danaleeling

The graph at the top left was pre-existing from earlier in the week - this week the cleaning crew left the board untouched. As the only class using the white board, the notes were able to build up over the course of the week. This term more care was taken to include the tables for each graph. Starting with last week's constant linear motion, a time versus distance table and graph was produced for a velocity of two. The units were omitted today. The a time versus velocity table and graph was produced for the constant velocity of two (center top). On this graph the distance was shown to be the area under the velocity line. This was followed by a time versus velocity table and graph for a steadily rising velocity (center bottom). Then the distance was calculated as the area under the velocity line. Now, however, the shape under the line is a triangle, not a rectangle. The ½ now appears in the distance calculation from the area of a triangle: one half the base times the hei...

Heights were measured using seven 120 inch tape measures. The number of tape measures assisted given the class size. Slips of paper allowed students to write down their gender and height. Ratio level histograms were first laid out on the board, then the work was done on the Smartboard.  Google Sheets was then used to automatically generate a histogram.

At 8:00 only two students were present. A demonstration of the independence of mass and falling time was demonstrated using the above marbles and metal spheres.  The board set up by class end. The various accelerations of gravity permitted an explanation of the emergent truth of science. Science does not care what you choose to believe, you are free to believe anything you want. Science, however, is built on emergent truths, demonstrable facts, testable theories, falsifiable predictions.  The introduction was brief and direct.  McGievens times and drops, Moira steadies the meter sticks, Mor-Jacinta records data at the two meter mark Jaysleen holds the meter sticks while DeAnne times the falling ball Meraia times and drops from one meter while Alisha holds the meter stick The tape was painted over, so non-permanent whiteboard marker was used to denote 4 meters. Another removable mark at 5 m...

The RipStik run was measured in the morning using the reversed LRC measurements. Prior to use, the RipStik wheel bearing and swivel bearings were lubricated with WD-40. This may have contributed to the distances and speeds obtained later in the day. Off of the LRC the 12 meter mark becomes the 0 meter line. The 3 meter mark is visible in the above image. The RipStik is back at the 0 meter line. A trial run at 10:00 produced the gray data points. Turn around was just barely past 7.5 meters. Self timing interferes with obtaining the maximum possible speed. Zero meters was crossed at an estimated 2.54 m/s, far slower than the 2.80 m/s seen in the fall of 2025 and significantly below the 3.07 m/s of spring 2025. The gray circles are interval velocity calculations. The velocity has a negative slope.  In class timing was turned over to five students. The result was a higher speed run out that extended out to just past 10.5 meters. Timing was by Leona who captured ...

This term the healing plants lecture and the healing plants walk are set to run in the order set by the weather. In good weather the walk will be on Tuesday and the lecture on Thursday. The lecture is now centered around an expanded slide deck that includes both an ethnobotanical introduction to healing plants as well as a flora of common healing plants. That slide deck had previously only been a flora. This moves the lecture on why plants are medicinal and what distinguishes public from private healing knowledge into the lecture and unloads this from the Paies walk.   Shifting the ethnobotanical material to the lecture day hollowed out the field walk day. The walk will now focus on specific healing uses - a necessity as student healing plant knowledge is in free fall along with the local language. A multi-page list of some specific uses of some of the specific plants we will see - in the order we will see them - will be the new core to the field walk lecture.  ...

A plundering of the botanical cabinets revealed two different stashes of peat pots and soils, two more plastic trays, and various other plastic pots. There are now five different potting mixes on hand plus a sixth bag as yet unopened.  The student's favored the larger pots. The watering can is missing the sprinkling head and is overly large for the task at hand. A smaller pot would work well. A few drops of liquid plant food were added to the water. Beverly waters her peat pot. Jenry-Thor works on his seed pot. Amaryssa found that the potting soil was slow to wet. Mirabella on the right setting up her pot.  Some students did not have seeds to plants. There is solid stash of supplies remaining. 

Class started in A101 with a quick reminder of the linear graphs of last week. Students were then asked to predict the time versus distance graph for a RipStik run the starts from a speed of zero and then goes faster and faster. The predictions were almost all linear. The one correct forecast was highlighted post hoc. That correct prediction was mitigated by the inclusion on the same paper of two additional linear relationships.  A thirty meters run was preset ahead of class with marks at 0, 1.5, 3, 6, 9,...27, 30 meters. The LRC start remains optimal as no swizzling need be done for the first 1.5 meters. Then a slow swizzle is begun.  Perhaps the 27 meter should have been omitted, but the data worked out well enough.  With measurements already marked off ahead if class, the run was completed in a single trial. Acceleration was increasingly shaky out beyond 18 meters The dismount was cluns...