![]() ![]() For those factors that have impact, describe howeach affects the acceleration.b.Cite the evidence that supports your claim.The data collected during lab, as well as known scientific knowledge or theories, can be used as evidence to justify your claim. Write a sentence or two as a general summary of what your group learned in terms of what factors impact, or do not impact, the acceleration of a system. Each describes the behavior of a system’s motion (acceleration) in terms of another variable (IV). Your group developed two mathematical models from experimental data. a.Summarize findings into a general conclusion. ![]() Answer the questions below in yourlab recordsto conclude today’s lab. Describes possible physicalmeanings for the constants in the experimental model.The model is written in terms of x and y, or a description of the relationship or possible physical meaning of the constants is missing.A significant amount of the requested information is missing.The purpose of this lab was to develop experimental mathematical models to describe the behavior (acceleration) of a system in a reallab setting. Writes mathematical modelin terms of the IV and DV includes a description about the relationship.2. Some graphs and/or labels with units are missing some error bars are missing or are incorrect.A significant number of graphs and/or error bars are missing.Experimental Mathematical Model(two by lab end)1. Describes how uncertainties were determined.Several uncertainty values or the description of how uncertainties were determined are missing.A significant number of uncertainty values or description is missing.Graph(s) with Error Bars(two by lab end)1.Graph(s) are included axes are labelled along with units.2.Error bars included on all graphs (indicate if too small to be seen). Gives uncertainty estimatesfor each type of measurement.2. Organizes all measurementsinto a table with labels andunits.Some measurements, tables, or units are missing.A significant amount or all data are missing.Estimation of Uncertainties 1. Includes a sketch or digital photo of the experimental set-up or apparatus essentialfeatures are included and labeled.Some features and/or labels are missing.Sketch or digital photo is missing.Check your lab records for completeness using the rubric below:Excellent (2)Limited (1)Missing (0)Data(two by lab end)1. Lists control variables along with actual valuesA couple of the parameters are missing.A significant number of parameters are missing or are included with too little detail to be useful.ExperimentalSet-up(two by lab end)1. Identifies independent anddependent variables3. Clearly states research question, hypothesis andprediction2. Experimental Design Template(two by lab end)1. Ĭheck your lab records for completeness using the rubric below:Excellent (4)Limited (1-3)Missing (0)Brainstorm FactorsComplete list of factors which may impact acceleration is included.List is limited.List is missing. The word “amphi” means “ of both kinds” and “bios” means “life”, whic. They are small in size than the frogs.Īnswer: They feed on bugs, spiders, slugs, larvae, small fishes and worms.Īnswer: The term “amphibian” mean that they are vertebrate animals and are coldblooded. Toads live on land and do not have teeth. ![]() Internal structures of animals, about the tissues and organs and also the nerves.Īnswer: Most of the frogs are aquatic and have teeth, they longer than toads whereas the What are some reasons you think we perform dissections in biology classes?Īnswer: I think we do the dissections in biology class so that we can learn about the May require a little research on your own.ġ. Visual dictionary and answer the following questions. In this lab you will watch a video frog dissection, read some information, use an interactive Biology, Part 2 – Unit 4 Lab Assignment / Frog Dissection ![]()
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