In [31]:
test = False
f= open('/Users/markbetnel/Downloads/week9quiz.tsv','rU')
import report as r
data = f.readlines()
for line in data[2:]:
info = line.strip().split('\t')
email = info[1]
answer = info[2]
comment = info[4]
scores = info[4:7]
output = email + '\n\n'
output += '1. Your answer: ' + answer[0] + '\t\tCorrect answer: C, B, A\n\n'
if answer[0] == 'C, B, A':
r1 = '4'
else:
r1 = '1'
output += '2. Your answer: ' + answer[1] + '\n\n'
output += 'Comment: ' + comment +'\n\n'
output += 'Scores: \n\n'
output += 'Skill: R1 (Reading information from a graph)\t' + r1 + '\n'
output += 'Skill: R2 (Recognize an important result)\t' + scores[0] + '\n'
output += 'Skill: R3 (Communicate the evidence that supports a result)\t' + scores[1] + '\n'
output += '\n\n----------------------------'
#r.send(output, email = email, test=test, subject="LabScience: W Week 7 Quiz")
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: nicholasorr@seattleacademy.org
nicholasorr@seattleacademy.org
1. Your answer: A, B, C Correct answer: C, B, A
2. Your answer: We learned about particle bonding. I learned that at cold temperatures particles are less likely to bond and at warmer temperatures particles are more likely to bond
Comment: This is not quite true -- we found that a collision is less likely to lead to a reaction (which is the formation *or breaking* of a bond) if the temperature is low
Scores:
Skill: R1 (Reading information from a graph) 1
Skill: R2 (Recognize an important result) 3
Skill: R3 (Communicate the evidence that supports a result) 2
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: madysendillman@seattleacademy.org
madysendillman@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: I think the most important thing we learned this week was that after equilibrium is reached everything is random, I think this is important because if we didn't know this then we would think the fluctuation that occurs afterwards is meaningful and un-random.
Comment: Good -- suppose I were to ask you to predict what will happen a long time after the reaction has started. What do you think you would have predicted wrongly if you hadn't known about equilibrium?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: avimagaram@seattleacademy.org
avimagaram@seattleacademy.org
1. Your answer: B, A, C Correct answer: C, B, A
2. Your answer: I think the most important thing we learned was what reactants and products were. Reactants are the parts that make up the final product, which consists of more than one reactant. I learned this because Mark told me what they both were.
Comment: This is true, but is this really the most important thing? Vocabulary (like this) is the kind of thing that a teacher just tells you, but the important things are the ones that you have to prove or justify yourself.
Scores:
Skill: R1 (Reading information from a graph) 1
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 2
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: madisondillard@seattleacademy.org
madisondillard@seattleacademy.org
1. Your answer: B, C, A Correct answer: C, B, A
2. Your answer: This week we learned that the reactions of particles can change not only depending on the number of the molecules, but as well as the temperature. We learned that things react differently depending on more than one basic thing.
Comment: In what way do the reactions change depending on the number of molecules? What did you see, specifically, that leads you to this conclusion? -- This is very vague.
Scores:
Skill: R1 (Reading information from a graph) 1
Skill: R2 (Recognize an important result) 2
Skill: R3 (Communicate the evidence that supports a result) 2
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: nolanparks@seattleacademy.org
nolanparks@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: We learned about particles and how they react under certain circumstances. Like when the temperature is changed or the amount of particles/reactants. Equilibrium was also important in this weeks lessons. Equilibrium occurs when all the reacts are balanced together.
Comment: In what way do the reactions change depending on the number of molecules? What did you see, specifically, that leads you to this conclusion? -- This is very vague.
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 2
Skill: R3 (Communicate the evidence that supports a result) 2
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: benjaminfriedman@seattleacademy.org
benjaminfriedman@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: The faster the particles are moving, the more reactions occur. The particles need to be moving at a certain speed or above that speed in order to create a reaction. I learned this from the simulation graphs like the one drawn above. If the particles are above the potential energy curve, then they have a chance to be able to react. The faster the particles are moving aka the more total energy there is, the larger the range of total products that the simulation gets. This is because the reactions are occurring more commonly and also happening faster.
Comment: NIce -- why do you think the molecules need to be above a certain speed in order for a collision to lead to a reaction?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: genevievegoodman@seattleacademy.org
genevievegoodman@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: The most important thing we learned this week was that the simulation was completely random and it is completely random when all the products of the reactants will be equal to each other. However, there are some things that can quicken this occurrence. By raising the temperature, the particles produce products faster because they are moving faster and bumping into each other thus creating products faster. Also, you can add more particles. By doing this there is less room for the particles to move around in and they will react sooner. That being said, it is random when, where, and how the particles hit each other so it is impossible to know when all the products will be equal.
Comment: *Completely* random? Really? If you can control the temperature in a way that allows you to predict that the reaction will slow down or speed up, then I would say it is definitely not *completely* random.
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 3
Skill: R3 (Communicate the evidence that supports a result) 4
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: camilleleblond@seattleacademy.org
camilleleblond@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: The most important thing I learned this week was how different molecules react in chemical reactions. By looking at the simulation and making the graph of the coin flip today, it helped clarify how the molecules need to hit in just the right way to react and that the molecules have an initial trend when you begin the experiment but then the pattern of what time vs. how many of each molecules there are begins to fluctuate. Also helpful was learning that the reactant molecules don't ever go away entirely and that the molecules need to be in just the right conditions to create product molecules.
Comment: Nice -- which is the *most* important?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: brynnewicklund@seattleacademy.org
brynnewicklund@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: I think that the most important thing we learned this week was that the maximum amount of products possible is the sum of the initial products put into the box added to the amount of reactants (which ever reactant there is less of). This is because there is only as certain amount of particles that create reactions together. Also we learned that the particles reactions increase with heat, because they were moving faster therefore giving more opportunities to cause a reaction. The temperature also effects the total average energy line and causes it to move up, which involved more of the potential energy curve which proves that the amount of reactions increases with the temperature.
Comment: Nice, particularly your observation about the number of products being tied to whichever of the reactants was lower. Which of these observations is the *most* important?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: emmaconklin@seattleacademy.org
emmaconklin@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: The most important thing we learned this week in my opinions was that the lines in the graph simulation mirror each other. The two lines mirror each other and then reach equilibrium. Sometimes the lines meet when the particles meet equilibrium, and so the lines first touching is an easy way to tell. After the particles reach equilibrium the graph stops following a pattern. It still fluctuates a little but it is completely random.
Comment: If the lines mirroring each other is the most important thing, can you say a little about what the lines mean? Or about what it means that they mirror each other?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 3
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: greywatson@seattleacademy.org
greywatson@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: The most important thing we learned this week was about molecule reactions. We learned that when molecules react the lines of their graphs go down until they reach an equilibrium. We also learned that when heat is added to a reaction it speeds up the reaction. So if you put fire underneath the alcaseltzer reaction it would go much faster but if you made the water colder it would go slower. Also we learned about collisions and how not every collision leads to a reaction, molecules have to hit each other a certain way to react with each other.
Comment: If the lines of the graphs is the most important thing, can you say a little about what the lines mean? Also, you only need one *most* important thing.
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 3
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: francesfleming@seattleacademy.org
francesfleming@seattleacademy.org
1. Your answer: B, C, A Correct answer: C, B, A
2. Your answer: I learned that if there are less reactants in a simulation, then it will reach equilibrium faster because there are no more reactants to make any more products. I know this because when we conducted the simulation we recorded the amount of molecules A and AB's were made and when there were less of each, the equilibrium was reached faster.
Comment: Nice! Good observation and justification. Could you say a little about why this is important?
Scores:
Skill: R1 (Reading information from a graph) 1
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: oliviaflora@seattleacademy.org
oliviaflora@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: The most important thing we learned this week was how molecules react in different chemical reactions. We also learned what things affect chemical reactions, such as the starting temperature of the molecule which affects the speed. We also learned that you only need one type of each reactant to be affected by a collision. All of these things that we learned helped us understand how molecules work and what causes chemical reactions.
Comment: These things are true, but really vague. How did molecules react in different reactions? What things affect reactions?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 2
Skill: R3 (Communicate the evidence that supports a result) 2
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: jordanfeinstein@seattleacademy.org
jordanfeinstein@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: The most important concept I learned this week was equallbriums and reactions. Equal libreamun is the constant rates For example when you turn the heat up in your house from 65-71 it first raises above to like 72 then it starts to fluctuate from 70, 71, 69 these numbers are the equal equal libraem. We also did alot of activities with the simulation changing certain variables to try to find certain reactions. We saw reactions from molecules combing and discombing. This was based off the temperature and the amount of particles.
Comment: Why is equilibrium an important concept? What did it tell you about what would happen under different reaction conditions?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 3
Skill: R3 (Communicate the evidence that supports a result) 4
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: sarahgoh@seattleacademy.org
sarahgoh@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: The most important we learned this week was what would effect the outcome of the particles. How temperature and the adding of more particles would effect the outcome. The proportions have to be equal if the particles want to come to equilibrium faster. Overall what would happen to the particles outcome if we started differently or added more things to it. We used the simulation of reactants and rates to figure this out and tried the experiment on the simulation to take data ourselves. Allowing us to record information and examine how these outcomes happen.
Comment: Your central claim, that the proportions of reactants have to be equal to get the fastest equilibrium time, is really interesting -- make sure that a central claim like that stands out, and that you provide evidence to support that central claim clearly. Much of your answer is really vague.
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 2
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: williamowen@seattleacademy.org
williamowen@seattleacademy.org
1. Your answer: B, C, A Correct answer: C, B, A
2. Your answer: We learned that the average energy does not have to be higher than the potential energy for reactions to occur. Because it is the average energy, some particles will be traveling faster and some will be traveling slower. The few that are traveling faster will react when they collide.
Comment: Nice -- good observation and justification for why it ought to be true.
Scores:
Skill: R1 (Reading information from a graph) 1
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: aidanfong@seattleacademy.org
aidanfong@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: We learned about the concept of equilibrium. Equilibrium is the tendency of events (for example a coin flip) balances out. For coin flips, it should be around a fifty fifty chance of landing on each side. In the simulation with the skater, when the skater went back and forth in a little valley, equilibrium was reached. The skater moved the same amount of distance, crossing the equilibrium point each time. The point was at the bottom of the valley, in the middle.
Comment: This is good -- but why is equilibrium an important concept? What phenomena does the concept allow you to explain that wouldn't make sense without the concept?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: allegralong@seattleacademy.org
allegralong@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: The most important thing we learned this week that was in order for there to be a reaction, the total average energy MUST be larger than the highest peak of the potential energy (on a graph). After this, there will be reactions, molecules connecting to each other to form another thing together, and the more reactions there are, the less amount of time the energy takes to reach equilibrium.
Comment: This is not quite true -- we actually found that a reaction can occur perfectly well even when the total average energy is below the potential energy curve, but it does occur faster if the total average energy is above the potential energy. Why do you think that is?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 2
Skill: R3 (Communicate the evidence that supports a result) 3
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: robertwinton@seattleacademy.org
robertwinton@seattleacademy.org
1. Your answer: A, B, C Correct answer: C, B, A
2. Your answer: We learned what the equilibrium is. Mark told us what the equilibrium is multiple times and we wrote it down in our notes. Equilibrium-the center point which an object revolves around. We also learned that the more AB and C particles, the faster particles reach the equilibrium. Temperature affects the particle reactions; the greater the temperature, the faster and more frequent the reactions.
Comment: Which of these is the most important? "Mark told us" is not a good justification for anything ....
Scores:
Skill: R1 (Reading information from a graph) 1
Skill: R2 (Recognize an important result) 3
Skill: R3 (Communicate the evidence that supports a result) 2
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: meganvaldez@seattleacademy.org
meganvaldez@seattleacademy.org
1. Your answer: B, C, A Correct answer: C, B, A
2. Your answer: This week one of the most imprtant things learned was that the enrgy goes somewhere else. The energy goes to another particle, which shows that the energy doesnt always go into the same thing. After the enrgy is produced the new particle it goes into it produces the new energy.
Comment: I don't quite understand what you mean here -- what energy is there, and where does it go? How do you know that it is being transferred?
Scores:
Skill: R1 (Reading information from a graph) 1
Skill: R2 (Recognize an important result) 2
Skill: R3 (Communicate the evidence that supports a result) 2
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: naomimotulsky@seattleacademy.org
naomimotulsky@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: That when you increase the temperature the molecules hit each other faster and more often so chemical reactions occur. when we put in a specified number of molecules as we increased the temperature i would take less and less time (most of the time) for a reaction to occur.
Comment: Nice -- can you explain why increasing the temperature didn't *always* lead to a faster reaction?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: emmalam@seattleacademy.org
emmalam@seattleacademy.org
1. Your answer: B, A, C Correct answer: C, B, A
2. Your answer: The most important thing I learned this week was about equilibriums. The equilibrium is where all forces are equal and there is no trend. For example, one simulation showed the skateboarder on a flat surface: when he pushes the ground and moves and eventually comes to a stop, the equilibrium is when he stops moving. When the skateboarder is in front of the curve and gets enough energy (by us pushing him) to go down the slope, when he moves back and forth enough times and looses speed to the point of not moving, that is the equilibrium.
Comment: Good -- what phenomena can you explain about reactions using the equilibrium concept, that wouldn't make sense if you didn't know about equilibrium?
Scores:
Skill: R1 (Reading information from a graph) 1
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: nashqueary@seattleacademy.org
nashqueary@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: I think that the most important thing was that even if the space is hot enough for the reaction to happen, not every molecule reacts every time it has a collision. thats why the amount of time it takes to reach equilibrium can be any where from a couple seconds to a few minutes. so the data that you gather can look false even though the data is true.
Comment: Very interesting observation -- can you explain why not every collision leads to a reaction? Also, I'm not sure I understand your last sentence -- data is always "true", you measured it after all, right? The difficulty is interpreting what it means.
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: jackfoy@seattleacademy.org
jackfoy@seattleacademy.org
1. Your answer: B, A, C Correct answer: C, B, A
2. Your answer: The most important thing we learned this week was about equilibrium. The equilibrium is when an object or particle has no trend and has no energy acting upon it. In our simulations the equilibrium was when the different reactants are equal with no collisions.
Comment: What phenomena about reactions can you explain using the equilibrium concept, that wouldn't make sense if you didn't know about equilibrium?
Scores:
Skill: R1 (Reading information from a graph) 1
Skill: R2 (Recognize an important result) 3
Skill: R3 (Communicate the evidence that supports a result) 3
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: coramcneil@seattleacademy.org
coramcneil@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: We learned that equilibrium is reached when the molecules are closest to the same amount. Or when the skater is continually going back and forth on the half pipe in the same way and time. When the amounts of things are the same, like forces, or the amount of molecules, equilibrium is reached.
Comment: Good -- can you explain what phenomena about reactions can you explain using the equilibrium concept, that wouldn't make sense if you didn't know about equilibrium?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 3
Skill: R3 (Communicate the evidence that supports a result) 3
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: joshuagreenstein@seattleacademy.org
joshuagreenstein@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: that the total energy of a molecule must be higher than the potential energy in order for the molecules to transfer. I know this is true because in the simulation, it took a long time to reach equilibrium when the temperature was low. the reason for this is because it took much longer for an molecule to exceed the potential energy, and at the same time collide with another molecule. we know this is the case because as the temperature went up, the speed of the molecules went up, allowing for more molecules to go above the potential energy curve, and make contact with another molecule. this got to equilibrium faster. I also learned that if you do not know what something is, don't punch it.
Comment: Nice -- which of these two observations do you think is the most important? :)
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: sarahgustafson@seattleacademy.org
sarahgustafson@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: I think that the most important thing that we learned this week was equilibrium. I thought that this was important because equilibrium was the center point which an object moves around, and we found that when there was the same number of a and b particles in the container that the two lines would cross each other and from that point they basically had equilibrium. I think that this is important because it can be relevant in real life situations, like when you are skateboarding or skiing in a half-pipe. We also found that if the chamber was heated up that the particles would reach equilibrium faster.
Comment: Good -- what phenomena about reactions can you explain using the equilibrium concept, that wouldn't make sense if you didn't know about equilibrium?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 3
Skill: R3 (Communicate the evidence that supports a result) 4
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: augustbartlett@seattleacademy.org
augustbartlett@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: Equilibrium was the most important thing I learned about this week. We started learning about with the graph from the simulation. When the lines on the graph (representing the products and reactants) stopped trending in any particular direction they kept changing but they were changing around a sort of central line. They had reached equilibrium. Equilibrium is a state of mind and a state of being that they had got to. When Mark skateboards on a halfpipe and there is no friction he will have reached equilibrium because he is going up and down around the center point at the bottom of the halfpipe.
Comment: Nice -- what phenomena about reactions can you explain using the equilibrium concept, that wouldn't make sense if you didn't know about equilibrium?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 3
Skill: R3 (Communicate the evidence that supports a result) 4
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: lilianaarnold@seattleacademy.org
lilianaarnold@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: I think the most important thing we learned this week was the idea of equilibrium. Not only is it relevant to what we are learning (the equilibrium that is reached when the only reactions happening are fluctuations back and forth), its also important in other scenarios. Equilibrium is that state of being that is reached when something (reactions, movement etc.) no longer has a trend, when it is no longer going somewhere. There can still be movement but it must revolve around a center point and return to it frequently. Equilibrium is seen in all kinds of situations, such as a skater on a curved ramp, or in the reactions between to chemicals.
Comment: Nice -- what phenomena about reactions can you explain using the equilibrium concept, that wouldn't make sense if you didn't know about equilibrium?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 3
Skill: R3 (Communicate the evidence that supports a result) 4
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: jaidharosenblatt@seattleacademy.org
jaidharosenblatt@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: I think that the most important thing that we learned about this week was the idea of equilibrium. This is important because it plays a role in everyday life and in Science. We learned that equilibrium is NOT when the forces don’t fluctuate but when they balance each other out eventually. An example that Mark used to prove this was flipping a coin. He flipped a coin and every time he got heads he stepped forward and when he got tails stepped backwards. He eventually hit the wall going forward symbolizing that data fluctuates. However, eventually, if he flipped the coin enough, he would end up near where he started because the two would balance each other out. This was the best explanation he gave because it showed it in real terms.
Comment: Nice -- what phenomena about reactions can you explain using the equilibrium concept, that wouldn't make sense if you didn't know about equilibrium?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 3
Skill: R3 (Communicate the evidence that supports a result) 4
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: marymurray@seattleacademy.org
marymurray@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: I think that the most important thing we learned this week was how the reactions between different molecules can create an equilibrium between them. Equilibrium is the rate at which all objects have the same trend, for example if someone is on a skateboard, the equilibrium of that is when the person and the skateboard are stopped. This is what we were doing with the lab and using different connections of molecules to try and find how long it took, at different temperatures, for them to reach the equilibrium. We found that it took a shorter amount of time for the molecules to reach equilibrium when the temperature was higher.
Comment: Nice -- what phenomena about reactions can you explain using the equilibrium concept, that wouldn't make sense if you didn't know about equilibrium?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 3
Skill: R3 (Communicate the evidence that supports a result) 4
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: marcogarcia-duarte@seattleacademy.org
marcogarcia-duarte@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: We learned about equilibrium, what iit does, and what it affects. equilibrium is the parcal "randomness" in nature. An example of this is when Mark fliped the coin. He would haves some ups and downs but in general should and would stay in the same place. This also happened in our tests. some reactions would happen fastrer than others because they would randomly hit in diffenet places.
Comment: How does the equilibrium concept help you understand what is going on in the reactions?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 3
Skill: R3 (Communicate the evidence that supports a result) 4
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: margueritedevinemraz@seattleacademy.org
margueritedevinemraz@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: The most important thing I learned this week was the actual definition of equilibrium. Before I had kind of known what it was but I wasn't quite sure how to use the word or give an example of it. This week I got the solid definition. Equilibrium is the state in which opposite forces are at a balance. An example of this is in the simulation, you can see how many of each molecules are on the box. You can say how many you want to start out with. If you say 20 A and 20 BC and then click on the begin experiment, you will see on the graph when the lines are at the same point then there are even amount of A and BC in the simulation box. That is how you know there is equilibrium, when the two different molecules are at a balance or even amount.
Comment: Nice -- it's actually not quite true that the different molecule types have to be equal ... how do you think that could happen?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: leahweld@seattleacademy.org
leahweld@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: My answer for question one is C,B,A. My answer for question two is: We learned about equilibrium in reactions. It is important because we need to learn about why reactions seem to stop even when they haven't really. Also we learned how to tell when a reaction has reached its equilibrium, because sometimes it is very hard to tell. This is important when looking at a graph of a reaction to tell when it is "over" (i put over in "" because once a reaction reaches its equilibrium it stops say producing bubbles even though a reaction is still going on. It is just a very small on. Equilibrium is a very important concept and it is also important to under stand that equilibrium isnt when something isn't moving (in the settings that we are looking at) it is number that the particles are always revolve around. (like swing on a swing)
Comment: Nice! I especially like that you mentioned the problem of explaining why a reaction appears to stop
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: benjaminhealey@seattleacademy.org
benjaminhealey@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: equilibrium! equilibrium is the state in which there is no direction. whatever it is does not sit in one spot but instead fluctuates around a central point. its true because you can see it in the graph on the simulation. after a certain amount of time all the lines will center themselves around a certain point in which both types of molecules are close to the same
Comment: How does the equilibrium concept help you understand what is going on in the reactions?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 3
Skill: R3 (Communicate the evidence that supports a result) 4
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: armyolsen@seattleacademy.org
armyolsen@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: I think that the most important thing that we Leander this week was that different molecules require different graphs and as a resold they need different amounts of force to hit them the right way in order to bond. the reason that this is really col is because if you think about the air then you could disine a mesen to break up ever molcuels connections it would probably require a lot of heat
Comment: Nice -- good observation, justification, and relation to other concepts.
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: audreykenefick@seattleacademy.org
audreykenefick@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: This week we started using a new simulation demonstrating the effects of gravity and energy on a skateboarder. We measured the equalibrium and measuring the different points creating graphs in our google docs. Personally, I thought the most important part of this week's assignment was figuring out what happens to the speed of the particles after a reaction vs. what happens before and what happens in a “sterile" collision. We figured out that after a reaction the speed of the molecules stay then same, they do not get faster or slower but keep a steady pace. Before the molecules collide only A is moving. When they collide the momentum from A is transferred to B and C, causing them to move and causing A to slow down.
Comment: Is that really true? Do the speeds stay the same after a reaction?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 2
Skill: R3 (Communicate the evidence that supports a result) 3
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: sarahwoo@seattleacademy.org
sarahwoo@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: The combination of learning what equilibrium is (starting to understand at least) and knowing how to find where an experiment ends from analyzing graphs are the two most important things we learned this week. Based off of this week, my definition of what equilibrium is the point of where the trend (of an experiment, in this case the chemical reaction) ends and balances out. When Mark drew the picture of a skater going down a valley like area, the central-bottom-most-point of the skaters track (shaped like a parabolaISH) is the point of equilibrium. This is because that point cancels out the trend of the skater going down. For visual, look at the picture attached under fridays notes). Looking at the point of equilibrium graph wise, you can tell where the point of equilibrium is, and therefore where the experiment ends(because that is where the trend/reaction ends), by looking at the general trend of the data stops. For example, if the graph of the experiment is tending towards slanting upwards, then the experiment is not over. This 'trend' is not the line of best fit, but is similar in the way that the line of best fit graphs the general direction of the graph.
Comment: Nice explanation.
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: jackalden@seattleacademy.org
jackalden@seattleacademy.org
1. Your answer: A, B, C Correct answer: C, B, A
2. Your answer: it was important because it was it made us really think about stuff.
Comment: What did it make you think about?
Scores:
Skill: R1 (Reading information from a graph) 1
Skill: R2 (Recognize an important result) 1
Skill: R3 (Communicate the evidence that supports a result) 1
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: petermarshall@seattleacademy.org
petermarshall@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: I know NOTHING
Comment: Really?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 1
Skill: R3 (Communicate the evidence that supports a result) 1
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: adamgold@seattleacademy.org
adamgold@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: Different particles react with each other in different ways and this effects how they change. It is important because the way particles react with each other, determines what the final product will be. It is true because in the experiment, with different molecules in the box, they would change to new types of molecules that other reactants could not create.
Comment: Everything you say here is true, but it is very vague -- if you change *what* about the particles, it will change *what* about the reaction?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 3
Skill: R3 (Communicate the evidence that supports a result) 1
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: jacksondoran@seattleacademy.org
jacksondoran@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: I thought the idea of molecules and how they react with each other is especially important. It has to do with all types of science which has to do with how the world works. More specifically the interactions of molecules does not just show us how the stuff works and reacts, but also why.
Comment: This is really vague. How do molecules react with each other? What specifically did you learn about them?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 1
Skill: R3 (Communicate the evidence that supports a result) 1
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: kellenobrien@seattleacademy.org
kellenobrien@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: The most important thing that I learned this week was that chemical reactions are based upon probability. I know this because the amount of products and reactants looked a lot like the number of heads or tails when flipping a coin. This is important because it changes my perception of a chemical reaction completely.
Comment: Nice -- so to extend that idea a bit, why do you think a reaction is probabilistic? Are the collisions truly random?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: henrylohman@seattleacademy.org
henrylohman@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: The most important thing we learned this week was that reactions are particles breaking breaking apart from other particles and bonding with other particles to create new things. This is important because to understand how reactions work, be it chemical or not, we must understand the basics of what goes on in a reaction, like in the simulation. We know this is true, because as we saw in the simulation, when the two particles collided, the one particle broke off from it's original particle and hooked onto the particle that collided with the original.
Comment: Nice -- good observation and justification.
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: carterschiffgensmilnes@seattleacademy.org
carterschiffgensmilnes@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: That observing a single particle, or a small amount of particles, is more random than observing a group of particles. This is important because it has to do with the way we study particles. We study them in large groups so we are more likely to observe change if it is supposed to happen. Just look at a coinflip. If we flip 1 coin, we are either going to get heads or tails. But that is just one coin. If 50 coins all land heads, we are more likely to see it as strange. If one particle reacts, we can't really see it. If 5 million do, It'll be obvious
Comment: Great -- how many particles do you think you need to look at to avoid the apparent randomness? (I mean, where is the transition? Is it 50 particles? 100? 1000? 1 million?)
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: matildemonti@seattleacademy.org
matildemonti@seattleacademy.org
1. Your answer: B, A, C Correct answer: C, B, A
2. Your answer: The most important thing I learned this week was that the time it took for the lines to cross was random. I know this is true because we proved it when we flipped the coin and took a step forwards for heads, and a step back for tails. Like the coin flip, the fluctuating that would happen in the graph with the two lines was random but they would always cross.
Comment: Good -- to extend a bit -- is it completely random? Is there anything you can predict about the length of time it will take to reach equilibrium?
Scores:
Skill: R1 (Reading information from a graph) 1
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: kianstretch@seattleacademy.org
kianstretch@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: When working the simulation I learned alot about fluctuating and that was very interesting to me, it was also helpful when you did the coin toss and when you got heads you stepped forwards and when you got tails you stepped back.
Comment: Good -- so what did you learn about fluctuation? What specifically did the coin example teach you?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 3
Skill: R3 (Communicate the evidence that supports a result) 2
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: wilsonrawlings@seattleacademy.org
wilsonrawlings@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: It was that for the reaction to fully happen the total energy needs to be higher than the potential energy. This is important for doing simulations and for testing actual reactions.
Comment: How do you know it needs to be above?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 3
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: nilswatkins@seattleacademy.org
nilswatkins@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: This week we learned about reactions. Something we focused on a lot were the collisions. When there was a collision the particles would either stay together or fall off to create a new particle. If A were to hit BC in just the right way, BC would fall apart and A would be come AB leaving C independent. To me this was the most important thing we learned.
Comment: Why is it important? What does it help you to do or predict that you couldn't before?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 3
Skill: R3 (Communicate the evidence that supports a result) 2
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: ashleyrobinson@seattleacademy.org
ashleyrobinson@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: The most important thing I learned about was what happens to the speed of the particles after a reaction vs. what happens before and what happens in a “sterile" collision? and where its energy goes. Being when the particle is by itself, it's going a higher speed than when its in a pair of two particles As for the energy, the faster the particles transfer the energy into the single particle once the collision happens. Then when the next collision happens the opposite happens. We know this is true because we learned this during our time with the simulation and Mark.
Comment: Nice observation. I'm not quite sure I understand what you are saying about the energy -- try to make the sentences a little clearer (imagine what your audience needs to hear to understand, then say that),
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 3
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: wynnodonnell@seattleacademy.org
wynnodonnell@seattleacademy.org
1. Your answer: C, A, B Correct answer: C, B, A
2. Your answer: I learned that even simulations can have a different answer to a problem every time. I know this because the graph in the simulation we used this week changed every time. In most of the simulations we have used so far the answer would stay the same because the numbers were definite, however in this simulation it involved chance and so the numbers would change each time. I think that this is important to show that in science sometimes one can never get the same answer twice which brings up a lot of difficulty in the science world about how to define a complete answer. My answer is just as right as the person next to me but they are completely different, but we question each other on the correctness of our answers and more and more people join into the argument because each one of us got a different thing. All it takes is for one person to do it twice to realize that they too get a different answer the second time. Hope this is good :3
Comment: That's great -- excellent observation and explanation of why it matters. What do you think we can do, as scientists, to account for this difficulty?
Scores:
Skill: R1 (Reading information from a graph) 1
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: margaretsneeringer@seattleacademy.org
margaretsneeringer@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: The most important thing that we learned this week was that some particles only react to certain others, and it matters which particles are combined. We know this because in the simulator certain ones would bind with each other where as others would just bounce off. This is important because it can be taken out of the simulator and applied to the real world. Fore example certain particles could react or fizz in water where as others wont, and by establishing witch do and which don't we can predict chemical reactions and how long they will take.
Comment: Nice -- great observation and extension to its implications
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: giuliobianco@seattleacademy.org
giuliobianco@seattleacademy.org
1. Your answer: B, A, C Correct answer: C, B, A
2. Your answer: The most important thing I leaned this week was that when temperature rises, the rate is affected. This is important because in order to understand how reactions work, you need to know what affects them. I know that rate is affected by temperature because when there is less temperature, the particles transfer energy at a very slow pace (less energy), therefore making them reach the equilibrium at a much slower pace. When temperature is raised you will see that it takes less time to reach equilibrium.
Comment: Great explanation and justification. To extend it a little, what is it about lower temperature that makes the reaction slower? (It has to do with the blue energy curves, which say that a particular particle has to have at least some minimum kinetic energy for a collision to lead to a reaction)
Scores:
Skill: R1 (Reading information from a graph) 1
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: corinneolson@seattleacademy.org
corinneolson@seattleacademy.org
1. Your answer: A, B, C Correct answer: C, B, A
2. Your answer: We started a new experiment and are almost done. We have done an experiment where we change the temperature and leave the amount of particles the same. We are recording the time it takes for the two lines on the graph to meet. When the lines meet it means that the amount of each particle are the same to each other. We examine the time it takes for the lines to meet. I think this was the most important thing we learned this week. The results of the experiment were as the temperature increases the time decreases.
Comment: You are mostly telling me what the experiment was, but not telling me what was important about it.
Scores:
Skill: R1 (Reading information from a graph) 1
Skill: R2 (Recognize an important result) 3
Skill: R3 (Communicate the evidence that supports a result) 2
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: deenakennedy@seattleacademy.org
deenakennedy@seattleacademy.org
1. Your answer: A, B, C Correct answer: C, B, A
2. Your answer: The most important thing I learned is that when speed and the total average energy of the particles speeds up, there are more reactions.The speed and the total average of the particles energy slows down. There are less reactions. or that if there is 20 of each product, so there is a total of 40 product. This is important because it helps me understand how to read the strip line/graph that is hard for me to understand
Comment: Great observations about the speed and the number of products produced. Could you say more about why this is important? It helps you understand the strip chart, what else does it help you understand about reactions?
Scores:
Skill: R1 (Reading information from a graph) 1
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 3
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: savanahbutler@seattleacademy.org
savanahbutler@seattleacademy.org
1. Your answer: B, A, C Correct answer: C, B, A
2. Your answer: Something important I learned is you never know when the particles will come together. I feel like this is important because it lets us know that knowing when two points will come together is unpredictable, just like the future is unpredictable. Mark demonstrated a coin toss. Each time he got heads he moved a step forward, and each time he got tails he moved back. When doing this the chances changed frequently and never the same pattern. Sometimes he would get four heads and one tail or vise versa. I know this is true because on the simulator we were using, we did multiple experiments. Each time our data points would be different and when it showed the lines crossing it was never the same pattern and they never crossed the same way.
Comment: Neat observation -- do you think that the reaction time is *completely* unpredictable? Can you predict the relationship between the times for a "hot" reaction vs. a "cold" one?
Scores:
Skill: R1 (Reading information from a graph) 1
Skill: R2 (Recognize an important result) 3
Skill: R3 (Communicate the evidence that supports a result) 4
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: laurenking@seattleacademy.org
laurenking@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: The most important thing we learned this week is in the simulation the way the molecules move around is random but it is a random pattern. For example, flipping a coin is random because it could land heads or it could land tails but if the coin was flipped a hundred times it would not land heads 100 times in a row, the number of times it lands heads would be in between 70-30 almost every time. Even though it is random which side lands up each time. This is very similar to the simulation because if 200 A molecules and 200 B molecules were in the box instead of 20 then because there is less space for them to move they would bump into each other and cause a reaction on a more consistent bases. This is very important because it explains why the simulations gives different answers where as when you watch a reaction it happens very similar every time because there are more molecules reacting. I know this is true because it makes logical sense that the more molecules are in there the less room for chance there is because there is less room for them to move.
Comment: Nice observation and explanation. To extend it a bit, do you think that there being less room in the box is the full explanation for the fact that the times are less random when there are more particles? Is there anything else about there being more particles that makes the result less apparently random?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: jamesboone@seattleacademy.org
jamesboone@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: The most important thing I learned this week was that the more energy a reaction has, the faster it occurs and often times determines whether the reaction occurs or not. For example, with the chemical simulation "Rates and Reactions" with reaction 1, if you merely put one of each reactant and launched one of the reactants at the other, they would bounce of each other and not react. However, if you set the energy above the potential energy graph, by giving it more heat, you can force the reaction to happen. Further, the more energy you give the reaction, the faster the reaction occurs and hits it's equilibrium, as evidenced by our experiments. This is important because I think it is an important corner stone to my chemistry knowledge and I think it will be instrumental as we continue to progress through the Chemistry unit and studying chemical reactions. If we are trying to study a particular reaction and nothing is happening, I now know that simply more energy is required to make the reaction occur and can react accordingly.
Comment: Nice observation and explanation. Could you expand a bit on why the result is important? Do you have any ideas why the energy of the collision needs to be so high for a reaction to occur?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: stanleywhitfield@seattleacademy.org
stanleywhitfield@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: the higher the total energy of a reaction, the faster the reaction occurs. when we ran experiments in the phet simulator the reaction would occur faster when the total energy was greater.
Comment: True -- so why is this result important?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 2
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: leonardbrkanac@seattleacademy.org
leonardbrkanac@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: The most important thing that we learned is that the more particles you have, the more reliable the results are. If there were only two particles, then the results can be very random and unpredictable. If you have 200, the results will be a lot more reliable. Its just like flipping a coin. If you flip it 4 times, it could land heads each time. If you flip it 200 times, the results will be closer to 50/50.
Comment: Great observation -- why is this an important fact?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 3
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: tatummcconnell@seattleacademy.org
tatummcconnell@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: I'd say the most important thing I learned this week was what reactants and products are within the context of the simulation. When we first started the questions I really had no idea what any of it meant, but now I feel like I have a really good understanding of what's happening in the simulation and what all the pieces are. As for what they are a reactant is what you start with an A, BC, AB, or C. A product is what happens after the reactants crash into each other. A product can also be an A, BC, AB, or C. I know this through doing experiments and answering questions through the simulator. This is important because it sets up a good basis to understand everything else that's going on with the simulator.
Comment: Good observations -- to extend it a bit, what else does this help you understand about *reactions* as opposed to just the simulator?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 3
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: katrinamarro@seattleacademy.org
katrinamarro@seattleacademy.org
1. Your answer: C, A, B Correct answer: C, B, A
2. Your answer: I learned that different molecules have different reactions. This has to be true, because they are different molecules. They would have to be the same molecules to have the same reactions. It is important because we have to know what molecules have what reactions.
Comment: That's true, but how do you know it? What did you see in the simulator that provided evidence for it? There are lots of things "that have to be true" that actually aren't. One example: when the theory of evolution was introduced, a lot people said,"A species cannot change into a different species, because it has to be true that a species is a permanent thing. That's what the word species means." -- but they didn't actually have any evidence for it.
Scores:
Skill: R1 (Reading information from a graph) 1
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 2
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: christianbatingan@seattleacademy.org
christianbatingan@seattleacademy.org
1. Your answer: B, A, C Correct answer: C, B, A
2. Your answer: The most important thing that we learned this week was why not every graph is the same we know this because its going to be always different when the molecules are in the box they are not always going to be moving the same. this is important because we need to know that molecules do not move constantly they have a different reaction every time the reaction changes the potential energy.
Comment: That's true, but it's a little unclear. What graph are you talking about? How do you know it is different in different situations? What, specifically, changes about a reaction when that graph changes?
Scores:
Skill: R1 (Reading information from a graph) 1
Skill: R2 (Recognize an important result) 3
Skill: R3 (Communicate the evidence that supports a result) 2
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: matthewdwight@seattleacademy.org
matthewdwight@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: the most important thing we learned this week was how molecules bond together in certain ways. The faster the molecules are moving, the higher the chance is that the will hit and the higher the chance is that the will split apart and bond to another molecule. If a molecule hits another molecule, it will transfer its energy into it and will make it go at a different speed. If the molecules hit at a certain point and speed, then they will bond together and cause a reaction.
Comment: Nice observation -- how do you know that it is true? Why is it an important result?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 3
Skill: R3 (Communicate the evidence that supports a result) 2
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: alexandramihalski@seattleacademy.org
alexandramihalski@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: We learned that when you put multiple (and different) particles in a box (in the simulation) that the number of molecules will change as they collide. The number of different molecules gets closer to the same amount for a while then the trend stops and they fluctuate around a middle number. this is important because it helps us to understand what happens to molecules in a chemical reaction. I know this because we collected data about it using the simulation.
Comment: Nice. To extend it a bit, what determines what the middle number will be? Was it always the same?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: hanleycahoon@seattleacademy.org
hanleycahoon@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: The most important thing we learned is how speed is transferred from one particle to another. This is important because we can see how energy and speed changes or see how it stays the same. This is true because we learn what happens when different particles collide with one another and how it alters the speed and energy of the particles.
Comment: How does speed get transferred from one particle to another? You say that you learned *how*, but you don't actually say what that way is. For example, if you have a collision between two particles, what do you need to know about how they are moving to be able to predict whether a reaction will occur or not?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 2
Skill: R3 (Communicate the evidence that supports a result) 2
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: connorlamey@seattleacademy.org
connorlamey@seattleacademy.org
1. Your answer: B, C, A Correct answer: C, B, A
2. Your answer: WHAT WHY AND WHY IS IT TRUE. I learned that when we where using the simulator and we turned the heat up the particles started to move around faster and when we made it colder the particles started to slow down. this is important because it can change the amount of time it takes for the particles to hit each other. this is true because we observed it and proved/noticed that when it is hotter the particles move faster and when it is colder the particles move slower.
Comment: Great observation and justification. Why is this an important observation? What does it help you to understand or to predict about reactions?
Scores:
Skill: R1 (Reading information from a graph) 1
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 3
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: elenakosh@seattleacademy.org
elenakosh@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: This week we learned that the total energy needs to be greater than the highest point of the potential energy in order for a reaction to happen. This is important because we now know that certain conditions/circumstances need to be in place for a chemical reaction to happen, and that somehow different energies must be connected if they rely on each other to make a chemical reaction. We know this is true because we could see how the total energy changed when one molecule moved faster/with greater force and how it affected the other reactants.
Comment: Great explanation.
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: rubycolwell@seattleacademy.org
rubycolwell@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: If you heat up the reactants, then they move faster and the total energy rises. This is important because in experiments in the future, we will know that when the energy is higher that means the reactants are moving faster. And we will also know the flip side of that, that when the reactants are moving fast we can assume that the energy is getting higher. We know this is true because after taking data from the simulation, we analyzed it and saw a trend that as the temperature became higher, the reactants took less time to turn to products, and the energy was increasing as well.
Comment: Great explanation and justification. Your last sentence about the time to make products is introducing a new point -- how does it relate to your central claim about the energy and the speed?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
----------------------------
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: holdenriley@seattleacademy.org
holdenriley@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: I learned that the reaction rates are not entirely precise. In fact, they're pretty random. I tried one experiment three or four times and it took anywhere from three hundred seconds to three thousand seconds. It was inconsistent and I couldn't even find a median or a consistency. I think that this is the most important thing that I learned because it helps me think about questioning my data and the experiments that I do, and trying to test them a second time or even a third time; because the first set of data that you might have, may not be quite as accurate as you thought.
Comment: Great observation. To extend it a bit, do you think three data points is enough to determine that you can't find "a median or consistency"? Modern scientific results often have *millions* of data points. The LHC in Switzerland produces millions of data points _every day_ about interactions between fundamental particles.
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
----------------------------
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MIME-Version: 1.0
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: mireyagrey@seattleacademy.org
mireyagrey@seattleacademy.org
1. Your answer: B, C, A Correct answer: C, B, A
2. Your answer: An important thing i learned this week was to speed up a chemical reaction i can add heat. The heat causes the molecules to move around faster and faster and they start to hit each other more often. When the molecules hit they combine and create a new substance. I know this because in the simulation we added more heat and the molecules started picking up speed. When the molecules hit they stuck together until something else hit again. When ever a molecule would hit at least one of them would latch on to another molecule. The two molecules stuck to each other were like two reactants mixing.
Comment: Nice observations, though it sounds like you are saying that every collision led to a reaction where the molecules would break and reform -- is that what you saw?
Scores:
Skill: R1 (Reading information from a graph) 1
Skill: R2 (Recognize an important result) 3
Skill: R3 (Communicate the evidence that supports a result) 3
----------------------------
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MIME-Version: 1.0
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: barkotefuye@seattleacademy.org
barkotefuye@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: I believe that the most important thing we learned today was about how the reactions of molecules is extremely random and how they fluctuate around a center point. I noticed that we were studying this process for two days with the coin toss example and today's skateboard simulation. The whole point of this week's lab experiment was to help us understand this.
Comment: What makes this result important? The fact that we spent a lot of time on it is a signal that it is important, but that doesn't *make* it important.
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 3
----------------------------
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MIME-Version: 1.0
Content-Transfer-Encoding: 7bit
Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: jaliyahputney@seattleacademy.org
jaliyahputney@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: I just learned what equilibrium was today, but one of the most important things I learned this week is that the reactants create products keeping the reactants the same number one inputs into the experiment. Many things can affect the time outcome of the products. For one, temperature. As the temperature increases so does the speed of the times reactants make products as well as the Total average energy level. I know this is true because my group and I tested multiple times of how much temperature increases the time that products are created from reactants.
Comment: Great observations -- why is this important? What does it help you to understand or predict about reactions?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 3
----------------------------
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MIME-Version: 1.0
Content-Transfer-Encoding: 7bit
Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: claracimino@seattleacademy.org
claracimino@seattleacademy.org
1. Your answer: A, B, C Correct answer: C, B, A
2. Your answer: This week, the most important thing I thing Iearned was when you have have different numbers of molecules, depending on how many of each different molecule their are, the final number at their trend line is relativity close, if not the same no matter the temperature. This is always the same, except for zero because the two lines will become parallel and never meet. This is important because when taking data and previously learning about the subject, loss of gain of heat had a large impact on the movement, while when you have multiple molecules connecting, it does not change that much.
Comment: Interesting observation -- could you say a little more about what makes this important?
Scores:
Skill: R1 (Reading information from a graph) 1
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 3
----------------------------
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MIME-Version: 1.0
Content-Transfer-Encoding: 7bit
Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: elodiegeltzer@seattleacademy.org
elodiegeltzer@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: The most important thing we learned this week is that when the molecule groups (Bc, Ac) move fast enough, the molecules will latch onto other molecules and create new groups (A+Bc becomes AB+c). This is important to know because it explains why new molecules groups are formed (and new substances like foam, gas, or bubbles) during a chemical reaction. We know this because in our simulations we saw that the faster the molecules were moving, the more new molecules groups were created. During a chemical change, molecules move really fast which causes them to create new groups, just like in the simulation.
Comment: Nice observations.
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 4
----------------------------
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MIME-Version: 1.0
Content-Transfer-Encoding: 7bit
Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: mariusrevere@seattleacademy.org
mariusrevere@seattleacademy.org
1. Your answer: C, B, A Correct answer: C, B, A
2. Your answer: As the temperature rises the objects speed up. And the faster they go the harder the objects collide and at a certain point the objects will start to transfer from one to another.
Comment: All true, but how do you know they are true? What makes them important?
Scores:
Skill: R1 (Reading information from a graph) 4
Skill: R2 (Recognize an important result) 4
Skill: R3 (Communicate the evidence that supports a result) 2
----------------------------
In [25]:
r.send("Testing", test=True, subject="LabScience: W Week 7 Quiz")
Content-Type: text/plain; charset="us-ascii"
MIME-Version: 1.0
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Subject: LabScience: W Week 7 Quiz
From: mbetnel@seattleacademy.org
To: itmeson@gmail.com
Testing
In [9]:
import report as r
import grade as g
import string
g.GradeBook.parseDATA()
email2name = {g.GradeBook.names[x]['id'][0]['email']:x for x in g.GradeBook.names.keys()}
f = open('s-quiz9.tsv','rU')
data = f.readlines()
f.close()
out = open('s-quiz9.txt','w')
colInfo = data[0].strip().split('\t')
scoresColInfo = {}
for (index, item) in enumerate(colInfo):
if item == "Username":
userCol = index
elif len(item.split(' ')) > 1: #it's either a score or a comment
scoreInfo = item.split(' ')
if len(scoreInfo) == 2: #it's a score
scoresColInfo[scoreInfo[0]] = {'scoreCol':index, 'standard':scoreInfo[1]}
else: #it's a comment
scoresColInfo[scoreInfo[0]]['commCol'] = index
#print scoresColInfo
for line in data[1:]:
info = line.strip().split('\t')
email = info[userCol]
email = string.lower(info[userCol])
try:
name = email2name[email]
except:
email = email.replace('-','')
name = email2name[email]
for item in scoresColInfo:
if info[scoresColInfo[item]['scoreCol']].strip() == '':
continue
output = 'quizscore; name:' + name + '; '
output += 'quizname:Spring Quiz 9; date:05232014; '
output += 'skill:' + scoresColInfo[item]['standard'] + '; '
output += 'score:' + info[scoresColInfo[item]['scoreCol']]
if 'commCol' in scoresColInfo[item]:
comment = info[scoresColInfo[item]['commCol']]
if len(comment) > 0:
output += '; comment:'
output += comment
out.write(output + '\n')
out.close()
Import DocsNotes scores to Grade.txt
In [12]:
import string
import report as r
import grade as g
g.GradeBook.parseDATA()
email2name = {g.GradeBook.names[x]['id'][0]['email']:x for x in g.GradeBook.names.keys()}
f = open('s-week9notesAE.tsv','rU')
data = f.readlines()
f.close()
out = open('week9AEnotes.txt','w')
for line in data[1:]:
info = line.strip().split('\t')
email = string.lower(info[2])
try:
name = email2name[email]
except:
email = email.replace('-','')
name = email2name[email]
noteS = info[10]
questionS = info[11]
summarieS = info[12]
#comment = info[13]
comment = ''
print name, email, noteS, questionS, summarieS, comment
output = ['hwscore; ' + 'name:' + name + '; ']
output[0] += 'hwid:Spring Week 9 Notes; date:05272014; '
output.append('notes:' + noteS + '; ')
output.append('questions:' + questionS + '; ')
output.append('summaries:' + summarieS)
if len(comment) >= 1:
output.append('; comment:' + comment + '\n')
else:
output.append('\n')
out.write(''.join(output))
out.close()
Magaram, Avi avimagaram@seattleacademy.org 0 0 0
Friedman, Benjamin benjaminfriedman@seattleacademy.org 4 4 4
Wicklund, Brynne brynnewicklund@seattleacademy.org 4 4 4
Leblond, Camille camilleleblond@seattleacademy.org 2 2 2
Kowals-Dym, David davidkowals-dym@seattleacademy.org 4 4 4
Conklin, Emma emmaconklin@seattleacademy.org 2 2 2
Fleming, Frances francesfleming@seattleacademy.org 2 2 2
Goodman, Genevieve genevievegoodman@seattleacademy.org 4 4 4
Watson, William williamwatson@seattleacademy.org 4 4 4
Feinstein, Jordan jordanfeinstein@seattleacademy.org 4 4 4
Dillard, Madison madisondillard@seattleacademy.org 3 3 3
Dillman, Madysen madysendillman@seattleacademy.org 4 4 4
Revere, Marius mariusrevere@seattleacademy.org 3 3 3
Orr, Nicholas nicholasorr@seattleacademy.org 3 3 3
Sarkowsky, Noah noahsarkowsky@seattleacademy.org 4 4 4
Parks, Nolan nolanparks@seattleacademy.org 4 4 4
Flora, Olivia oliviaflora@seattleacademy.org 4 4 4
Goh, Sarah sarahgoh@seattleacademy.org 3 3 3
Owen, William williamowen@seattleacademy.org 4 4 4
Fong, Aidan aidanfong@seattleacademy.org 4 4 4
Long, Allegra allegralong@seattleacademy.org 4 4 4
Olsen, Army armyolsen@seattleacademy.org 4 4 4
Kenefick, Audrey audreykenefick@seattleacademy.org 3 3 3
Bartlett, August augustbartlett@seattleacademy.org 4 4 4
Healey, Benjamin benjaminhealey@seattleacademy.org 2 2 2
McNeil, Coco coramcneil@seattleacademy.org 4 4 4
Lam, Emma emmalam@seattleacademy.org 4 4 4
Foy, Jack jackfoy@seattleacademy.org 0 0 0
Rosenblatt, Jaidha jaidharosenblatt@seattleacademy.org 4 4 4
Greenstein, Joshua joshuagreenstein@seattleacademy.org 4 4 4
Weld, Leah leahweld@seattleacademy.org 4 4 4
Arnold, Liliana lilianaarnold@seattleacademy.org 4 4 4
Garcia-Duarte, Marco marcogarcia-duarte@seattleacademy.org 0 0 0
Devine-Mraz, Marguerite margueritedevinemraz@seattleacademy.org 4 4 4
Murray, Mary marymurray@seattleacademy.org 4 4 4
Valdez, Megan meganvaldez@seattleacademy.org 4 4 4
Motulsky, Naomi naomimotulsky@seattleacademy.org 4 4 4
Queary, Nash nashqueary@seattleacademy.org 4 4 4
Winton, Robert robertwinton@seattleacademy.org 4 4 4
Gustafson, Sarah sarahgustafson@seattleacademy.org 2 2 2
Woo, Sarah sarahwoo@seattleacademy.org 4 4 4
O'Donnell, Wynn wynnodonnell@seattleacademy.org 0 0 0
In [4]:
import string
import report as r
import grade as g
g.GradeBook.parseDATA()
email2name = {g.GradeBook.names[x]['id'][0]['email']:x for x in g.GradeBook.names.keys()}
f = open('rg_group_ind.tsv','rU')
data = f.readlines()
f.close()
out = open('rg.txt','w')
for line in data[1:]:
info = line.strip().split('\t')
email = string.lower(info[2])
try:
name = email2name[email]
except:
email = email.replace('-','')
name = email2name[email]
partGrade = info[4]
projGrade = info[11]
print name, email, partGrade, projGrade
output = ['partscore; ' + 'name:' + name + '; ']
output[0] += 'partid:RubeGoldbergProject; date:05052014; '
output[0] += 'score:' + str(round(float(partGrade),2)) + '\n'
output.append('partscore; ' + 'name:' + name + '; ')
output[1] += 'partid:Spring Weeks 1-4; date:05052014; '
output[1] += 'score:100\n'
output.append('labscore; ' + 'name:' + name + '; ')
output[2] += 'labid:Spring Weeks 1-4; date:05052014; '
output[2] += 'score:100\n'
output.append('labscore; ' + 'name:' + name + '; ')
output[3] += 'labid:RubeGoldberg Project; date:05052014; '
output[3] += 'score:' + str(round(float(projGrade),2)) + '\n'
out.write(''.join(output))
out.close()
Gold, Adam adamgold@seattleacademy.org 98.98989899 77.5
Fong, Aidan aidanfong@seattleacademy.org 100 95.5
Mihalski, Alexandra alexandramihalski@seattleacademy.org 100 97.8
Long, Allegra allegralong@seattleacademy.org 100 85.4
Olsen, Army armyolsen@seattleacademy.org 100 98.9
Robinson, Ashley ashleyrobinson@seattleacademy.org 80 87.6
Kenefick, Audrey audreykenefick@seattleacademy.org 100 100.0
Bartlett, August augustbartlett@seattleacademy.org 100 100.0
Magaram, Avi avimagaram@seattleacademy.org 70 79.8
Efuye, Barkot barkotefuye@seattleacademy.org 100 100.0
Friedman, Benjamin benjaminfriedman@seattleacademy.org 100 100.0
Healey, Benjamin benjaminhealey@seattleacademy.org 100 95.5
Wicklund, Brynne brynnewicklund@seattleacademy.org 100 94.4
Leblond, Camille camilleleblond@seattleacademy.org 100 85.4
Schiffgens-Milnes, Carter carterschiffgensmilnes@seattleacademy.org 100 77.5
Batingan, Christian christianbatingan@seattleacademy.org 100 84.0
Cimino, Clara claracimino@seattleacademy.org 100 97.8
McNeil, Coco coramcneil@seattleacademy.org 100 98.9
Lamey, Connor connorlamey@seattleacademy.org 98.98989899 97.8
Olson, Corinne corinneolson@seattleacademy.org 100 100.0
Kowals-Dym, David davidkowals-dym@seattleacademy.org 100 89.9
Kennedy, Deena deenakennedy@seattleacademy.org 84.84848485 100.0
Murray, Mary marymurray@seattleacademy.org 100 98.9
Kosh, Elena elenakosh@seattleacademy.org 84.84848485 87.6
Geltzer, Elodie elodiegeltzer@seattleacademy.org 100 100.0
Conklin, Emma emmaconklin@seattleacademy.org 88.88888889 94.4
Lam, Emma emmalam@seattleacademy.org 75 85.4
Fleming, Frances francesfleming@seattleacademy.org 84.84848485 85.4
Goodman, Genevieve genevievegoodman@seattleacademy.org 90.90909091 100.0
Bianco, Giulio giuliobianco@seattleacademy.org 100 95.5
Watson, William williamwatson@seattleacademy.org 100 79.8
Cahoon, Hanley hanleycahoon@seattleacademy.org 90.90909091 84.0
Lohman, Henry henrylohman@seattleacademy.org 100 87.6
Riley, Holden holdenriley@seattleacademy.org 81.81818182 87.6
Fiebig, Ingrid ingridfiebig@seattleacademy.org 100 85.0
Alden, Jack jackalden@seattleacademy.org 70 100.0
Foy, Jack jackfoy@seattleacademy.org 75 95.5
Doran, Jackson jacksondoran@seattleacademy.org 92.92929293 93.3
Rosenblatt, Jaidha jaidharosenblatt@seattleacademy.org 100 96.6
Putney, Jaliyah jaliyahputney@seattleacademy.org 89.39393939 84.0
Feinstein, Jordan jordanfeinstein@seattleacademy.org 100 85.4
Greenstein, Joshua joshuagreenstein@seattleacademy.org 100 96.6
Marro, Katrina katrinamarro@seattleacademy.org 85 97.8
O'Brien, Kellen kellenobrien@seattleacademy.org 100 100.0
Blackburn, Kendall kendallblackburn@seattleacademy.org 75 87.6
Stretch, Kian kianstretch@seattleacademy.org 80 77.5
King, Lauren laurenking@seattleacademy.org 100 87.6
Weld, Leah leahweld@seattleacademy.org 100 85.4
Brkanac, Leonard leonardbrkanac@seattleacademy.org 100 100.0
Arnold, Liliana lilianaarnold@seattleacademy.org 100 95.5
Dillard, Madison madisondillard@seattleacademy.org 100 79.8
Dillman, Madysen madysendillman@seattleacademy.org 100 89.9
Garcia-Duarte, Marco marcogarcia-duarte@seattleacademy.org 100 96.6
Sneeringer, Margaret margaretsneeringer@seattleacademy.org 100 93.3
Devine-Mraz, Marguerite margueritedevinemraz@seattleacademy.org 100 98.9
Revere, Marius mariusrevere@seattleacademy.org 100 100.0
Monti, Matilde matildemonti@seattleacademy.org 100 95.5
Dwight, Matthew matthewdwight@seattleacademy.org 80 84.0
Boone, Max jamesboone@seattleacademy.org 100 93.3
Valdez, Megan meganvaldez@seattleacademy.org 93.93939394 96.6
Grey, Mireya mireyagrey@seattleacademy.org 90.90909091 87.6
Motulsky, Naomi naomimotulsky@seattleacademy.org 96.96969697 96.6
Queary, Nash nashqueary@seattleacademy.org 100 96.6
Orr, Nicholas nicholasorr@seattleacademy.org 70 85.4
Watkins, Nils nilswatkins@seattleacademy.org 94.94949495 93.3
Sarkowsky, Noah noahsarkowsky@seattleacademy.org 100 94.4
Parks, Nolan nolanparks@seattleacademy.org 100 100.0
Flora, Olivia oliviaflora@seattleacademy.org 100 89.9
Marshall, Peter petermarshall@seattleacademy.org 100 100.0
Winton, Robert robertwinton@seattleacademy.org 100 100.0
Colwell, Ruby rubycolwell@seattleacademy.org 100 85.0
Goh, Sarah sarahgoh@seattleacademy.org 100 94.4
Gustafson, Sarah sarahgustafson@seattleacademy.org 100 96.6
Woo, Sarah sarahwoo@seattleacademy.org 100 96.6
Butler, Savanah savanahbutler@seattleacademy.org 96.96969697 100.0
Whitfield, Stanley stanleywhitfield@seattleacademy.org 90.90909091 87.6
McConnell, Tatum tatummcconnell@seattleacademy.org 100 85.0
Owen, William williamowen@seattleacademy.org 100 79.8
Rawlings, Wilson wilsonrawlings@seattleacademy.org 100 95.5
O'Donnell, Wynn wynnodonnell@seattleacademy.org 84.84848485 85.4
In [23]:
%load_ext autoreload
%autoreload 2
import datetime
import string
import send
import grade as g
import report2 as r
doSEND = True
g.GradeBook.parseDATA()
names = g.GradeBook.names.keys()
names.sort()
email2name = {g.GradeBook.names[x]['id'][0]['email']:x for x in g.GradeBook.names.keys()}
f = open('rg_group_ind.tsv','rU')
data = f.readlines()
f.close()
for line in data[1:]:
info = line.strip().split('\t')
email = string.lower(info[2])
try:
name = email2name[email]
except:
email = email.replace('-','')
name = email2name[email]
partGrade = round(float(info[4]),2)
projGrade = round(float(info[11]),2)
output = name + '\n\n'
output += "Participation Grade\t" + str(partGrade) + '\t/100\n'
output += "Project Grade\t\t" + str(projGrade) + '\t/100\n\n'
output += "\nReport Scores:\n"
output += "Written Description\t" + info[13] + "\t/8\n"
output += "Overall Drawing\t\t" + info[14] + "\t/4\n"
output += "Separate Drawings\t" + info[15] + "\t/2 points per drawing\n"
output += "Item Classifications\t" + info[16] + "\t/2 points per item\n"
output += "What went right?\t" + info[18] + "\t/4\n"
output += "What went wrong?\t" + info[19] + "\t/4\n"
output += "What was missing?\t" + info[20] + "\t/2\n"
output += "Diff. next time?\t" + info[21] + "\t/10\n"
output += "Did it work?\t\t" + info[22] + "\t/10\n"
output += "Was it well made?\t" + info[23] + "\t/8\n"
output += "Oral description\t" + info[24] + "\t/4\n"
blurb = """
The report scores were added up and then scaled (curved) with the other scores
in the class to get the Project Grade. The average Project Grade was a 90 out
of 100. Your Project Grade is the same as that received by other members of
your team
The Participation Grade was found by averaging the scores given to you by your
team and the scores you gave yourself, with a small bonus if your self-grade
matched the grade given by your team. Your Participation grade is not necessarily
the same as that received by the rest of your team.
If you our your team dispute any portion of this grade, please let me know right
away.
-- Mark"""
output += blurb
send.send(output, email=email, test=not(doSEND), subject = "Rube Goldberg Scores")
The autoreload extension is already loaded. To reload it, use:
%reload_ext autoreload
In [ ]:
Content source: itmeson/grade.txt-cli
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