Week 2 Lab


 *Note* I could not find my pictures from this lab:( But my group and I went to the bottom of the stairs in Lindquist north! So I have added the pressbook picture:)

  1. The big question addressed in the lab, and a description of what you did.

How do we make a race exciting between people who run at different speeds? In the lab this week we worked on ways that we could ensure that a race is exciting. After finding a place in Lindquist my group worked on ways we could make a race exciting. Initially we thought we would pick both methods of racing (long jumping and walking toe to toe) when we went against a group. Then, we realized we just needed to do one type of race, and figure out how many meters per second Claire was going. We then went head to head (or toe to toe?) with another group who was walking slowly. We took what our time was and their time was and decided who should go first, to make the race exciting. 

  1. A description of what you learned in Thursday's lecture.

We revisited our question of “How can we support play that is exciting but not dangerous, “how do we make a race exciting between people who run at different speeds,” was the question of the lab that we discussed earlier in the week. We talked about how our models included a race course, different moving speeds for racers, and race based on distance (not time). BUT, our race did not include the age of races, actual racing speed, and speeding up or slowing down (fatigue). Then, we turned to partners and discussed what DCI ideas we needed and how we used the cross cutting concepts. For SEPs included we- measure, planned, and modeled. The DCIs that we hit were measuring speed, and measuring motion. For CCCs we brought up the use of patterns. Then, we did a couple of practice questions relating to our lab. We discussed different ways of measuring speed, distance, and time. Then, we had the opportunity to represent patterns in motion, through either graphs or pictures. Graphs could be used in older elementary science learning, whereas pictures can be helpful to younger elementary science students.

  1. Answer questions about the weekly textbook reading:

    1. What did you learn?- Learned about how to describe and measure motion! In the pressbook, the definitions were given as well as the equations that can be helpful. 

    2. What was most helpful?- The equations given for speed, velocity, and acceleration.

    3. What do you need more information on?- This pressbook reading along with past knowledge from physics, I felt pretty confident! 

    4. What questions/concerns/comments do you have?- I’d like to know simpler terms for acceleration, or velocity!

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