3. What did I learn today?
• I should use labels and answer what is being ask in the
question.
• I learned to always be specific to what quantities you use
so that your reader knows what units you are talking about.
• You use the delta mark to show difference of values.
Also, Subtraction is Final Value – Initial Value = Answer.
• I know you need to know and understand all values in order
to answer a question
• You need to know what the terms being used in the
question mean in order to accurately answer what is being
asked.
• I also learned how to use delta and how to correctly
write/type it
• How to properly organize files in a directory or computer.
4. How did I learn it?
• I learned to answer the question specifically, use labels, understand
the question and how to accurately answer the question.
• This I learned by analyzing a paper in class.
• We analyzed the Pros and Cons of the answer.
• We realized that being specific is extremely important and using
correct values and definitions plays a major role in answer questions
in a science class.
• Showing us the parts done incorrectly, a standard for quality work
was set.
• We were given explanation of what you should do and what you
shouldn’t do when a question is asked through deep analysis of
answers of our classmates.
• I learned it by looking at our answers in 4.1 and how Eva described
clock reading and position in her data table.
• I learned what physical quantities and units are.
• By overlooking our mistakes on our group’s blog.
5. How did I use it in class?
• I analyzed my paper that I did and made sure I didn’t
make any mistakes and answer everything specifically
and accurately.
• I made sure all my units were correctly labeled and I
understood all the terms mentioned in the question and
overview.
• I can use physical quantities and units to find units for
items such as medicine or cooking items (Consumer
Foods class).
• I can find patterns in real life like Eva did while observing
the motion of the ball.
• I used the organization technique with two other
websites I made.
6. How can I use this outside of the
science classroom?
• When I am talking to someone over the phone, I
should be as descriptive as possible and make
sure I am explaining what I am saying.
• I make sure what I say is easy to understand
and is enough so everyone understands what I
am trying to tell them.
• Also, to allow people to understand my ideas
clearly and interpret what I am saying correctly.
• I can use the proper/better way to link and
organize files in any file directory and/or any
website (FTP SERVER/DNS)
8. What did I learn today?
• What line graphs are and their purpose.
• Independent and Dependent Axes
• Mass is independent and volume is dependent
• The trend line is different from a data line
because a trend line shows similarities in data
over time where a data line displays data.
• Degrees Celsius is an acceptable unit for
measuring temperature
• The five rule is used to determine the difference
between a physical quantity or a unit.
• Different parts of a line graph
9. How did I learn it?
• Studying the line graph given to us in class on
the worksheet.
• Deeply locking and understand the line graph
parts and details.
• The interactive learning course which Mr.
Thomas guided us through.
• The Guidelines given to us.
• The explanations that were presented to us in
class and the expectations were set for quality
work.
10. How did I use it in class?
• I can understand line graphs better now in
class.
• I can accurately make and organize line
graphs the correct way
• I can read and analyze data in a line graph
with great detail
• I can also see trends in data by creating a
line graph
11. How can I use this outside of the
science classroom?
• I will be able to read line graphs for various
types of data displayed in the form of a line
graph.
• I can look a stock graph or a diverse population
line graph.
• I can tell the difference between a trend line and
a data line.
• I can find similarities between data types and
displays.
• Almost always, I can use my knowledge to make
and determine the purpose of a line graph.
13. What did I learn today?
• How to use our understanding of line
graphs to make a line graph.
• Applying our knowledge from 3.2 and
recreate a similar experiment in 4.3.
• Line Graphs can show various data types.
14. How did I learn it?
• We performed a similar experiment in 4.3 as we
did in 3.2.
• We stacked three books on top of each other
and led a ramp down.
• We rolled a ball down the ramp and dropped a
sandbag at the position at which the ball was
every second.
• We recorded out data and measured the
distance traveled by the ball using a meter stick
where the sandbags were dropped every
second.
15. How did I use it in class?
• I used my data table to plot points on a line
graph.
• I used my previous knowledge of increments,
intervals, axes and trend lines to display my data
• Line Graphs can be used to show relationships
(Time vs Position) or patterns(2 cm/second)
• They show data (visually) in a way that you can
understand it with great detail and analyze it
better than a data table (a bunch of numbers)
16. How can I use it outside the
science classroom?
• If I experiment again, my data can be shown on
a line graph to be albe to identify trends, rise in
data, drop in data, or any other patterns.
• If I am given a line graph, I can find trends,
relationships, independent and dependant
variables.
• I can use line graphs to show (position vs time)
relativity or recurring trends and/or data.
• I can understand changes in stock markets or
my GPA using the graphs provided to me (rise,
drop or no change).
18. What did I learn today?
• I learned to use line graphs to determine
patterns and make inferences.
• I learned that if tick marks are not at equal
distance apart, your line graph could be
considered misleading and you will not be
able to find accurate patterns.
• I learned that you need to use a ruler to
make a line graph
19. How did I learn it?
• I made a graph in class and analyzed it
with the rubric and expectations.
• We analyzed group 1’s graph and realized
what we shouldn't do.
• We should not make our own intervals of
our data points as it messes up our graph.
• You need to overlook you graph and data
and see if they match.
20. How did I use it in class?
• I fixed our group’s graph putting a data table into
the graph.
• I used it on my homework to make an accurate
line graph with eqaully distances tick marks and
staright lines made with a ruler.
• I italicized the t and the x in the labels.
• I made sure my data table was in my graph at
the top right hand corner and it showed every
data point I plotted.
21. How can I use it outside the
science classroom?
• I can determine if a graph is misleading
when I see one.
• Be careful of advertisers who make their
graphs misleading to grab more attention.
• I will not make misleading graphs and will
be able to analyze them more effectively.
23. What did I learn today?
• I learned that make many types line graphs but
data points are always plotted in the same way.
• I also learned that if we can graph any type of
data on a line graph then we can determine
many different kinds of trends and patterns.
• A data line has to be accurate and identifiable so
readers can determine the proper patterns and
formations.
24. How did I learn it?
• We learned that we have to have arrows
on the dependable axis since the data is
variant and can be used in different
methods.
• Mr.Thomas showed us misrakes in our
group’s graph and we realized how much
change a inaccurate line can bring to
patterns.
25. How did I use it in class?
• I made my graphs data lines and points
accurate and identifiable so people can
use my data correctly.
• I corrected our group’s graph to make it
accurate and look better (visually)
26. How can I use it outside the
science classroom?
• I can determine patterns in a graph and
understand graphs better and more
efficiently.
• I learned to determine mistakes and avoid
them to understand a visual display of
data (line graph)
28. What did I learn today?
• I learned how a graph would look like depending
on it's distance traveled over time.
• I learned what displacement is used for.
• Direction, magnitude, and units 3 sections that
make a physical quantity
• I also learned what a path length is
• The unit we will usually always use for class is
meters
• the difference between a coordinate plane and a
line graph and what a bar graph is.
29. How did I learn it?
• I learned it by applying previous
knowledge to understand the topic that
was given to us beforehand.
30. How did I use it in class?
• I used meters to identify postions/distance.
• I used it so that I know to identify graphs
on a quiz or a worksheet.
• Direction, magnitude, and units can help
me label the graph and show changes in
position.
• I can use displacement when I am creating
a data table.
31. How can I use it outside the
science classroom?
• I can use my understanding of graphs to
improve them even more.
• I know the correct definitions of terms and
the difference between other graphs so I
can label everything correctly
without making a mistake.
• I know to analyze data using physical
quantities and its 3 parts.
33. What did I learn today?
• I learned to look at graphs without labels
and identify the data being shown.
• I learned to formulate our own labels
depending on what we understand about
the graph.
34. How did I learn it?
• Learning what to do in 4.5 and formulating
the labels and data in 4.5
35. How did I use it in class?
• I did 4.5 and identified the labels.
• I used my previous knowledge to identify
patterns and speed calculations
(meters/second)
• I can use a data line and make a graph
using my understanding.
36. How can I use it outside the
science classroom?
• I can construct a fully functional graph out
of a data line without labels.
• I can identify patterns without looking at
numerical values labeled in a graph.
• Idtify patterns faster and more efficently.
38. What did I learn today?
• We learned about the four basic types of models.
• Mental Models- Use words
• Mathematical Models- Use math
• Physical Models- Physical objects that explain the relationship
between things
• Computer Models- Uses many different mathematical models and
mental models
• We also learned that the Learning Cycle is Data Analysis Identify
Patterns Creating Models How Test Prediction.
• An object was move towards the origin and there are two origins
Time Origin and Position Origin.
• A data line can have an increasing or decreasing speed while
moving in a negative or positive direction.
• A graph can have many different visual representations for one data
set and can have different orientations to view the data.
39. How did I learn it?
• I learned it when we analyzed the graphs
in 5.2
• We tested our class model for 4.5 and
they were proved to be too general
40. How did I use it in class?
• I formulated a better explanation and
model for 5.2 and I made my model not
too general or too specific.
• I replicated a better understanding of the
idea of models and how there are many
types.
41. How can I use it outside the
science classroom?
• I can formulate a better understanding if
the object is moving towards the origin or
away from it in a negative or positive
direction.
• I can determine if an object is decreasing
speed or increasing speed based on my
new model (revised in 5.2)