Mr. Hooper's Class Homepage

First Test, Time taken

Thursday 8/24/23 45 minutes trying to get everybody logged in.

 

Friday, 8/25/23 8:30 to 10:10 and then 10:30 to 11:00 = 130 minutes

 

Monday 08/28/23 11:30 to 12:20 = 50 minutes, 180 minutes for test, 230 minutes total waste.

 

Wednesday 09/13/23 10:30 to 11:15 = 45 minutes

 

Thursday 09/14/23 10:30 to 12:00 = 90 minutes

 

Grand total: 540 minutes or 9 hours!!!!!!!!Wasted!!!!!

 

Second Test, Time taken

 

Monday 11/27/23 8:40 to 10:10 = 90 Minutes

 

Tuesday 11/28/23 8:45 to 10:10 = 85 Minutes

 

Wednesday 11/29/23 10:35 to 11:35 = 60 Minutes

 

New grand total: 775 minutes or 12.9 hours!!!!!!!!Wasted!!!!!

 

 

 

Problems:
One student got a problem of volume. Not a 4^th grade standard. This student also got a geometric figure with points at the vertices of angles. This  student was asked which angle was acute. The answers were listed as S , B, A, and so on. This is incorrect notation. 

One student got a horizontal equation with at least 10 terms of multiplication and addition with decimals. Not a 4^th grade standard.

 

One student got an article about poisonous snakes. There are only venomous and nonvenomous snakes.

 

Problems are worded cruelly. Instead of asking a straightforward question they twist it until it is unrecognizable.

 

One student got the following problem: 8*1+5*1/10+7*1/1000. We have not yet covered order of operations. Thousandths are not a 4^th grade standard. We have not covered fractions, much less multiplying fractions.

 

 

These are just a few examples among many egregious instances. This is educational malpractice. The "data" gleaned from this test is fatally flawed and cannot be used. Using data this bad is again, educational malpractice.

 

 

1. Create a folder on a flash drive  Done!
2. Open a file in MS Word    Done!
3. Save that file on the flash drive    Done!
4. Type name, copy, and paste    Done!
5. Change the size          Done!
6. Change the color          Done!
7. Change the font          Done!
8. Center font        Done!
9. Bold, Italics, and underline  Done!
10. Number  Done!
11. Bullet  Done!
12. Customize Bulleting and Numbering  Done!

1. Find pictures on the internet    Done!
2. Copy pictures to custom folder on flash drive Done!
3. Find information on the internet  Done!
4. Copy information to a MS Word document  Done!
5. Save that document on the flash drive  Done!

1. Create a slide with title, text, picture, and animation  Done!
2. Create additional slides  Done!
3. Order slides  Done!
4. Manage animations  Done!
5. Make a practice 3 slide presentation  Done!
6. Independently make a 5 slide animated PowerPoint presentation on a grade level topic Done!
7. Present PowerPoint to class as an oral report           Done!

1. Understand coordinate grid  Done!
2. Understand cell  Done!
3. Input data into cells Done!
4. Make a simple data set  Done!
5. Add formulas  Done!
6. Add charts  Done!
7. Make multiple sheet data sets  Done!
8. Link sheets to master amalgamator  Done!
9. Produce a multiple sheet, linked spreadsheet with world GDP data (as a group)  Done!
10. Produce a multiple sheet, linked spreadsheet with world population data (independently) Done!

Question: How does additional mass affect how far a car will travel?

Hypothesis: I think that the car will travel (farther/the same distance/a shorter distance) after adding mass to it. Students chose one of the choices in the parenthesis.

Materials: Green car, yellow car, blue car, red car, tape, 8 sections of track, 7 connectors, 2 science books, meter stick.

Procedures:

 

Data:

	Data
Green and Yellow	Trial 1	Trial 2	Trial 3	Trial 4	Trial 5
Group1	0	1.5	5.5	0	2
Group2	-2.03	-4	-1.06	-1.35	-2.53
Group3	1.7
Group4	-3.2	-1.2	2.5	-2.2	2.5
Group5	8	4	5	8	6.5
Average	0.8	0.07	2.9	1.11	2.11
			Grand	Average	1.43

	Data
Green Yellow Blue	Trial 1	Trial 2	Trial 3	Trial 4	Trial 5
Group1	0	1.4	1.3	0	1.1
Group2	-6.4	-3.3	-5.2	-4.15	-6.75
Group3
Group4	4.9	2.25	-1.59	2.7	6.1
Group5	4.5	5.25	5.25	4.1	4.5
Average	0.75	1.4	-0.06	0.66	1.23
			Grand	Average	0.79

 

	Data
Green Yellow Blue Red	Trial 1	Trial 2	Trial 3	Trial 4	Trial 5
Group1	6	0	15	9	16
Group2	-9.6	-7.71	-5.65	-2.27	-5
Group3
Group4	-5.8	6.4	-2.5	8.3	2.19
Group5	2.3	6.1	3.1	2.3	3
Average	-1.77	1.19	2.48	4.33	4.04
			Grand	Average	2.05

 

Analysis: Some groups' cars ended up before the benchmark (as we expected). This is indicated by the negative numbers in the chart. Other groups' cars ended up past the benchmark and in some cases both before and past. This might be a result of variances in the cars used. Some cars seem to run a lot more smoothly than others. Still, overall, the cars ended up past the benchmark. This contradicts Newton's Second Law of Motion.

 

Conclusion(s): We cannot make a definite conclusion because our data is too widely varied. Inconclusive is our conclusion!

 

Questions: What happens when a car runs into another car that is at rest? What happens when mass is added to the at-rest car?

 

Hypotheses: I think the at-rest car (will/will not) move when another car is run into it. I think the at-rest car will move (more/less) as we add mass to it. Students chose one of the choices in parentheses. 

 

Materials: Green car, yellow car, blue car, red car, pre-built 8 piece track, 3 dictionaries (student edition).

 

Procedures: 

Question: How high does an incline need to be for a car to make it through a loop?

 

Hypothesis: I think the incline will need to be (students chose a length between 51cm and 200cm) high for the car to make it through the loop. Note: We knew it had to be at least 51 cm because as a demonstration we tried 50 cm and the car did not make it through the loop.

 

Materials: 8 Piece pre-made track, 3 pieces of track for the loop, 2 connectors for the loop, 1 loop stand, 4 additional pieces of track to lengthen it before the loop, 4 additional connectors, a meter stick, and 1 green car.

 

A) Construct the loop and the additional track.

Notes:

Centripetal Force is the tendency for an object to be drawn towards the center of a circle when traveling on the circumference of that circle. As force is added to the traveling object, the centripetal force is increased.

 

Centrifugal Force is only an apparent force that is simply the equal and opposite reaction of centripetal force. It appears that an object is drawn to the outside of a circle because of the centripetal force.

 

Conclusion:

The incline needs to be at least 98cm, and at most 140cm high for a car to make it through the loop. We decided that the out lying data (140cm) was due to the car not functioning as well as the others.

Question: What happens when mass is added to the car when it is sent through the loop?

Hypothesis: I think the car with extra mass (will/will not) make it through the loop. 

Materials: Pre-built loop track, 1 green car, 1 black car, and tape

Procedures:

1. Place the track at the point where the green car made it through the loop.

2. Run the green car to make sure it makes it through the loop. 

3. Adjust the height of the incline if necessary so that the green cam makes it through the loop.

4. Tape the black car to the green car.

5. Run the two cars down the incline.

6. Note the result.

7. Run 5 trials.

 

Data:

Group 1	Did the car make it through the loop?	Group 2	Did the car make it through the loop?	Group 3	Did the car make it through the loop?
Trial	Yes/No	Trial	Yes/No	Trial	Yes/No
1	No	1	No	1	No
2	No	2	No	2	No
3	No	3	No	3	No
4	No	4	No	4	No
5	No	5	No	5	No
Group 4	Did the car make it through the loop?	Group 5	Did the car make it through the loop?
Trial	Yes/No	Trial	Yes/No
1	No	1	No
2	No	2	No
3	No	3	No
4	No	4	No
5	No	5	No

 

Conclusion: No set of black and green cars made it through the loop in any of our trials. This conclusively proves Newton's second law of motion.

Siphon Experiment Number 1

 

Question: How long does it take to drain 2 liters of water from an ice cream tub?

 

Hypothesis: I think it will take (students inserted their hypotheses here) to drain the tub. Note: Students based their hypotheses on our practice sessions.

 

Materials: Two identical ice cream tubs, a drain tube (¼” inside diameter), 2 liters of water, 15 drops of food color (so the water in the primed tube is visible), a stopwatch, a chair, and a table.

 

Procedures:

 

1. Fill 1 tub with 2 liters of water.

2. Add 15 drops of food color.

3. Place the full tub on a chair which is on a table.

4. Place the empty tub on the table near the chair.

5. Prime the tube by submerging it in the colored water. Be sure the tube is completely full.

6. Place your thumb over one end of the tube.

7. One person holds the other end of the tube in the water.

8. On the signal, release your thumb and allow the water to run into the empty tub.

9. Make sure the draining end stays as low as possible.

10. Make sure the other end stays in the water. Tip the bin to make sure all the water gets drained out.

11. Another team member should watch the timer.

12. When all the water has drained announce it to the time watcher.

13. The time watcher will note the exact time.

14. Repeat this experiment 5 times.

 

 

 

 

 

Group Number	Trial 1 in seconds	Trial 2 in seconds	Trial 3 in seconds	Trial 4 in seconds	Trial 5 in seconds
1	355	143	139	128	134
2	163	195	146	142	137
3	135	132	148	120	119
4	144	158	135	194	144
5	170	155	186	151	221
Average	193	157	151	147	151	223
			Grand	Average	160	3 minutes 43 seconds
					2 minutes 40 seconds

 

It took 3 minutes and 43 seconds on average to drain the tub with the short tube. It took 2 minutes and 21 seconds on average to drain the tub using the long tube.

Conclusion:

It took 1 minute and 22 seconds longer for the short tube to drain the tub. A long tube works better.