today in science, we got into two groups, (I was in group 2), and made two circles, an inner one and an outer one. Group 1 was in the middle first while group 2 was on TodaysMeet talking about the discussion.
Group 1 was talking about #11, #13 (and #14) of our Scientific Method Worksheet 2: Proportional Reasoning worksheet.
#11: Let y= a/(bx^2). In each case listed below, describe how y will change. Explain each response.
a. Double a, keeping b and x constant.
b. Double b, keeping a and x constant.
c. Double x, keeping a and b constant.
My question was basically how to answer this question. Apparently I was over thinking it because most of the people just plugged in numbers and write an explanation like y will increase. What I'm going to do next time, even though I got the same answers as group 1, is plug in multiple sets of numbers just to double or triple check my work.
# 13 and14 were directly and inversely proportions. The group brought up the differences between directly and inversely proportions and direct and inverse relationship, as did my group, and I thought I would look them up for anyone else out there who doesn't understand it either.
- directly proportional: a relationship where a # increases or decreases together with another # with the same ratio - toolingu.com
- inversely proportional: a relationship where a # either increases as another decreases or decreases while another increases - toolingu.com
- direct relationship: a relationship between 2 #s or variables where an increase or decrease in one # or variable causes the same change to occur in the 2nd -investorwords.com
- inverse relationship: a relationship between 2 #s or variables in which an increase in the value of one # or variable results in a decrease in the value of the other # variable or the other way around -investorwords.com
So my group, group 2, only about 3 people talked because #12 was so similar to #11. Those 3 people went insanely fast and only confused the rest of us, then they went back and explained them more. The girl sitting next to me, when the convo. was nearly done, she asked a question about #15 and we answered it but then she stopped discussing #15 and went back to #12 and restarted that subject and everyone was even more confused by that part so Mr. B stopped the circle.
Anyway, about the problem we talked about how everyone, to solve the problem, plugged in #s for the variables. We noticed that everyone used small and easy #s like 2 and 3. Trying to solve the problem the quickest and easiest way using a minimal amount of effort is human nature! 1s and 0s will mess up the data and decimals, and negatives aren't as easy to use. We had someone in the group plug in decimals and negative numbers and we still got the same result but it took a lot longer.
And finally, the moment you have all been waiting for..... the joke!!!!!!!!!
An ion meets his atom friend on the street and says he's lost an electron. "Are you sure?" asks the atom. The ion replies, "I'm positive."
Until Wednesday, (hopefully),
girlieblogger123
Love it! The highlighted portions really helped :)
ReplyDeleteLove the highlighting. Cool touch. My third hour had an interesting discussion on the preciseness of language used. I think we need to have a similar discussion. We are using terms like increasing and doubling to mean the same thing when they really are not. Doubling is a way more precise description. I don't know that those definitions help me much if I am coming from a viewpoint of confusion. For instance what is the difference between inversely proportional and an inverse relationship? The two definitions you found seem like they are saying the same thing to me. Agree or not?
ReplyDeleteI really like the highlighting! It helps keeps things organized, plus I love the bright colors!
ReplyDelete