Week 6 21st Century Topics and Tools

The physical science topic that I chose to research was Motion and Forces.  The best website that I found was http://www.learningscience.org/psc2bmotionforces.htm. This site incorporates all aspects of forces and motion for grades 5-8. It has 18 small topics including simple machines, levers and rollercoasters.  This interactive website will help students to understand topics and applications that are used in everyday life. I plan to use this website as a tool to introduce and reinforce the motion and forces of rollercoaster’s. This is a standard taught in 6^th and 7^th grade; however, the students are tested in 8^th grade over all material that was learned in 6^th-8^th grade. The website is engaging, fun and educational.  The challenge that I will face trying to use this tool for instruction will be having all of the students on the same site at the same time. The computers tend to run slowly when an entire class is trying to activate the same website.

Week 4 HEAT TRANSFER

The question for this guided inquiry was, “What material would make the best insulator for 250 ml. of hot water; cotton cloth, foil, glass or plastic?” I thought about the materials that I wanted to test, in hopes to find the best method to keep drinks, such as coffee, hot.  I hypothesized that the glass covering would be the best insulator of the hot water. The manipulated (independent) variable for this experiment were the different materials used to cover the mug of hot water. I chose cotton cloth, foil, a glass plate and a Ziplock baggie. The responding (dependent) variable was the temperature of the water after 30 minutes.  The controlled variables for this experiment include; identical mugs, the amount of water, the beginning temperature of the water and using the same thermometer. The data I collected is listed in the following table. The beginning temperature of the water was 66⁰ Celsius.

Temperature of water after 30 minutes

Material	Trial 1	Trial 2	Trial 3
Cotton cloth	47⁰ C	46⁰ C	47⁰ C
Foil	46⁰ C	46⁰ C	45⁰ C
Glass	44⁰ C	43⁰ C	42⁰C
Plastic	48⁰ C	49⁰ C	49⁰ C

Four identical mugs with the material coverings of cloth, foil, glass and plastic

 In conclusion, I learned that plastic is a better insulator than foil, cotton cloth or glass. My hypothesis was incorrect. I thought that the foil would be a good insulator because it has similar properties that metals have. Metal is a better conductor of heat and transfers heat energy quickly. However, I learned most insulating materials are good insulators because they contain many small air spaces. The small air spaces are poor conductors because the molecules of air are far apart, compared to a solid, making it more difficult to pass the increased vibrating motion from molecule to molecule. (Tillery, Enger & Ross, 2008)  Conductors do transfer heat but do not make the best insulators.

The challenge that I experienced was with the thermometer that was supplied in the science kit. I used it to measure that temperature of the water after it was heated on the stove. I measured 250 ml. into a measuring cup and put the thermometer in, and the glass bulb burst open within seconds. I had to go to my school and get a new thermometer that measured temperatures at a higher level and then restart the experiment.

The plastic material was the best insulator.

I will incorporate this guided inquiry with my students in place of the experiment that I already perform. I will have the students use beakers instead of mugs. It works better to cover the liquid, instead of wrapping the materials around the test tube, as I currently do.  The cotton that I have my students place in the opening of the test tube always seemed to fall in the water.

Week 2 Engaging in Guided Inquiry

Question: Which pendulum will come to rest more quickly – a lighter pendulum or a heavier pendulum?

Hypothesis: I think that a lighter pendulum on a 15cm. string will come to rest faster than a heavier pendulum on a 15cm. string.

Materials: 3 washers of different masses, string, scissors, stop watch, ruler, and balance

Manipulated (Independent) Variable: size of washer for pendulum

Responding (Dependent) Variable: length of time for pendulum to come to a stop

Controlled Variables: same length of string for all pendulums, same stopwatch and time keeper, same chair to test pendulum and same release point for all pendulums

                                                Time it takes for pendulum to come to rest

Mass of Washer	Trial 1	Trial 2	Trial 3
2g.	52 sec.	1 min. 53 sec.	3 min. 3 sec.
6g.	1 min. 51 sec.	1 min. 31 sec.	2 min. 58 sec.
16 g.	51 sec.	1 min. 50 sec.	3 min. 7 sec.

I expected these results because objects with a heavier mass have a greater momentum. Objects with a greater mass are harder to start moving and harder to stop moving.

Overall the experiment went well. I experienced few challenges during this guided inquiry. I decided early what question I would focus on. I gathered the materials that I would need and created time to complete the experiment. I carefully considered the variables for this experiment. The manipulated variable was the size of the washer, which was used as the object hanging from the pendulum. The responding variable was the length of time for the pendulum to stop, come to rest. I had many controlled variables for this experiment. Each pendulum had the same length of string. I used the same stop watch, the same chair to test the pendulum and the same release point.  I conducted the experiment in my kitchen. The time for the lightest pendulum to come to rest was 52 seconds. I repeated the experiment three times. During the second trial, it took much longer for the pendulum to come to rest, a minute longer. I realized that my husband had opened the screen door and a breeze was blowing through the kitchen, causing the pendulum to keep moving.  This was the only challenge that I encountered. I did learn from this and how this could cause the results to be invalid.

To get a different result using the same question, I would change the length of the string so that it was not the same length for all of the trials.

I would set this experiment up similar for my students. I would let the students decide what object they would use at the end of the pendulum. To relate this to student’s lives, I would have them compile a list of everyday objects that come to rest from a state of motion, and apply the law of Inertia. This experiment is easy to do and all materials are readily available. Students would not have to actually find the mass of the objects’ if a scale was not available. They could tell which object was heavier or lighter by holding them.

I would like for my students to learn that they could solve any problem by carrying out an experiment. In some ways scientists are like detectives, piecing together clues to learn about a process or event.

Confirmation Inquiry..REASON for SEASONS

This student is tilting the Earth towards the sun, noticing that there is more direct sunlight on the Northern Hemisphere causing the season summer.



The student is tilting the Earth away from the sun in the Northern Hemisphere. He noticed that the amount of direct sunlight is less, causing the season to be winter.



This student is trying to focus a telescope to view objects that are past the school football field



The pictures above demonstrate how a Styrofoam ball and a skewer (Earth on its axis) and a lamp (Sun), create a model for students showing how the tilt of the Earth and the amount of direct sunlight is responsible for the change in seasons. The use of this type of model, allows students to grasp a concept that is too large to observe directly. The picture of a student trying to correctly use the science tool, a telescope, provides an opportunity for students to have a real world application of astronomy. This confirmation inquiry positively impacted the students because they used these tools to confirm a concept through an activity when the results were known in advance.

I have student work samples, but I can't figure out how to attach them. I would appreciate any tips, thanks!

Week 3 Melting Icebergs Response

MELTING ICEBERG’S Response to question 9

What happens when the polar ice caps melt? To an extent, this depends if the ice caps are on land or on water. If the ice caps are floating on the water and melt, this type of iceberg will not raise sea levels because they have displaced all the water they’re ever going to. A serious problem from icebergs melting is the loss of habitat for certain animals. Polar Bears are most at risk because they are at the top of the food chain. They hunt sea lions and other small creatures. If these animals are forced to move to land in Northern towns, this would pose a problem for members of the community and other resident species. When polar ice caps melt which are on land, poses other problems, such as, raising the sea level. Some scientists estimate that ice on land, like Greenland, when melted, could cause the sea level to raise 23 feet. This would be catastrophic for towns and cities that are at sea level (Venice, Italy) or close to it (Louisiana). 

I do not have any questions right now regarding this type of Science Inquiry. I liked the process and was engaged throughout the activity. I am trying to think of ways to incorporate this into my lessons at my school. We only have one computer lab in our building, which houses over 700 students. There is a sign-up sheet to access the lab on a first come basis. I think I could only reserve the computers for a week, maybe twice a year, which would provide ALL of my students with a means to complete the activity.

Week 2 STEM Strategies Lesson Plan Reflection

            The STEM strategies lesson that I created encompassed the bacteria found in a classroom and The Germ Theory.  I found the 5 E’s strategy helpful for developing a high quality lesson. It made me consider all aspects when planning a lesson. This process is similar to how I usually plan a unit; however, I do not incorporate the 5 E’s into every lesson that I teach. What I have done in the past is incorporate the 5 E’s into at least one lesson that I teach throughout the entire topic/standard.  Well, at least I was doing something right. I now see the importance of using the 5 E’s format when designing every lesson that I teach.  The 5 E’s model that was developed by the Biological Science Curriculum Study group (BSCS), uses the components of Engagement, Exploration, Explanation, Extension and Evaluation to support scientific literacy for learners. (Buxton & Provenzo, 2011).

            If I were to implement this lesson, an issue that I would need to resolve ahead of time is the space that would be needed in the classroom for storing 48 shoeboxes of Petri dishes. The space in my classroom is limited, so this would need to be planned out prior to the lesson. I would also have to allow time to make the Petri dishes with the Agar solution. I would have to prepare 240 Petri dishes with the Agar solution, because we do not have any science equipment to heat a solution. I could use the Foods Lab, which contains a stove a pans. I would try to find some students willing to do this during their lunch hour or students that have mastered a concept, while I am re-teaching to those that still need help.

            Overall, I am grateful for learning to incorporate a Historical Perspective into lesson planning. This provides real world connections to what is being taught.

            References:

Buxton, C. A., & Provenzo, E. F., Jr. (2011). Teaching science in elementary & middle school: A cognitive and cultural approach. Thousand Oaks, CA: Sage Publications.

EZGrader

Since I am always misplacing my EZGrader, I searched for online versions and found this one at http://web.weatherfordisd.com/EmployeesLinks/tools/GradeCalc.asp!  Just enter the total number of problems and click "create chart" to see the scores.  It is very easy to use!