Unit 3 test reflection...

Unit 3 test reflection:


Reflect on the exam

Look through the objectives from the Unit sheet.  Rank yourself 0-4 on the unit sheet in the "end of unit" column.

1. Which objective do you think you did the best on?  Why?  

               "Objective 3 - Translating Graphs" is the objective that I think I did the best on because we spent such a long time reviewing this objective in class (especially the worksheet with all the little graphs on it that we had to translate.) 

2. Which objective do you think you need the most improvement on?  Why?

          "Objective 4 - Solving Problems" is the objective that i think i did the worst on because those were the only problems that i was really confused on the test about. I still do not understand fully how to use the kinematic equations.

3. What can you do to improve on the objective you may still need help on?

           
             I could use the "remediation" links BEFORE the test to help study these problems and be more prepared for the questions that are on the test. 

Buggy Lab Reflection

Buggy Lab Reflection Blog Prompt:

   
    1. Reflect on your design section.  What did you do well?  What do you need to improve next time?

      The biggest thing that should be fixed in order to improve the data collected in this lab is the curved path of the buggy. In the future the buggy could placed up against the wall to keep the buggy driving in a straight line. We did a good job with the number of IV levels, the number of trials in each IV levels, and listing the controls. 

    2. Reflect on your data collection and processing section. What did you do well?  What do you need to improve next time?

    However, our data collection procedure was good in that the times were similar within each trial.  Due to this high precision, we had low uncertainty in the times (on the x-axis.) The uncertainty in the y-axis was calculated well because I first calculated the simple uncertainty, then accounted for the buggy's curved path of travel. 

    3. Reflect on your conclusion.  What did you do well?  What do you need to improve next time?

      

        I did a good job with the conclusion. First, I explained the mathematical relationship between the time and the distance traveled well. However, for the next time the min. and max. lines should be calculated to prove that the y-intercept could be O (because there should not be a y-intercept in this lab- at 0 seconds the buggy has traveled 0 centimeters.)

   

    4. Do you think revising after the feedback session in class improved your lab report?

        Yes, the feedback session helped catch little mistakes that I did not originally catch. However, I do not believe that anyone in our class has a good enough grasp on how the reports should be formatted yet to make any big corrections.

    5. Was the turnitin feedback helpful?  If so, what should Mrs. Weidman keep doing.  If not, what would be more helpful?

Yes, it was helpful! I like how the comments were right on top of the part of the lab in question- so there is no confusion in what you are concerned about.  

Constant Force Lab

Acceleration Lab

            Does the mass of the car effect its acceleration? The independent variable will be the mass (g) of the car, and the resulting acceleration (m/s) of the car. The purpose of this experiment is to determine whether or not the mass of an object will effect the acceleration of the object. A low friction car, track, and pulley were used to greatly decrease the effect of friction on this experiment
           The variables that were held constant are as follows: the incline of the track, units used for measuring, the car was started at the same point for each trail, the method of releasing the car, and the apparatus used  (same car, track, masses, string, pulley, motion censor, and program used for analyzing the motion censor's data.) The incline of the track was held constant by placing the track on a flat surface, which kept the track horizontal (no incline.) The units of the masses remained in grams throughout the experiment, and the velocity was measured in meters per second for each trial. The car was started with the back end of it equal to the 25 cm marker on the track each time to ensure it had an equal distance in which to accelerate. When the car was released no additional force was added to the car- to achieve this release the finger that held the car at rest at it's initial position was simply lifted straight up and off the car, making certain to avoid moving in front of the motion censor. To further keep this method of release constant, the same experimenter released the car for each trail.   Lastly, by using the same apparatus throughout each of the trails the car, track, masses, string, pulley, motion censor, and program used to analyze the motion censor's data remained constant.
          The first IV level is the control group (490 g), in that no additional mass was added to the car. In the next four IV levels (690 g, 890 g, 1090 g, and 1290 g) 200 grams were added each time because it was believed that 200 grams would create a noticeable difference in acceleration without overloading the equipment with too much weight. The procedure was repeated for five trials at each IV level. By averaging the data from all of the trials, the a relatively reliable representation of the true acceleration be can found. Whereas, if only one measurement was taken the chance of error in that one point would be much higher.
         The apparatus was assembled (as shown above) with a car resting on a low friction track, a paperclip is used to attach the string to the car, the string is then run through the low friction pulley, and a 50 gram mass was added to the end of the string so the string is pulled taught. A motion detector is added to the end of the track and then the motion detector is plugged into the computer so that the data from the motion censor can be read on the computer screen in Logger Pro. First, the "collect" button is pushed on logger pro in order the begin the collection of data. Second, the car is released from the 25 cm marker on the track  (25 cm from the end of the track)  without exerting any extra force on the car. Next, when the car reaches the end of the track, the "end" button in Logger Pro is pushed to stop the program from collecting data. Finally, the average slope of the velocity-time graph (for the time the car was accelerating)  is taken in order to determine the average acceleration of the car.

      The curve in the first graph implies that the graph may be an inverse equation. Assuming it's an inverse equation, the equation for the curve is: Acceleration (m/s)= 293.6 (+/- 48.77) / Mass (g.)
The second graph shows the linearized data, and the min and max lines.

Unit 4 Test reflection

I think I did we'll on the free body diagram objective (objective 3) because I feel like that was the objective that we covered most thoroughly in class. Also, when I was studying (especially during the after school study session) I focused on that objective. I had trouble with some of objective 4 because I did not have a goo grasp on resultant vectors. I remembered how to do component vectors, but had a hard time both finding the resultant vector as well a defining a resultant vector (I guess that would fall under objective 1- vocabulary) I didn't like how many multiple choice questions there were. I am not a fan of the multiple choice questions because they are all or nothing, so one small mistake can make a huge negative impact in your grade...plus I don't feel like it shows your true knowledge of the objective.

Ramp lab.

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Test reflection...

Reflect on the exam:
Look through the objectives from the Unit sheet. Rank yourself 0 to 4 on the unit sheet in the "end of unit" column.

1. Which objective do you think you did the best on? Why?

I believe that vocabulary was one of my strongest objectives for this test. Last test I struggled with the vocabulary. So before taking this test I made an effort to review the vocabulary terms and ensure that I could easily define each word, use it in a sentence, and apply them to problems.
2. Which objective do you think you need the most improvement on? Why?

I had a real hard time with solving systems on the test. I think I did not review how to do systems because I have been fairly good at them in the past. However, after not practicing solving systems for a long time I seemed to forget everything I knew as soon as I got my test.
3. What can you do to improve on the objective you may still need help on?

I can use the book to review how to do them. I can also do practice problems, or come in for help until I am able to do them well.

CV Formative Assessment

1. Total distance: 6 meters
2. Displacement: + 2 meters
3. No, the displacement is less than the total distance because the ball rolled all the way to the wall- then bounced back. The distance measures the number of meters to the wall & back to the place where the ball finally stopped. Whereas, the displacement measures just the number of meters from the origin to the end point.

Tumble Buggy Lab (Data & Graph)

Time (seconds)	Trial #1	Trail #2	Trail #3	Trail #4	Trail#5	Average	Uncertainty
2	59	59	60	60	61	60	+/- 0.95
4	123	117	116	119	120	119	+/- 3
6	184	179	180	178	180	180	+/- 1.5
8	284	281	280	281	283	281	+/- 1.5
10	393	390	392	390	391	391	+/- 1.5

Graph: 

Mathematical Relationship: 

                            Time= 41.3 (cm/second) * Distance -41.2 

                                                                                              ^ In theory, this number should be zero

Explanation of uncertainty: 

                          Due to human error, the uncertainty in the X- axis was 0.2 seconds.

                          The uncertainty in the Y-axis was originally 3 cm because the largest range of measurements was 6 cm (divided by 2= three centimeters.) However, due to the nature of the car, in that it did not drive in a strait line, i had to add a large uncertainty (25cm) to account for the curved path of the tumble buggy. This is also the reason for the presence of a y-intercept (when theoretically there should not be one.) 

Test Reflection

I believe the objective I did the best on was Objective 2 "Can design an experiment with appropriate IV, DV, an constant variables. This was my strongest objective for two reasons. First, the quiz we took earlier in the unit and all of the labs were good review of this objective. Also, this is not new material for me (we have been working on this objective since elementary school.)
The objective I need to improve the most on would be objective 1: "can define and use all vocabulary words correctly." There are a number of words from the list that I am still unsure of how to use (including interpolation & extrapolation.) This objective would be an easy one to work on. In the future, I could look up the words in the textbook and spend some time learning how to use them
The objective sheet was helpful in knowing what was going to be on the test and what vocabulary to study. However, it would have been more helpful if it included examples (or pages in the book where examples could be found.)

Test Graph

IB learner's profile (attempt #2)

The IB Learner Profile

Use the right column to rank your current abilities in each category: (H)igh, (M)edium, or (L)ow

Inquirers	They develop their natural curiosity.  They acquire skills necessary to conduct inquiry and research and show independence in learning.  They actively enjoy learning and this love of learning will be sustained throughout their lives.	M
Knowledgeable	They explore concepts, ideas and issues that have local and global significance.  In so doing, they acquire in-depth knowledge and understanding across a broad and balanced range of disciplines.	L
Thinkers	They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.	H
Communicators	They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication.  They work effectively and willingly in collaboration with others.	H
Principled	They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities.  They take responsibility for their own actions and the consequences that accompany them.	H
Open-minded	They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities.  They are accustomed to seeking and evaluating a range of points of view, and are willing to grow form the experience.	H
Caring	They show empathy, compassion and respect towards the needs and feelings of others.  They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.	H
Risk-takers	They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies.  They are brave and articulate in defending their beliefs.	M
Balanced	They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.	H
Reflective	They give thoughtful consideration to their own learning and experience.  They are able to assess and understand their strengths and limitations in order to support their learning and personal development.	M

            One category I feel that I particularly embody is the “balanced” category. I enjoy challenging myself in the classroom and work hard to learn the material, get good grades, and find things that I enjoy in school. However, I also realize that the grade I get on my next test or even my overall GPA is not as important as my overall happiness. I am involved in at least two sports every season, as well as working and participating in clubs. While sports take up lots of my time, I have found that it is a good way for me to balance my life and relieve any stress I may have. While I do have to budget my time well and still make sure to keep school as a priority, having lots of extracurricular activities enhances my intellectual well-being, keeps me physically fit, and provides an outlet for better emotional well-being.

            Another area that I feel confident in is the “communicators” category. I am defiantly a “people person” and I often do well working in groups with my peers. The reason I love working in groups is because you have the opportunity to learn from your peers, bounce ideas off each other, and constantly be checking each other. In addition, I believe that the ability to work well in a group that is extremely important in everyday life. For example, many jobs will require you to collaborate with coworkers on different projects, and without the proper communication skills you will not do well in the workplace.  In addition, these communications skills also translate into my everyday life while I am at work dealing with my boss, coworker, and customer I have to have good communication skills; and when I play sports on a team I have to be constantly communicating with them in order to be productive.

            One area that I feel like I could improve is the “knowledgeable” category. Often, I find myself so caught up in whatever topics I am currently learning in my classes that I forget to pay attention to what is going on in the world around me. During this coming year I would like to make it my goal to learn about a wide range of topics. I can do this by watching the news or stopping to read a few interesting newspaper articles each week. I believe by adding more enriching reading materials into my life, (like Bill Bryson’s A Short History of Nearly Everything) I can become more aware of the issues around the world. 

Spring lab

Spring Lab Conclusion            

                The amount of mass (g) added to the spring correlated linearly with the amount the spring stretched (cm.) The length of the spring increased positively as the amount of mass was increased. The slope of the equation is 0.08 (g/cm) and the y-intercept is 11.43 (cm.) The uncertainty in the x-axis was (+/-) 5g because the masses used during the expiration appeared beat-up, old, and probably not very accurate. The uncertainty in the y-axis was  0.175 cm because the biggest range in measurement between trials was 0.35 cm (this was with 200g of mass attached to the spring.
            There may have been systematic error involved in this expirament due to the relative inaccuracy of the measuring tools used. In addition, there was human error involved in the measurements taken- especially at the 200g level. The inaccurate measuring tool, like the meter stick and old masses. The nature of the spring may have negatively influenced the measurements of the length that were taken, in that it was difficult to stop the spring from bouncing and take an accurate measurement.
            In the future, more accurate masses could be used to lower the amount of uncertainty in the x-axis. Also, the meter stick could be mounted to the apparatus, (no opportunity for human error in not holding the meter stick straight) and more time could be given in order to allow the spring to completely stop bouncing before measuring the length of the spring.