SAS Socratic Brain Setup.xlsx
 Share
The version of the browser you are using is no longer supported. Please upgrade to a supported browser.Dismiss

Comment only
 
ABCDEFGHIJKLMNOPQRSTUVWXYZAAABACADAEAFAGAHAIAJ
1
Unit.Learning TargetLevellearning check / quiz
Task / Assingments
Subgroups of questionsGlobal subgroup IDQuestion #Question ID Code(s)CommentsDayDue today as HomeworkActivity in ClassInstructional Goals (AMTA v3)
2
Unit 1. Scientific Thinking & Modeling Practice (MP)
Scientific Thinking & Modeling Practice, Learning Target 1 (MP1)
MP1 I can communicate measurements using correct units, conversions, and rounding
DAILY PLAN
3
1
learning check
MP11.LC I can communicate accurate measurements using correct units, conversions, and rounding
appropriate measurements (LC)
14837,4839,4841 1
Read over the course syllabus, grading and expectations
Community Commitments (whiteboards)
1 Experimental design
4
1""correct units (LC) 24833,4835
Look over the physics web page.
Flinn Contract
Identify and classify experimental variables as independent, dependent or controlled.
5
1""tools (LC) 34829,4831
Complete the Flinn Safety Contract
Describe classroom set-up
Make qualitative (non-mathematical) predictions about the relationship between variables.
6
1quiz
MP11.UP I can communicate accurate measurements using correct units, conversions, and rounding
appropriate measurements (UP)
14838,4840,5204 GAINS (individual-assessing)
Record the procedure used to gather data from the apparatus.
7
1""correct units (UP) 24834,4836 Read over Spaghetti lab
Construct and label a data table.
8
1""tools (UP) 34829,4831 2
Read whiteboarding expectations
Spaghetti Lab (small groups) 2. Data Collection
9
2
learning check
None assigned
Read introduction to modeling practice
Calendar
Select appropriate measuring devices.
10
2quiz
MP12.UP I can communicate accurate measurements using correct units, conversions, and rounding
14866
Show level 2 mastery from white board
Read Spaghetti labIntroduce teams (3-4), Roll die for teams
Consider accuracy of measuring device and significant figures.
11
3-4
none assigned in Socratic Brain
Demo data collection
Collect data for the widest reasonable range of independent variable values.
12
MP2 I can represent the relationship of IV and DV using slope and the y-intercept.
Students gather data, Let the students struggle with data and analysis
Use metric units, conversions and prefixes.
13
1
learning check
MP21.LC I can represent the relationship of IV and DV using slope and the y-intercept..
Identify what's missing (LC)
1
4108,4110,4112,4114,4116,4118,4120
Students talk more about how to present data and conclusions
3. Mathematical Modeling
14
1""axis scaling? (LC)22401,2403 Stress communications, graphing skills IV, DV, CV
Use Logger Pro software to perform graphical analysis of data.
15
1""slope units (LC)3
3277,3279,3425,3427,2873
How will they present the information, practice whiteboarding information
Make test plots of data to find linear relationships.
16
1""computer (LC)43266,3267 3
Look over spaghetti lab results. Hand graph the results and/or make adjustments to graph, equation, and/or explanation as needed.
WB spaghetti Lab (large group)
Write mathematical representations, in standard y = mx + b form, for linearized data.
17
1quiz
MP21.UP I can represent the relationship of IV and DV using slope and the y-intercept
Identify what's missing (UP)
1
4109,4111,4113,4115,4117,4119,4121
Read Chapter 11: Building a Scientific Community (pages 411-417)
Teach how arrange tables
Replace y and x with dependent and independent variable names.
18
1""axis scaling? (UP)22402,2404 Each group whiteboards
Replace m and b with constants including units and provide interpretations for the physical significance of the slope and y-intercept.
19
1""slope units (UP)3
3278,3280,3426,3428,2872
Introduction to Socratic Brain (SB)
Relate mathematical and graphical expressions.
20
1""computer (UP)43266,3267 4
Read lab suite - measurement & graphing
Labs data colleciton in small groups
Use proportional reasoning in problem solving.
21
2
learning check
See your teacher - no online lewarning chack
SB Learing Check: MP11.LC I can communicate accurate measurements using correct units, tools, conversions, and appropriate rounding.
22
2quiz
MP22.UP I can represent the relationship of IV and DV using slope and the y-intercept
Level Up 214843
Quiz 1: Graphing Variables - randomly generated by Socratic Brain.
5
Look over reults of labs. Whiteboard prep. Hand graph the results and/or make adjustments to graph, equation, and/or explanation as needed.
Whiteboarding
23
3
learning check
See your teacher - no online learning chack
SB Learning Check: MP21.LC I can communicate using a graph, and I can model the relationship of IV and DV using slope and the y-intercept..
24
3test
See your teacher - Scientific Methods Test (Level 3 & 4)
Read Design & Graphing
Check Point 1.4 - 1.6* / Stations Lab 1.7 - 1.9 with logger pro and equipment (small group)
25
4
learning check
See your teacher - no online lewarning chack
Students rotate through stations and work with teacher on reinforcements
26
4test
See your teacher - Scientific Methods Test (Level 3 & 4)
6Worksheet 1 & 2whiteboard worksheet 1 & 2
27
MP3 I can organize work and materials for self-reflection and assessment.
SB If necessary retry Learning Checks MP11 & MP12.
SB quizzes for level 1: take MP11.UP & MP12UP
28
1-4
None assigned in Socratic Brain
7Worksheet 3whiteboard worksheet 3
29
SB If necessary retry Learning Checks MP11 & MP12.
Scientific Methods Quiz 1: SB randomly generated for Level 2 MP122.UP
30
SB If necessary retake quizzes MP11.UP & MP12UP
31
8Review
SB If necessary retake quizzes MP122.UP, .UP & MP12UP
32
Scientific Methods Test (Level 3 & 4)
33
Unit 2: Constant Velocity (CV)
34
CV1 I can distinguish between position, distance, and displacement. 9read buggy labCollision Scenario (large group), Start Buggy Lab
1. You should be able to determine the average velocity of an object in two ways:
35
1
None assigned in Socratic Brain
Design data collection, gather data, whiteboard (small group)
by determining the slope of an x vs. t graph.
36
2
learning check
CV12.LC I can distinguish between position, distance, and displacement.
vocab (LC)1,4
4197,4199,4607,4609,4611,4613,4845
10
Analyze data and prepare for whiteboard presentation
Whiteboard presentations
by using the equation vx
37
2""diagrams (LC)2,53042,3043,3305 CV Model development
2. You should be able to determine the displacement of an object in two ways:
38
2""text (LC)3,6
3038,3040,4051,4052,4056,4059,4061,4062
11Reading: Motion Maps
Lab: multiple representation of motion: ultrasonic motion detector
by finding the area under a v vs. t graph.
39
2quiz
CV12.UP I can distinguish between position, distance, and displacement.
vocab (UP)1,4
4198,4200,4608,4610,4612,4614,4844,4846
12
prepare for whiteboard presentations
whiteboard presentations
by using the equation xvt.
40
2""diagrams (UP)2,53042,3043,3305
SB Learning Check: CV12.LC I can distinguish between position, distance, and displacement.
3. Given an x vs. t graph,
41
2""text (UP)3,6
3039,3041,4058,4054,4055,4060,4057
13
Worksheet 1: Motion Maps and position v time graphs
Whiteboard worksheet 1
describe the motion of the object (starting position, direction of motion, velocity).
42
3-4
None assigned in Socratic Brain
Earn CV1 level 1 based on whiteboard presentation
draw the corresponding v vs. t graph.
43
14
worksheet 2: motion maps and velocity v time graphs
Whiteboard worksheet 2
draw a motion map for the object.
44
Earn CV2 level 1 based on whiteboard presentation
determine the average velocity of the object (from the slope).
45
SB Learning check: CV22.LC I can interpret/draw diagrams (Motion Map, x-t graph, and v-t graph) to represent constant velocity.
write the mathematical representation that describes the motion.
46
15
SB If necessary retry Learning Checks CV12 & CV22.
SB quizzes for level 2: take CV12.UP & CV22UP
4. Given a v vs. t graph,
47
16Read CV Lab PracticumCV Lab Practicum: Dueling Buggies
describe the motion of the object (direction of motion, how fast).
48
CV2 I can draw Motion Map, x-t, and v-t graphs to represent constant velocity 17
Worksheet 3: Position v time graphs
whiteboard worksheet 3
draw the corresponding x vs. t graph.
49
1
None assigned in Socratic Brain
18
Worksheet 4: Velocity v time graphs and displacement
whiteboard worksheet 4
determine the displacement of the object (from the area under curve).
50
2
learning check
CV22.LC I can draw diagrams (Motion Map, x-t graph, and v-t graph) to represent constant velocity.
Motion Maps (LC)1
2514,2516,2518,2520,2525,2527,2529,2531,2532,2535,2537,2539,3324,3326,30902533,2535,2539
SB Learning Check: CV32.LC I can solve problems using the constant velocity model.
draw a motion map for the object.
51
2"x-t graph (LC)2
172,177,180,2466,2468,2470,2472,2478,2480,2492,2492,2496,2498,2500,2504,3305,4847,4848
19
Worksheet 5: Multiple representations of motion
whiteboard worksheet 5
write a mathematical representation to describe the motion.
52
2"v-t graph (LC)3,4
165,168,169,173,5205
SB If necessary retry Learning Checks CV12, CV22 & CV 32
53
2"x-t graph find v (LC)5
2482,2576,3468,4064
20Review
SB quizzes for level 2: take CV32.UP & if necessary CV12UP / CV22UP
54
2"speed versus velocity (LC)697,98,99,108
SB If necessary retry Learning Checks CV12, CV22 & CV 32
Terms and Definitions:
55
2quiz
CV22.UP I can draw diagrams (Motion Map, x-t graph, and v-t graph) to represent constant velocity.
Motion Maps (UP)1
2513,2515,2517,2519,2521,2522,2523,2524,2526,2528,2530,2534,2536,2538,3089,3100,3101,3323,3325,3327,3334,3335,3336
21Review
End of Unit Assessment (Level 3 &4 for all learning targets)
Average Velocity = Slope of x-t graph
56
2"x-t graph (UP)2
170,171,176,179,233,2467,2469,2479,2481,2482,2493,2495,2497,2499,2501,2503,2505,3305,4063
x = change in position = x f - x i = displacement = area under v-t graph. Displacement is the
57
2"v-t graph (UP)3,4
163,164,166,167,174,175,234,918,2585
straight-line distance between the initial and final positions. Displacement is a vector; thus it conveys information about the direction of motion.
58
2"x-t graph find v (UP)5
2472,2567,3468,4066,5209
Path length = total distance traveled along a path to move from the starting position to the ending position.
59
2"speed versus velocity (UP)697,98,99,108
Average Speed = path length / change in time
60
3-4
None assigned in Socratic Brain
Scalar = A quantity that tells magnitude (how much); i.e., speed, time, mass, odometer reading.
61
Vector = A quantity that tells both magnitude and direction; i.e., velocity, displacement, force
62
Qualitative = Conceptually correct, but not numerically precise
63
dt = change in time
64
CV3 I can solve problems using the constant velocity model.
Dx = change in position
65
1
None assigned in Socratic Brain
Quantitative = Numerically Accurate
66
2
learning check
CV32.LC I can solve problems using the constant velocity model.
average v and s1,2
34,91,93,94,95,98,99,105,106,183,914,3636,3650,4041,4042,4044,4045,4046,4048,4049,4050
67
2"v-t graph find dx (LC)31145,1148,1150
68
2"2 objects4,5
92,96,107,184,186,913
69
2quiz
CV32.UP I can solve problems using the constant velocity model.
solving cvpm14849
70
3-4
None assigned in Socratic Brain
71
72
Unit 3: Uniform Acceleration (UA)
73
Position v time graphs
74
1. The slope of a position-time graph is the velocity. If the position-time graph is curved, the slope of a line tangent to the curve tells you the velocity at that time. The velocity at a given time is called the instantaneous velocity.
75
76
UA.3.C I can interpret/draw diagrams to represent the motion of an object moving with uniform acceleration.
77
Describe
PracticeQuiz
78
Motion Map
2815,2816
4331,4332,4333,4334,4335,4336,4337,4338,4339
Velocity v time graphs
79
x-t
2817,2818
2. In general, acceleration is the rate of change in velocity, which is the slope of a velocity-time graph. Mathematically, .
80
v-t
2819,2820
81
82
83
UA.4.A I can describe the motion of an object in words using and translating between motion maps, x vs. t graphs, v vs. t graphs, and a vs. t graphs.
3. For an object undergoing uniform acceleration the change in velocity is the same each second.
84
Describe
PracticeQuiz
85
Description
3378,3379,3380,3381,3382
4. The area under a velocity-time graph is the change in position (displacement) of the object. Mathematically, .
86
graph to describe
1356,1357,1358,1359,1360,1361,1362,1363,1364,1365,1366,1367,1368,1369,1370
87
graph to describe touigher
2605,2606,2607,2608,2609,2610,2588,2589,2590,2591,2592,2593,2594,2595,2596,2597
88
xt to vt
2576,2577,2578,2579,2580,2581,2582,2583,2584,2585,2586,2587
5. For an object undergoing uniform acceleration, the displacement can also be found by multiplying the average velocity by the time:
89
vt to xt
2598,2599,2600,2601,2602,2603,2604
90
91
UA.5.A I can solve problems involving uniform acceleration using the kinematic concepts and models.
92
a=v/t
149,150,151,152,154,156,158,160,161,235
Velocity relationship to position and acceleration
93
v^2 = vi^2+2ax
157
6. Linearization of a graph of v vs x leads to a fourth mathematical expression that is independent of time:
94
x=1/2at^2+vt
162
95
Motion Maps
96
7. The motion map for uniformly accelerated motion features dots whose successive spacing increases or decreases. Draw the dots for the location of the object at equally spaced time intervals, then add the velocity and acceleration vectors.
97
98
99
100
Loading...