5Cs


 * TEACHER NAME: Weisz SUBJECT/COURSE: Chemistry**
 * Week of: Sept 12 UNIT OF STUDY: Lab/Precision/Accuracy**

INDICATORS || CYSCCH.1.1.05 Differentiate between chemical and physical properties and changes. CYSCCH.1.1.06 Define and determine density and note how it may be used for identification purposes. CYSCCH.1.1.12 Compare and contrast accuracy and precision. || (3 per class block are recommended) || # TSW pick up a lab report and worksheet on their way into the class. Class Discussion || (Reading, Writing or math) (optional) || Writing/Chemistry Math- counting/evaluating/graphing || TECHNOLOGY (optional) || Lab Report Lab Materials || Administrative Use Below (teachers leave blank)
 * ESSENTIAL QUESTIONS, ELEMENTS OR
 * ACTIVITIES for ENGAGEMENT
 * 1) The students will flip the worksheet over to the blank back and draw three targets.
 * 2) The student will draw three dots in the first target at the outer edge close together. The student will draw three dots near the target in different areas. The student will draw three dots on the final target in the center of the target.
 * 3) TTW explain the differences between precision and accuracy and the students will add the explanations to their targets.
 * 4) TSW complete the front of the worksheet in regards to precision and accuracy in golf.
 * 5) TTW explain the purpose of the lab- define accuracy and precision.
 * 6) TSW go over the lab instructions and choose a partner.
 * 7) TSW conduct the lab by using marbles, targets, carbon paper, and paperclips.
 * 8) TSW construct a target with 2 targets and carbon paper in the middle, paper clipped together.
 * 9) TSW drop the marbles 50 times on to the target with the other partner catching the marble after one bounce.
 * 10) The partners switch roles and other partner drops the marble 50 times as the other catches it.
 * 11) TSW take the targets apart and view the dots left on their target for different types of data.
 * 12) TSW complete the lab report and graph their data. The graph will be a bar graph of the number of hits in each circle of the target.
 * 13) The class will then compare data. ||
 * ASSESSMENT of STUDENT LEARNING || Completed Report
 * ANCHOR FOCUS
 * MATERIALS/

Name ___ ** Lab Report for Target Experiment **

Pre- Lab Questions- What do you think will happen with dropping the marble on to the target?

Do you think it will land in the same place every time? Why or why not?

Define accuracy:

Define precision:

Materials: Procedure: 1.

2. 3.

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10. Data Recording:
 * Marble Drops on Target || Observations/Tallies ||
 * Number of marble-drops on Bull’s eye ||  ||
 * Number of marble-drops on circle 1 ||  ||
 * Number of marble-drops on circle 2 ||  ||
 * Number of marble-drops on circle 3 ||  ||
 * Number of marble-drops on circle 4 ||  ||
 * Number of marble-drops on the target but outside of the circles ||  ||

Results: (Just the Facts)

___

Graphing:

Create a bar graph with the data from above. You should have 6 bars, one for each category. Remember your X and Yaxis labels, title, and spacing of the numbers.

Post Lab

1. Were you precise? Why?

2. Were you accurate? Why?

3. Were you accurate and precise? Why?

4. If you were to design an experiment to achieve more hits in the center, what would you do?

Special Considerations In regards to this lesson, the students should not have any problems completing the hands on portion of the lab with different ability levels. The key to making sure all students are empowered to be successful. A teacher may need to read the lab to a group of students or the class. A student may need to be paired with another specific student to ensure success for both or the teacher may need to work more closely with some lab groups to keep them focused and on track. If a student is not familiar with golf, a teacher may suggest darts, or another game that includes precision and accuracy to help draw on prior knowledge. The gra phing may need to be set up for some students or well scaffolded for others. The key is to help the students, but not do too much for them. It is ok, if it is not perfect, because the lessons can be taught or re-taught for the next lab.

Graphic Organizer for 5Cs Lesson

The 5Cs Your Lesson Information


 * Compare || The students will be comparing their thoughts on the words precision and accuracy.

The students will use their prior knowledge of a target and the goal of achieving the center circle.

The students will compare precision and accuracy to golf. ||
 * Contrast || The students will be contrasting their definitions of precision and accuracy with the science lab setting.

The students will contrast the differences precision and accuracy and golf. ||
 * Conceptualize || The student will begin to conceptualize precision and accuracy with the definitions on their lab report. They are creating their own definitions.

They will conduct the lab with the marble and the target to see for themselves their own creation of precision and accuracy of the marble and the target. ||
 * Comprehend || The students will be explaining- just the facts from their lab and their new meaning of precision and accuracy.

The students will also be creating graphs of their data to explain their findings. ||
 * Combine || To combine the new information the class will evaluate each group's data and compare the different graphs in the classroom. The students will evaluate if there are any numbers that do not make sense and look for patterns. ||