Quiz #2-Part 2: Ball on Floor and Proportional Pattern

Last updated over 5 years ago

11 questions

Note from the author:

1

2

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Quiz #2-Part 2: Ball on Floor and Proportional Pattern

Last updated over 5 years ago

11 questions

Note from the author:

Patterns Physics-Proportional-Linear Pattern

This is our second quiz of the year and it will cover the science inquiry process we used to make a data-based prediction for how far the bowling ball rolled in 6.0 seconds. There are two parts, 

Part 1:  a data collection part in Desmos and 
Part 2: a multiple choice and essay part in GoFormative. 

There is a time limit on this quiz, which is due at the end of the class period, but it will likely take you much less time. I will score what you have completed at the end of the period. If you do not finish, we will make arrangements to finish next week- likely during Applied Learning time.

Take a deep breadth, take your time to read each question, and pick the best answer- or write what you think. When done, I will have you work in teams on a new problem- determining whether the cat is walking up or down the stairs...this will definately exercise your cognitive muscles. 

I wish you the best!
Mr. Scannell

1

2

Thinking about our class definition of science:

Science is… through collaboration, finding and using patterns in nature to predict the future, make data-informed decisions in the present, and understand the past.

How well did the Ball on the Floor Experiment match our definition of science? How do you think we could apply this in learning about other things in our world? Provide at least 2 pieces of evidence for each of these questions to receive full credit (2 pts = 9 or 10 on scoring guide; 1 pt=7 on scoring guide).

Congratulations for finishing part 2 of the quiz. The next step is to have some fun trying to figure out what is going on in a photo. Is that cat going up or down the stairs?  Return to Google Classroom and open Cat-Picture: DL Desmos-Introduction to Claim Evidence Reasoning    Have fun.

Patterns Physics-Proportional-Linear Pattern

This is our second quiz of the year and it will cover the science inquiry process we used to make a data-based prediction for how far the bowling ball rolled in 6.0 seconds. There are two parts, 

Part 1:  a data collection part in Desmos and 
Part 2: a multiple choice and essay part in GoFormative. 

There is a time limit on this quiz, which is due at the end of the class period, but it will likely take you much less time. I will score what you have completed at the end of the period. If you do not finish, we will make arrangements to finish next week- likely during Applied Learning time.

Take a deep breadth, take your time to read each question, and pick the best answer- or write what you think. When done, I will have you work in teams on a new problem- determining whether the cat is walking up or down the stairs...this will definately exercise your cognitive muscles. 

I wish you the best!
Mr. Scannell

On the graph below, what is the variable on the X-axis?

Speed

Distance

Time

None of these

Which of the following is a data point on the red line?

(1.0 sec, 2.5 m)

(3.0 sec, 5.0 m)

(1.5 sec, 2.5 m)

(3.0 m, 1.35 sec)

The graph above shows data for two bowling balls that were rolling along a flat floor. Which line has the larger A-value

The blue line

The red line

neither

The A-value for the ball the moves slower is ...

0.8

0.37

neither

The A-value for the ball the moves faster is ...

0.8

0.37

neither

One significant differences for the two lines on the graph is,

they both go through (0,0)

the are both straight lines

they both have a positive slope (they both go up to the right)

The both have different A-values, but the A-value for each graph is constant (not changing).

When looking at a graph, the bigger the A-value,

the less steep the graph

the steeper the graph

the graph doesn't change.

In the real world, the A-value represents

the location of the ball 

the mass of the ball

the diameter of the ball

the speed of the ball, i.e., the bigger the A value, the faster the ball.

In the graph world, the A-value represents

the color of the line

the length of the line

how steep the line is

how much the line curves

In the mathematical model (aka - the math equation), the A-value represents

it is the number in the equation (coefficient)

it is the letter x or y

it is the name of the variable

none of these

Thinking about our class definition of science:

Science is… through collaboration, finding and using patterns in nature to predict the future, make data-informed decisions in the present, and understand the past.

How well did the Ball on the Floor Experiment match our definition of science? How do you think we could apply this in learning about other things in our world? Provide at least 2 pieces of evidence for each of these questions to receive full credit (2 pts = 9 or 10 on scoring guide; 1 pt=7 on scoring guide).

Congratulations for finishing part 2 of the quiz. The next step is to have some fun trying to figure out what is going on in a photo. Is that cat going up or down the stairs?  Return to Google Classroom and open Cat-Picture: DL Desmos-Introduction to Claim Evidence Reasoning    Have fun.

On the graph below, what is the variable on the X-axis?

Speed

Distance

Time

None of these

Which of the following is a data point on the red line?

(1.0 sec, 2.5 m)

(3.0 sec, 5.0 m)

(1.5 sec, 2.5 m)

(3.0 m, 1.35 sec)

The graph above shows data for two bowling balls that were rolling along a flat floor.  Which line has the larger A-value

The blue line

The red line

neither

The A-value for the ball the moves slower is ...

0.8

0.37

neither

The A-value for the ball the moves faster is ...

0.8

0.37

neither

One significant differences for the two lines on the graph is,

they both go through (0,0)

the are both straight lines

they both have a positive slope (they both go up to the right)

The both have different A-values, but the A-value for each graph is constant (not changing).

When looking at a graph, the bigger the A-value, 

the less steep the graph

the steeper the graph

the graph doesn't change.

In the real world, the A-value represents

the location of the ball 

the mass of the ball

the diameter of the ball

the speed of the ball, i.e., the bigger the A value, the faster the ball.

In the graph world, the A-value represents

the color of the line

the length of the line

how steep the line is

how much the line curves

In the mathematical model (aka - the math equation), the A-value represents

it is the number in the equation (coefficient)

it is the letter x or y

it is the name of the variable

none of these