**Wed Oct. 2, 2013**

Chemistry 1 – A class discussion took place on the meaning of slope and y-intercept of a graph. Both in general and specifically what those values tell us about the data we collected. As the discussion happened I wrote down some of the key ideas that were presented. Things like a slope compares the two variables or that it provides a ratio of comparison. By looking at all the groups data we agreed that the slopes of each groups graph was close enough to 1 that we could round it. We discussed how we could better write a slope value (1 cm^3 / 1 mL). Adding that understood 1 underneath and really help us “see” what the slope is telling us. In this particular case 1 cm^3 is equal to 1 mL. Seems like a simple idea that shouldn’t take 2 1/2 days to figure out, but I feel the value of interpreting linear graphs is something I don’t take for granted. Also, the fact 1 cm^3 = 1 mL is easily remembered by the students

Physics 1 – Students finalized their exact Robot graph match. After groups programmed an exact duplicate robot they were to draw their final graph (with exact time/position/speed/velocity labeled).

Chemistry 2 – Groups completed a 2nd trial of the Molar Concentration and Stoichiometry lab. They then began working on calculations that will allow them to determine the molarity of store bought vinegar.

### Like this:

Like Loading...

*Related*

## About bradwysocki

I teach high school Chemistry and Physics using Arizona State University's Modeling Method. The school I teach in is Bloomer HS in Northwest Wisconsin. I've been using the Modeling Method for 7 years now and have just recently begun using Standards Based Grading as a way to assess my students learning.