Next Generation Science Guy

__Develop a sense of what must be true for an object to be considered “in motion.”__Measure the motion of an object moving in a straight line.__Model (represent) motion in multiple ways: graph, linear equation, etc.__Relate graphing terms (slope) to the motion of the object.The student will need several meter sticks taped end to end or a cm-marked track. The student will also need a timer and a battery-powered buggy. You may want to play an online metronome that beats at 60 beats per second. Stu

__Make a graph from a set of complex data.__Use precise measurement to investigate the relationship between two variables.__Develop a mathematical model from the graph.__Use the model to solve problems.Students use a cm ruler and string to measure diameter and circumference of various circular objects. They graph the relationship and find the slope. The slope is pi. Great activity for teaching the application of mathematics principles. Summary activity included.

__Understand and apply the difference between accuracy and precision.__Make credible (believable and convincing) measurements based on the tool given.__Understand why all measurements include estimation and doubt.__Practice measuring common objects.This lesson teaches students how to measure length and liquid volume to one doubtful place value. It also teaches the difference between accuracy and precision.

__Explore how we can make and use mathematical models in everyday life.__Represent data graphically.__Develop a mathematical model from data in order to solve a new problem.__Construct, interpret, analyze, and defend graphs and models of measurable phenomena.

__Explore how we can make and use mathematical models from data and graphs.__Represent data graphically.__Construct, interpret, and analyze graphs.__Strengthen your graphing skills.

Reference sheet for students outlining the 4 major requirements of a graph. Rubric included for assessment of student graphs.

Classroom demonstration/model in which a swinging object is analyzed in terms of kinetic energy to potential energy transfers. Concepts of friction, conservation of energy, and mechanical energy are introduced.

Student is given information about a sample and is then asked to draw a model of it: Sample A has twice the mass of Sample B, but has the same volume. Draw it.

Student is given information about a sample and is then asked to draw a model of it: Sample A has twice the mass of Sample B, but has the same volume. Draw it. This worksheet supplements Drawing Density Models #1.

The student will investigate the cause and effect link of how angle and velocity of an incoming extraterrestrial body effect crater shape and size by constructing a model of an impact. The student will explain why the surface of the moon is heavily cratered while the Earth’s surface is not.