Using examples of riding in a car and experiencing the effect on you when the car begins to speed up from a stop, led into the working definition of acceleration. The "process of speeding up" was used as the initial definition. A more precise scientific definition was then introduced, as a rate in which velocity changes. The meaning and determination of velocity was reinforced at this point. Acceleration was expanded to refer to increasing speed, decreasing speed, or changing direction. The motion of a small single engine plane taking off from rest was used to calculate the acceleration. Starting at time zero, the speed at 1, 2 and 3 seconds was listed and the acceleration for the time interval determined by using the change in velocity/ total time.
Knowing the acceleration, the velocity at 4 sec. and 5 seconds could be calculated.

This class was to reinforce the process of correct and specific graphing techniques. The story of the race between the tortoise an the hare was used as the basis of interpreting graphed material.
Graphs of distance vs time for a tortoise, moving with constant velocity, created a linear graph. From the graph the mathematical concept of slope was introduced as rise/run. The slope was introduced as being the speed between the 2 points picked. The average speed was also determined. The same type of graph was plotted for the movement of the Hare in the race. The Hare's graph was not linear but showed a time element of zero distance for a period of 4 minutes. The slopes of the different lines of this graph were determined along with the average speed. The reason for the loss of the race by the Hare became obvious when plotted.

A lab was performed which involved the measurement of the mass of varying amounts of pennies. This was to reinforce the use of the triple beam balance which was the previous lab. The mass of a roll of pennies was calculated, the roll containing 50 pennies. The mass was graphed against the number of pennies massed and a straight line resulted. The thickness of a penny, then 2 pennies, then 3,up to 10 pennies was measured, data recorded and a graph of the thickness in millimeters plotted against the number of pennies. The line formed was evaluated. The average mass of a penny was multiplied by 50 and compared with the mass of the 50. The average thickness was multiplied by 50 and compared to the total thickness of the roll. This lab increased the student's ability to properly use the balance, the measure in millimeters, to calculate averages, to properly construct and label a graph, and compare results.

The difference between average speed and instantaneous speed was investigated by solving triathlon problems from the text. The determination of average speed by 2 triathletes, given the time for swimming, biking and running was calculated and the winner determined. The difference of average time and instant time was reviewed.The importance of direction in velocity was shown by the Blue Angel navy pilots doing trick flying without crashing into each other. Finding distance and speed from a map was worked so that both exact measurement and determination of speed and time could be learned.

We worked on the proper method for measuring mass on both the triple beam balance and the dial balance. The parts of each balance were explained and labeled. That mass is measured by a balance and not weight was stressed, and the difference discussed. Using a series of 100gram and 200 gram masses, the mass of each was determined by actual measurement. The proper method of use of the riders and recording of the beam masses was utilized to arrive at the final mass measurement. The handling and use of the dial balance was introduced, and the determination of a few masses was completed. The greater accuracy of the dial balance was shown to be accurate to 2 decimal places while the triple beam only to one. How to measure a requested amount of material , like 5g of salt, utilizing two different methods was shown. The measurement of an unknown amount of product was also shown on both balances.

We reviewed Nicole's work in science up to this point. I spoke about her interests in science and what areas we might cover. We reviewed some classwork problems dealing with speed, distance, and time as well as velocity. We worked on simpler methods to determine speed, distance, and or time if 2 of 3 are given.

First, we reviewed a few learning goals, specifically those having to do with models, scientific investigations that aren’t experiments, testable of hypotheses, and evaluating data to draw conclusions. Then we used word problems to practice solving for any variable in the speed equation. Finally, we went to the lab and collected data on the distances Nicole traveled, in increments of 2 seconds, in several scenarios (walking slow, walking fast, positive acceleration, etc). Nicole did a really good job with the measuring! By the end of the lab, she was measuring distance in meters, to the nearest centimeter, with fluency. We were able to complete 6 data tables. Very productive!

We successfully collected data on about a dozen vehicles, and discussed what modifications we could make to our experimental plan to collect data on "large" vehicles, which we were lacking. Nicole is a very attentive and reliable field observer and did an excellent job collecting data.
When we went back inside, we reviewed relative motion, and looked up how fast we are moving on Earth's surface due to rotation. We then watched a time-lapse video of the night sky, at which point Nicole became very interested and started asking me many questions, so I went with it! We had an impromptu lesson on the solar system and celestial objects. We discussed everything from stars to space shuttles.

We reviewed some of the vocab Nicole missed on her quiz last class, and watched another video on the placebo effect. We discussed why a placebo is not necessary for all experiments with a control group. We then went over goals on level 1 and 2 on the learning goal scale, which included reviewing observation vs inference, qualitative and quantitative observations, scientific models, identifying variables, the scientific method, and replication vs repetition. We then headed outside to time how long it takes different sized vehicles to travel the 83 meters we measured out yesterday. Because of the parameters of the experiment, it takes patience to wait for the right vehicle to do the right thing, so we only got one piece of data today, but Nicole was able to use it to calculate the average speed of the vehicle. We will collect more data tomorrow. On our way out to the street and back, we stopped and examined several flowers and identified them as male/female. Nicole did a great job identifying potential vehicle "test subjects" and in timing the vehicles.

First Nicole took her practice of science vocab quiz. We then went over the syllabus. After, we began a discussion of what is meant by "relative motion," reference points, and speed. I showed her the formula for speed and explained the units. I had her measure and add small distances in both inches and centimeters to (hopefully) illustrate how much easier the metric system is! In preparation for tomorrow's lab measuring vehicle speed, we identified variables and used Google Earth to estimate the distance from Juno Road to Ridge Road. We then went outside with a tape measure in order to "ground truth" Google Earth's estimate. We will use this distance (273 ft) in our lab tomorrow. Nicole did a good job!