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Measurement and Graphing Activity - Contenido educativo
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NASA Connect segment involving students in an activity that uses concepts such as measurement, data collection, and graphing. The activity also studies the concepts of acceleration, position, and velocity.
Okay, let's review.
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We highlighted the math concepts of ratios, measurement, and graphing.
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Dr. Crouch applied the concept of ratios to help us define microgravity.
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And Dr. Olson explained the importance of measurement and graphing
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while conducting spacecraft fire safety research.
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Now it's your turn to apply these math concepts in your classroom.
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Check out this program's awesome hands-on activity.
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Hi, we're students at Northside Middle School here in Norfolk, Virginia.
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NASA Connect asked us to show you this program's hands-on activity.
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You can download a lesson guide and a list of materials from the NASA Connect website.
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Here are the main objectives.
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Students will apply techniques to determine measurements,
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use metric measurement,
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build mathematical knowledge through investigation and experimentation,
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collect, organize, and graph data for analysis,
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build an understanding of microgravity.
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Good morning, class.
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Today NASA has asked us to investigate how graphing techniques are helpful
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in understanding the concepts of position, velocity, and acceleration.
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Teachers will find a location for dropping pre-selected objects.
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A set of bleachers provides a good variation in height without using ladders.
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Mark the drop location in even increments, if possible.
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Eight to ten drop stations create a good graph that students can easily view.
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Measure each station in meters or inches and use the conversion
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one meter equals 3.281 feet.
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Organize students into groups of four.
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Once each group has selected a different ball to use for all their test drops,
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distribute the student materials.
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A student recorder writes down the height of each drop station on the data collection chart.
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A student timer records five drops at each drop station.
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Only the ball dropper should climb to the drop site,
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with the rest remaining at ground level.
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The student counter returns the ball to the dropper
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and begins the countdown again when everyone is ready.
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Average the times for each drop station and record on the data collection chart.
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Square the average times for each drop station and record on the data collection chart.
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Using height and average time data for each drop station,
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plot a distance versus time graph on Drop Data Chart 1.
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Using height and average squared time data for each drop station,
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plot a distance versus time squared graph on Drop Data Chart 2.
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The teacher will collect the drop data charts from each group
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and compare the data on Drop Data Chart 1 for each ball
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and discuss the shape the data points create.
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Next, overlay all Drop Data Chart 1 transparencies to compare the data simultaneously.
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In the next comparison, compare the data on Drop Data Chart 2 for each ball
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and discuss the shape the data points create.
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Again, overlay all Drop Data Chart 2 transparencies to compare the data simultaneously.
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It's time for questions.
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Based on your observations,
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predict what will happen to the acceleration if the object is dropped from a greater height.
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Christine.
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I don't think it will matter where you drop the ball from the bleachers.
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The acceleration will stay the same.
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Great answer.
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Mr. Coppola.
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Thank you.
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Did the shape or surface of the object dropped have any effect on the results?
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Explain.
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John.
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I don't think that it would have any effect on this experiment
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because we're using an object such as a ball,
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and the error resistance is negligible.
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But, on the other hand,
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if we were to use an object such as a piece of paper,
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it would float down and take longer to hit the ground.
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Teachers, if you would like help to perform the preceding lesson
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or any other NASA Connect lesson,
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simply enlist the help of an AIAA mentor,
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who will be glad to assist your class in these activities.
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- Valoración:
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- Idioma/s:
- Materias:
- Matemáticas
- Niveles educativos:
- ▼ Mostrar / ocultar niveles
- Nivel Intermedio
- Autor/es:
- NASA LaRC Office of Education
- Subido por:
- EducaMadrid
- Licencia:
- Reconocimiento - No comercial - Sin obra derivada
- Visualizaciones:
- 276
- Fecha:
- 28 de mayo de 2007 - 16:52
- Visibilidad:
- Público
- Enlace Relacionado:
- NASAs center for distance learning
- Duración:
- 03′ 48″
- Relación de aspecto:
- 4:3 Hasta 2009 fue el estándar utilizado en la televisión PAL; muchas pantallas de ordenador y televisores usan este estándar, erróneamente llamado cuadrado, cuando en la realidad es rectangular o wide.
- Resolución:
- 480x360 píxeles
- Tamaño:
- 22.92 MBytes
