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By: Pranay Gupta

11-15-11Quantitative

Data Analysis

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.

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.

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.

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)

11-16-11

Line Graphs

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

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.

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

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.

11-17-11Applying

Line Graphs


• 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.

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.


• 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)

• 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).

How can I use it outside the science classroom?

11-18-11Applying what

we learned about line graphs to

experiments


• 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

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.


• 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.

• 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.


11-21-11Applying what

we learned about line graphs to

experiments


• 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.

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.


• 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)

• 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)


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