing the quality of the materials and activities for our teachers and students. Teachers may use this form for recording any observation, making comments, or suggesting revisions and additions to the activities. Comments may be anonymous but by including identification, we may contact you to ask for additional details. Identification will also allow us to advise you whether we need more information to implement your suggestion(s). Teacher: School: Telephone: Date of Visit: Which activity did you enjoy best? Which activity did your class enjoy best? Is there an activity you would like to have added to address a L DOE NG SSS? If necessary, continue Observations, Comments and Suggestions on reverse Observations: Comments: Suggestion(s): Overall rating: Outstanding Above Average Fair Poor February 2010

16 Tips on making and throwing Paper Airplanes The most important thing when making a plane is not making the folds in exactly the right place, although this is important. More important is making each fold well. To do this, make the folds on a table, pressing down onto the paper with a finger, then go over this with a ruler or pen on its side. DO NOT use your finger nails to make a fold, this makes more than one fold in a small area, and the fold will tend to move about as you make the rest of the plane. Another important thing is the angle of the wings, they should be tilted upwards. Once thrown the only way the plane can keep up speed is to lose height gradually. If the wings are level, this loss in height will not occur and the plane will try to climb, thus losing speed and stalling. By putting the wings in a Y shape, this is overcome. Now you ve made the plane it s time to test it out and fine tune it. Throw the plane and observe its actions:- Veers left or right Most planes have some sort of fuselage, or at least part of the plane is vertically orientated. Gently bend the back of this in the opposite direction to the way it veers. (for example) If the plane veers right, gently bend the vertical part to the left, and throw again. Flies straight into the ground Here you have 2 options to try:- Gently bend the back of the wings (on both wings), or any horizontal part of the plane, upwards, or Make the angle of the wings flatter, so they are more level with the ground. Both these should add to the lift the plane has. Climbs rapidly, then falls out of the sky This is the opposite top the above, so the 2 options are:- Gently bend the back of the wings downwards, or Make the angle of the wings greater, so the are less flat to the ground. 1

17 Both these decrease the lift, and allow the plane to fly better. All the bends above are very small. They are NOT folds, a slight bend can make a surprisingly big difference, and you can always bend a bit more if it doesn t work enough. Example A dart flies straight into the ground, so you decide to bend the back of the wings upwards, as shown below:- 3D view Side view 2

### Lesson Plan: Propellers, Forces and Energy

Lesson Plan: Propellers, Forces and Energy Grade Level: 7-8 Subject Area: Time Required: Science Preparation: 1 50-minute period Activity: 2 50-minute periods National Standards Correlation: Science (grades

### Principles of Flight. There are four major forces acting on an aircraft: Gravity Lift Drag Thrust. lift. thrust. drag. gravity

Principles of Flight There are four major forces acting on an aircraft: Gravity Lift Drag Thrust Gravity Gravity is the downward force that keeps the airplane on the ground or pulls the airplane toward

### parts of an airplane Getting on an Airplane BOX Museum Aeronautics Research Mission Directorate in a Series

National Aeronautics and Space Administration GRADES K-2 Aeronautics Research Mission Directorate Museum in a BOX Series www.nasa.gov parts of an airplane Getting on an Airplane MUSEUM IN A BOX Getting

### It s the Last Straw!

It s the Last Straw! Topic Loop airplanes/measurement Key Question How far will your loop airplane fly? Learning Goals Students will: 1. make measurements of how far a paper loop plane flies and record

### Activities with Paper How To Make and Test a Paper Airplane

Art/Math Grades K-4 One Lesson TM 1 Overview In this lesson, students will learn how to make a paper airplane. They will then test whose airplane flies farthest and will record the outcomes on a graph.

### Explore 1: Playing with Toy Cars

Explore 1: Playing with Toy Cars Type of Lesson: Content with Process: Focus is on constructing knowledge through active learning. Learning Goal & Instructional Objectives Students conduct experiments

### Interaction at a Distance

Interaction at a Distance Lesson Overview: Students come in contact with and use magnets every day. They often don t consider that there are different types of magnets and that they are made for different

### Paper Airplane Lab Assignment Sheet

Science Paper Airplane Activity Summary In this activity, students will: Create a name and design for three (3) paper Prior Knowledge Essential Skills Making paper airplanes Use of stopwatches airplanes

### COORDINATE GEOMETRY AND TRANSFORMATIONS

COORDINATE GEOMETRY AND TRANSFORMATIONS i 2 t 2 Final Project 5-Day Unit Plan 8 th Grade Math Lab Helen Roseler December 1, 2003 1 Preface Math Lab is an additional math class designed to deliver Academic

### Unit 6 Grade 7 Geometry

Unit 6 Grade 7 Geometry Lesson Outline BIG PICTURE Students will: investigate geometric properties of triangles, quadrilaterals, and prisms; develop an understanding of similarity and congruence. Day Lesson

### 3rd/4th Grade Science Unit: Forces and Motion. Melissa Gucker TE 804 Spring 2007

3rd/4th Grade Science Unit: Forces and Motion Melissa Gucker TE 804 Spring 2007 Part I: Learning Goals Documentation Unit Title: Forces and Motion Grade Level: 3 rd Designer: Melissa Gucker The Main Idea(s)/Importance

### The Paper Aeroplane Book

The Paper Aeroplane Book by Seymour Simon Illustrated by Byron Barton What makes paper aeroplanes soar and plummet, loop and glide? Why do they fly at all? This book will show you how to make them and

### Valor Christian High School Mrs. Bogar Biology Graphing Fun with a Paper Towel Lab

1 Valor Christian High School Mrs. Bogar Biology Graphing Fun with a Paper Towel Lab I m sure you ve wondered about the absorbency of paper towel brands as you ve quickly tried to mop up spilled soda from

### Wright Brothers Flying Machine

Original broadcast: November, 00 Wright Brothers Flying Machine Program Overview NOVA presents the story of Orville and Wilbur Wright, who invented the first powered airplane to achieve sustained, controlled

### If you put the same book on a tilted surface the normal force will be less. The magnitude of the normal force will equal: N = W cos θ

Experiment 4 ormal and Frictional Forces Preparation Prepare for this week's quiz by reviewing last week's experiment Read this week's experiment and the section in your textbook dealing with normal forces

### Unit 1 Number Sense. In this unit, students will study repeating decimals, percents, fractions, decimals, and proportions.

Unit 1 Number Sense In this unit, students will study repeating decimals, percents, fractions, decimals, and proportions. BLM Three Types of Percent Problems (p L-34) is a summary BLM for the material

### Maths Level Targets. This booklet outlines the maths targets for each sub-level in maths from Level 1 to Level 5.

Maths Level Targets This booklet outlines the maths targets for each sub-level in maths from Level 1 to Level 5. Expected National Curriculum levels for the end of each year group are: Year 1 Year 2 Year

### Solar Matters III Teacher Page

Solar Matters III Teacher Page Junior Solar Sprint Drive Train & Transmission Student Objective The student given a design using a transmission will be able to predict how the power, speed and torque will

### Handheld Water Bottle Rocket & Launcher

Handheld Water Bottle Rocket & Launcher Category: Physics: Force and Motion Type: Make & Take Rough Parts List: Rocket Launcher: 1 3/8 One- hole rubber stopper 2 Valve stems, from an inner tube 4 Small

### Hands-On Data Analysis

THE 2012 ROSENTHAL PRIZE for Innovation in Math Teaching Hands-On Data Analysis Lesson Plan GRADE 6 Table of Contents Overview... 3 Prerequisite Knowledge... 3 Lesson Goals.....3 Assessment.... 3 Common

### Paper Airplanes & Scientific Methods

Paper Airplanes 1 Name Paper Airplanes & Scientific Methods Scientific Inquiry refers to the many different ways in which scientists investigate the world. Scientific investigations are done to answer

### Chapter 3 Falling Objects and Projectile Motion

Chapter 3 Falling Objects and Projectile Motion Gravity influences motion in a particular way. How does a dropped object behave?!does the object accelerate, or is the speed constant?!do two objects behave

### It bends away from the normal, like this. So the angle of refraction, r is greater than the angle of incidence, i.

Physics 1403 Lenses It s party time, boys and girls, because today we wrap up our study of physics. We ll get this party started in a bit, but first, you have some more to learn about refracted light.

### One Stop Shop For Teachers. Georgia Performance Standards Framework for Physical Science 8 th GRADE

Subject Area: Physical Science Grade: 8 Unit: Fast and Furious Forces General Task Fact or Friction S8P3. Students will investigate relationship between force, mass, and the motion of objects. a. Determine

### LAB 6: GRAVITATIONAL AND PASSIVE FORCES

55 Name Date Partners LAB 6: GRAVITATIONAL AND PASSIVE FORCES And thus Nature will be very conformable to herself and very simple, performing all the great Motions of the heavenly Bodies by the attraction

### Paper Airplanes. Linsey Fordyce. Fall 2014. TEFB 413 Section # 504

Model- Based Inquiry Learning Lesson Plan Paper Airplanes Linsey Fordyce Fall 2014 TEFB 413 Section # 504 1. BACKGROUND INFORMATION OF LESSON LESSON OBJECTIVES Students will investigate through model-

### Level 1 - Maths Targets TARGETS. With support, I can show my work using objects or pictures 12. I can order numbers to 10 3

Ma Data Hling: Interpreting Processing representing Ma Shape, space measures: position shape Written Mental method s Operations relationship s between them Fractio ns Number s the Ma1 Using Str Levels

### 5.1 Vector and Scalar Quantities. A vector quantity includes both magnitude and direction, but a scalar quantity includes only magnitude.

Projectile motion can be described by the horizontal ontal and vertical components of motion. In the previous chapter we studied simple straight-line motion linear motion. Now we extend these ideas to

### The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION MATHEMATICS A. Monday, January 27, 2003 1:15 to 4:15 p.m.

The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION MATHEMATICS A Monday, January 27, 2003 1:15 to 4:15 p.m., only Print Your Name: Print Your School s Name: Print your name and the

Grade FCAT. Mathematics Sample Answers This booklet contains the answers to the FCAT. Mathematics sample questions, as well as explanations for the answers. It also gives the Next Generation Sunshine State

0 Grade FCAT.0 Mathematics Sample Answers This booklet contains the answers to the FCAT.0 Mathematics sample questions, as well as explanations for the answers. It also gives the Next Generation Sunshine

### Graph Ordered Pairs on a Coordinate Plane

Graph Ordered Pairs on a Coordinate Plane Student Probe Plot the ordered pair (2, 5) on a coordinate grid. Plot the point the ordered pair (-2, 5) on a coordinate grid. Note: If the student correctly plots

### Students will investigate the characteristics of electromagnetism and then use what they learn to plan and conduct an experiment on electromagnets.

Electromagnetic Power! Lesson Overview Students will investigate the characteristics of electromagnetism and then use what they learn to plan and conduct an experiment on electromagnets. Suggested Grade

### Appendix A. Comparison. Number Concepts and Operations. Math knowledge learned not matched by chess

Appendix A Comparison Number Concepts and Operations s s K to 1 s 2 to 3 Recognize, describe, and use numbers from 0 to 100 in a variety of familiar settings. Demonstrate and use a variety of methods to

### Chapter 3: Data Description Numerical Methods

Chapter 3: Data Description Numerical Methods Learning Objectives Upon successful completion of Chapter 3, you will be able to: Summarize data using measures of central tendency, such as the mean, median,

### Session 7 Bivariate Data and Analysis

Session 7 Bivariate Data and Analysis Key Terms for This Session Previously Introduced mean standard deviation New in This Session association bivariate analysis contingency table co-variation least squares

### Exploring Mathematics Through Problem-Solving and Student Voice

Exploring Mathematics Through Problem-Solving and Student Voice Created By: Lisa Bolduc, Aileen Burke-Tsakmakas, Shelby Monaco, Antonietta Scalzo Contributions By: Churchill Public School Professional

### LAB 6 - GRAVITATIONAL AND PASSIVE FORCES

L06-1 Name Date Partners LAB 6 - GRAVITATIONAL AND PASSIVE FORCES OBJECTIVES And thus Nature will be very conformable to herself and very simple, performing all the great Motions of the heavenly Bodies

### Conceptual Questions: Forces and Newton s Laws

Conceptual Questions: Forces and Newton s Laws 1. An object can have motion only if a net force acts on it. his statement is a. true b. false 2. And the reason for this (refer to previous question) is

### ACTIVITY 1: Gravitational Force and Acceleration

CHAPTER 3 ACTIVITY 1: Gravitational Force and Acceleration LEARNING TARGET: You will determine the relationship between mass, acceleration, and gravitational force. PURPOSE: So far in the course, you ve

### Using games to support. Win-Win Math Games. by Marilyn Burns

4 Win-Win Math Games by Marilyn Burns photos: bob adler Games can motivate students, capture their interest, and are a great way to get in that paperand-pencil practice. Using games to support students

### Football Learning Guide for Parents and Educators. Overview

Overview Did you know that when Victor Cruz catches a game winning touchdown, the prolate spheroid he s holding helped the quarterback to throw a perfect spiral? Wait, what? Well, the shape of a football

### How Do Paper Airplanes Fly?

West Ashley Intermediate School Charleston, South Carolina Summer 2004 Research Host: Charles Hossler Dr. Carolyn Jenkins Medical University of South Carolina Lesson # 10 Appropriate citation: Herron,

### Bar Graphs and Dot Plots

CONDENSED L E S S O N 1.1 Bar Graphs and Dot Plots In this lesson you will interpret and create a variety of graphs find some summary values for a data set draw conclusions about a data set based on graphs

### Free Fall: Observing and Analyzing the Free Fall Motion of a Bouncing Ping-Pong Ball and Calculating the Free Fall Acceleration (Teacher s Guide)

Free Fall: Observing and Analyzing the Free Fall Motion of a Bouncing Ping-Pong Ball and Calculating the Free Fall Acceleration (Teacher s Guide) 2012 WARD S Science v.11/12 OVERVIEW Students will measure

### Levers and Pulleys. 5 th Grade Science Investigation. Unit

Levers and Pulleys 5 th Grade Science Investigation Unit What Do We Already Know? A lever and pulley are mechanical advantages=makes work easier, and helps lift things you couldn t t normally lift Combined

### Median, Mode, and Range Active Lesson

Median, Mode, and Range Active Lesson Teacher Candidate: Cory D Wilson_Dates: October 2007 Cooperating Teacher: Dr. Lori Engstrom Coop. Initials: Group Size: 25 students Allotted Time: 15 minutes _ Grade

### Chapter 3 Practice Test

Chapter 3 Practice Test Multiple Choice Identify the choice that best completes the statement or answers the question. 1. Which of the following is a physical quantity that has both magnitude and direction?

### General Physics Lab: Atwood s Machine

General Physics Lab: Atwood s Machine Introduction One may study Newton s second law using a device known as Atwood s machine, shown below. It consists of a pulley and two hanging masses. The difference

### ADVANTAGES OF LEVERS ACTIVITY GUIDE

ADVANTAGES OF LEVERS ACTIVITY GUIDE How are biological levers advantageous in different ways? For educator The Field Museum / Photo by Kate Webbink Applications in: LIFE SCIENCES Structure and Function/Adaptations

### Planning for Learning - Record of Validation

Children s University Planning for Learning - Record of Validation Part A To be completed by the Learning Destination provider prior to the visit / conversation Name of Learning Destination Lead Person

### Getting to Know Newton

Introduction Overview This first program introduces students to the idea of motion, and the forces that start the movement of an object. Students are introduced to Isaac Newton who is best known for the

### III. Applications of Force and Motion Concepts. Concept Review. Conflicting Contentions. 1. Airplane Drop 2. Moving Ball Toss 3. Galileo s Argument

III. Applications of Force and Motion Concepts Concept Review Conflicting Contentions 1. Airplane Drop 2. Moving Ball Toss 3. Galileo s Argument Qualitative Reasoning 1. Dropping Balls 2. Spinning Bug

### Newton's Laws of Motion in Motion

Newton's Laws of Motion in Motion Objectives: Students will use simple techniques to demonstrate Newton's 1 st and 3 rd Laws of Motion. Students will demonstrate their understanding of thrust, drag, lift,

### XPULT INSTRUCTIONS BASIC VERSION

XPULT INSTRUCTIONS BASIC VERSION The Xpult is a device for launching table tennis balls or other light plastic balls. Most likely, you will have received the Xpult from your teacher or somebody else who

### Motion Commotion. Middle School TEKS. Vocabulary

Motion Commotion Middle School TEKS Sixth Grade: 6.8A, 6.8B, 6.8C, 6.8D Seventh Grade: 7.7A, 7.7C Eighth Grade: 8.6A, 8.6C Vocabulary acceleration, friction, gravity, inertia, kinetic energy, Newton s

### High flyers: thinking like an engineer

Engineering, Physics I TEACH High flyers: thinking like an engineer The glider built by the Wright brothers in 1902 was the first flying machine able to change direction in a controlled way. Designing

### Maths Targets Year 1 Addition and Subtraction Measures. N / A in year 1.

Number and place value Maths Targets Year 1 Addition and Subtraction Count to and across 100, forwards and backwards beginning with 0 or 1 or from any given number. Count, read and write numbers to 100

### Experiment #8, Error Analysis of the Period of a Simple Pendulum

Physics 181 - Summer 013 - Experiment #8 1 Experiment #8, Error Analysis of the Period of a Simple Pendulum 1 Purpose 1. To measure the period of a pendulum limited to small angular displacement. A pendulum

### Sunrise-Sunset Line Graphs

Sunrise-Sunset Line Graphs Objectives To guide children as they analyze data from the sunrise-sunset routine; and to demonstrate how to make and read a line graph. www.everydaymathonline.com epresentations

### A Determination of g, the Acceleration Due to Gravity, from Newton's Laws of Motion

A Determination of g, the Acceleration Due to Gravity, from Newton's Laws of Motion Objective In the experiment you will determine the cart acceleration, a, and the friction force, f, experimentally for

### Round Rock ISD Lesson 1 Grade 3 Measurement Kit. Broken Rulers and Line It Up!* - A Length Measurement Lesson

Round Rock ISD 2008-09 Lesson 1 Grade 3 Measurement Kit Broken Rulers and Line It Up!* - A Length Measurement Lesson tech *Lesson is adapted from two activities in Sizing Up Measurement: Activities for

### Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Fourth Grade

Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Fourth Grade The fourth-grade standards highlight all four operations, explore fractions in greater detail, and

### Rockets: Taking Off! Racing Balloon

Rockets: Taking Off! For every action there is an equal and opposite reaction. Rockets and Balloons What happens when you blow up a balloon then let it go? Does the balloon move through the air? Did you

### Provided by TryEngineering - www.tryengineering.org

Provided by TryEngineering - Lesson Focus Lesson focuses on wind tunnel tests that engineers in many industries use to when developing products such as airplanes, cars, and even buildings. Teams of students

### Math Games For Skills and Concepts

Math Games p.1 Math Games For Skills and Concepts Original material 2001-2006, John Golden, GVSU permission granted for educational use Other material copyright: Investigations in Number, Data and Space,

### TYPES OF NUMBERS. Example 2. Example 1. Problems. Answers

TYPES OF NUMBERS When two or more integers are multiplied together, each number is a factor of the product. Nonnegative integers that have exactly two factors, namely, one and itself, are called prime

### Mathematics. Mathematical Practices

Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with

### Topic: 1 - Understanding Addition and Subtraction

8 days / September Topic: 1 - Understanding Addition and Subtraction Represent and solve problems involving addition and subtraction. 2.OA.1. Use addition and subtraction within 100 to solve one- and two-step

### Crosscutting Concepts: Cause and Effect, Energy and Matter, Structure and Function

Lesson Title Lighter Than Air: Building a Hot Air Balloon Grade Level(s) 3 8 Timeline 3 4 Days Objectives Students will build a working model of a hot air balloon. Students will understand the concept

### Understanding the motion of the Universe. Motion, Force, and Gravity

Understanding the motion of the Universe Motion, Force, and Gravity Laws of Motion Stationary objects do not begin moving on their own. In the same way, moving objects don t change their movement spontaneously.

### Newton s Second Law. ΣF = m a. (1) In this equation, ΣF is the sum of the forces acting on an object, m is the mass of

Newton s Second Law Objective The Newton s Second Law experiment provides the student a hands on demonstration of forces in motion. A formulated analysis of forces acting on a dynamics cart will be developed

### Lesson 2 The Buoyant Force

Lesson 2 Student Labs and Activities Page Launch Lab 26 Content Vocabulary 27 Lesson Outline 28 MiniLab 30 Content Practice A 31 Content Practice B 32 School to Home 33 Key Concept Builders 34 Enrichment

### Parallel and Perpendicular. We show a small box in one of the angles to show that the lines are perpendicular.

CONDENSED L E S S O N. Parallel and Perpendicular In this lesson you will learn the meaning of parallel and perpendicular discover how the slopes of parallel and perpendicular lines are related use slopes

### Pendulum Investigations. Level A Investigations. Level B Investigations

Pendulum Investigations Level A Investigations The Pendulum How can you change the period of a pendulum? Students are introduced to the vocabulary used to describe harmonic motion: cycle, period, and amplitude.

### Drawing a site plan. You will need - graph paper, tracing paper, drawing boards, pencils, rulers, compass, tapemeasures as required (5m and 30m/50m)*

Drawing a site plan You will need - graph paper, tracing paper, drawing boards, pencils, rulers, compass, tapemeasures as required (5m and 30m/50m)* Step 1 Setting up a baseline*. Ideally, this should

### Force and Motion: Ramp It Up

Force and Motion: Grade Level: 4-5 Time: 3 class periods By: Carrie D. Perry (Bedford County Public Schools) Overview After watching an engaging video on Olympic alpine skiers, students then participate

### Design Considerations for Water-Bottle Rockets. The next few pages are provided to help in the design of your water-bottle rocket.

Acceleration= Force OVER Mass Design Considerations for Water-Bottle Rockets The next few pages are provided to help in the design of your water-bottle rocket. Newton s First Law: Objects at rest will

### Health in Action Project. Fraction Action

Pillar: Active Living Division: II Grade Level: 6 Core Curriculum Connections: Math I. Rationale: Health in Action Project Fraction Action In this activity, students will review what an improper fraction

### FREEBIRD THE ORIGINAL D.I.Y. ORNITHOPTER! Tools and Glue. Required Materials

Do not try to make your ornithopter using "household materials". If you want it to fly, you have to build it right. FREEBIRD THE ORIGINAL D.I.Y. ORNITHOPTER! Wingspan: 16 inches Weight: 1/4 ounce The Ornithopter

### Mathematical goals. Starting points. Materials required. Time needed

Level S6 of challenge: B/C S6 Interpreting frequency graphs, cumulative cumulative frequency frequency graphs, graphs, box and box whisker and plots whisker plots Mathematical goals Starting points Materials

### Fourth Grade Math Standards and "I Can Statements"

Fourth Grade Math Standards and "I Can Statements" Standard - CC.4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and

### Unit Essential Question: When do we need standard symbols, operations, and rules in mathematics? (CAIU)

Page 1 Whole Numbers Unit Essential : When do we need standard symbols, operations, and rules in mathematics? (CAIU) M6.A.3.2.1 Whole Number Operations Dividing with one digit (showing three forms of answers)

### Rocketry for Kids. Science Level 4. Newton s Laws

Rocketry for Kids Science Level 4 Newton s Laws Victorian Space Science Education Centre 400 Pascoe Vale Road Strathmore, Vic 3041 www.vssec.vic.edu.au Some material for this program has been derived from

### Simple machines provide a mechanical advantage that makes our work faster and easier, and they are all around us every day.

LEARNING MODULE: SIMPLE MACHINES Pre-Visit Activities We suggest that you use these pre-visit classroom acitivites to prepare your students for a rewarding Museum visit. Before your visit, introduce your

### In this section, you will develop a method to change a quadratic equation written as a sum into its product form (also called its factored form).

CHAPTER 8 In Chapter 4, you used a web to organize the connections you found between each of the different representations of lines. These connections enabled you to use any representation (such as a graph,

### MNLA Curriculum Unit A, Lesson 5

MNLA Curriculum Unit A, Lesson 5 UNIT TITLE: HOOKED ON HORTICULTURE: USING GARDEN CENTERS TO DISCOVER THE WONDERS OF PLANTS LESSON 5: Scheduling Planting Dates for Flowering Potted Plants; Two 30-40 minute

### The Pendulum. Experiment #1 NOTE:

The Pendulum Experiment #1 NOTE: For submitting the report on this laboratory session you will need a report booklet of the type that can be purchased at the McGill Bookstore. The material of the course

### The Force Table Vector Addition and Resolution

Name School Date The Force Table Vector Addition and Resolution Vectors? I don't have any vectors, I'm just a kid. From Flight of the Navigator Explore the Apparatus/Theory We ll use the Force Table Apparatus

### Name Partners Date. Energy Diagrams I

Name Partners Date Visual Quantum Mechanics The Next Generation Energy Diagrams I Goal Changes in energy are a good way to describe an object s motion. Here you will construct energy diagrams for a toy

### The Science of Flight

The Science of Flight This resource pack is a collaborative effort between the Royal Air Force Museum, Cosford and St. Patrick s Catholic Primary School, Wellington. Supported by MLA West Midlands. CATHOLIC

### The Partial-Quotients Division Algorithm, Part 1

The Partial-Quotients Division Algorithm, Part 1 Objectives To introduce and provide practice with a low-stress division algorithm for 1-digit divisors. www.everydaymathonline.com epresentations etoolkit

### Science Project. Ideal Trajectory of Air Pump Rockets

Science Project Ideal Trajectory of Air Pump Rockets Physics Lopez Island High School March 3, 2014 Fletcher Moore Abstract This experiment uses model air rockets to test the ideal trajectory a rocket

### Baking Soda & Vinegar Rocket

Baking Soda & Vinegar Rocket Category: Chemistry; Physics: Force & Motion Type: Make & Take Rough Parts List: 1 Plastic bottle 1 Cork 1 Paper towel Cardstock or thin cardboard Baking soda Vinegar Cardboard

### Teaching & Learning Plans. Arithmetic Sequences. Leaving Certificate Syllabus

Teaching & Learning Plans Arithmetic Sequences Leaving Certificate Syllabus The Teaching & Learning Plans are structured as follows: Aims outline what the lesson, or series of lessons, hopes to achieve.

### Session 6 Number Theory

Key Terms in This Session Session 6 Number Theory Previously Introduced counting numbers factor factor tree prime number New in This Session composite number greatest common factor least common multiple