To conduct this experiment, I used some random materials I had lying around in my kitchen. I used styrofoam, aluminum foil, a cloth (used to wash dishes), and a piece of plastic. I chose styrofoam because I know it can serve as a great insulator for cups of hot coffee. I did realize, however, that in this experiment, the hot water was in a mug and the styrofoam was only used as a cover. I knew going into the experiment that this meant the styrofoam may not perform at the level I thought it could have as an insulator. I chose aluminum foil because I know I have used aluminum to cook and I can touch it almost immediately after removing it from a heat source, showing its ability to resist changes in temperature.
I used four mugs (unfortunately I did not have four completely identical mugs) and filled each with one cup of water that had been heated in the microwave for forty-five seconds. Each mug of water measured at one hundred and six degrees Fahrenheit prior to being covered. The styrofoam posed a problem because it was a plate. I was unable to secure it with a rubber band over the top of the mug.
Results:
Styrofoam began at 106 degrees, ended at 82 degrees (-24)
Aluminum foil began at 106 degrees, ended at 90 degrees (-16)
Cloth began at 106 degrees, ended at 88 degrees (-18)
Platic began at 106 degrees, ended at 92 degrees (14)
If I were to set this experiment up for students in my lab, I would keep the guided-inquiry format. I would give them the problem to solve, which is to determine which material makes the best insulator. I would provide them with a wide variety of supplies and materials and let them design the set-up themselves. They would hopefully realize the value of changing only one variable at a time. This means they would have to use the same object to hold the heated material and keep the temperature constant at the start for each test. They would have to keep the time constant as well as the location of the mugs.
To make the experiment more relevant to their lives, I would have them do a follow up activity based on one of the following prompts:
-You are a product designer that is in charge of coming up with a new line of pots and pans that will heat substances the fastest. What type of material would you use in your design and why?
-You work for a major fast food corporation and are given the task of redesigning the coffee cups so that they keep the coffee warmer longer. What materials would you use and why? Would this be cost effective?
-You are about to invest in a reusable beverage container. You will use it for both hot and cold beverages. Which container will you purchase and why?
I would like students to walk away from the experiment feeling like they learned something practical that they could take with them from day to day in their own lives. The information they gathered can be useful to them as consumers later in life. I also would like my studnets to come away from this activity feeling as though they played a major part in the design of the experiment. This should make them proud of their results and confident when sharing them with others.
Sunday, May 30, 2010
Sunday, May 16, 2010
Engaging in Guided Inquiry: Week 2
"What is the effect of large objects colliding with smaller objects?"
To conduct my experiment, I decided to use some toy trucks in my son's room to demonstrate the effects of size on collision. He has a lot of trucks of varying sizes to choose from. I took the trucks downstairs to the hardwood floors for some tests. I selected an area of the floor that was bare with no furniture or toys in the way. I started by taking two identical trucks. I pushed them into each other and observed that they each bounced backwards slightly after colliding. Next, I took a new, larger truck and repeated the procedure. This time, the larger truck collided with the smaller truck and the smaller truck bounced backwards further than the larger truck did. I repeated this several times and saw the same results. Next, I took a much larger truck and repeated the procedure several times. Each time, the results were the same. The smaller truck bounced backwards with a much greater force than the previous experiment. As the bigger truck got larger, the smaller truck was pushed back more. I kept measurements of the distance the smaller truck was pushed with each trial.
Overall, I did get the results I was expecting. The experiment itself worked fine. The only concerns I have about it would be the actual act of pushing the trucks into each other. There was no way for me to measure the force of my push each time. I tried to be consistent with the force I used, but if someone else were to replicate the experiment, it may not show the same results. I am confident the trend will be the same, however. My six year-old son enjoyed watching me and even did it himself after I was done.
This experiment could be modified by have truck standing still while the other collides with it. The larger truck could be released from the top of a stationary ramp to ensure that the speed is the same with each collision. This would keep that constant.
If I were to do this in the classroom, I would allow my students to design their own experiment given the problem stated at the beginning of the post. I would do this so that they could show their creativity and watch them design their own experiment. I think this really stretches their minds and gets them to think like scientists, and even engineers! I would need to be sure to have plenty of supplies available to them because they would probably come up with a lot of different ideas. I am sure some of them will give me new ideas that I have never thought of!
To make it more interesting, I might give them several problems to solve, like we did in our bumper cars activity in Newton's Amusement Land for week one. This would change the scenario slightly and they could continue to use similar supplies.
I would like for my students to learn about Newton's Laws from this experiment. I would also like them to learn about the design process when it comes to setting up experiments. They would be given the opportunity to design something and test it on their own. I think I will achieve my goal with this lesson.
To conduct my experiment, I decided to use some toy trucks in my son's room to demonstrate the effects of size on collision. He has a lot of trucks of varying sizes to choose from. I took the trucks downstairs to the hardwood floors for some tests. I selected an area of the floor that was bare with no furniture or toys in the way. I started by taking two identical trucks. I pushed them into each other and observed that they each bounced backwards slightly after colliding. Next, I took a new, larger truck and repeated the procedure. This time, the larger truck collided with the smaller truck and the smaller truck bounced backwards further than the larger truck did. I repeated this several times and saw the same results. Next, I took a much larger truck and repeated the procedure several times. Each time, the results were the same. The smaller truck bounced backwards with a much greater force than the previous experiment. As the bigger truck got larger, the smaller truck was pushed back more. I kept measurements of the distance the smaller truck was pushed with each trial.
Overall, I did get the results I was expecting. The experiment itself worked fine. The only concerns I have about it would be the actual act of pushing the trucks into each other. There was no way for me to measure the force of my push each time. I tried to be consistent with the force I used, but if someone else were to replicate the experiment, it may not show the same results. I am confident the trend will be the same, however. My six year-old son enjoyed watching me and even did it himself after I was done.
This experiment could be modified by have truck standing still while the other collides with it. The larger truck could be released from the top of a stationary ramp to ensure that the speed is the same with each collision. This would keep that constant.
If I were to do this in the classroom, I would allow my students to design their own experiment given the problem stated at the beginning of the post. I would do this so that they could show their creativity and watch them design their own experiment. I think this really stretches their minds and gets them to think like scientists, and even engineers! I would need to be sure to have plenty of supplies available to them because they would probably come up with a lot of different ideas. I am sure some of them will give me new ideas that I have never thought of!
To make it more interesting, I might give them several problems to solve, like we did in our bumper cars activity in Newton's Amusement Land for week one. This would change the scenario slightly and they could continue to use similar supplies.
I would like for my students to learn about Newton's Laws from this experiment. I would also like them to learn about the design process when it comes to setting up experiments. They would be given the opportunity to design something and test it on their own. I think I will achieve my goal with this lesson.
Sunday, April 11, 2010
Week 6: Lesson Reflection
My lesson was on the topic of biological molecules. I have used this lesson many times in the past and it is usually a favorite of my students. I have always attributed this to two things. First, they get to design their own experiment with a little guidance from me. Second, they get to solve a problem with several unknowns. Again, they are solving a problem through their own design, but have a lot of guidance to help them to be successful. I like this assignment because they feel empowered as they work, yet I have quite a bit of control in how they work. According to Banchi and Bell, this would be considered a guided inquiry (2008).
Each year I change the unknown samples a little, depending on how challenging they are for the students. I try to have one sample that is water; but I color it so that the students do not initially think it is water. I try to have another sample that consists of simple sugars (Jello), one that has starch in it (corn), one that is made of lipids (oil), and one that is a mixture of biological molecules. This year, I used a slice of pizza that had been pureed. In the past, I have used cheeseburgers, deli sandwiches, and stew. I think the pizza was a good choice, as students usually get close with their hypothesis based on the smell and color.
One thing that I did differently this year and would certainly keep for the future was the beginning of the lab where I asked them to make some initial observations using only their basic senses. I gave them a blank chart on which they were to decide what observations they would make and then record their results:
Most of the students came up with the same things- like color and smell. Some surprised me with things like viscosity and transparency.
After making their initial observations, they were to design a procedure where they used various indicator solutions; Biuret's solution, Lugol's iodine, and Benedict's solution. As a class, we discussed each and what they were used for. They also had to be aware of the initial color of each solution and what color it would change to if it were positive for a particular substance.
The biggest problem I encountered in this part of the lab is one that I struggle with consistently throughout the year. Students will write out a procedure, but often leave out the details that are necessary. I usually tell my students to write the procedure in a very detailed manner, so that anyone could read it and conduct the same experiment. I give them tips like to have their groupmates read over it and look for missing instructions. As a class, I will get a range of procedures. Some will be almost too detailed, while others will be severely lacking. Here are two examples below:
In the first sample, the group had the right idea to test all unknown samples of food with each indicator solution, but they were not specific about amounts of unknown food or amounts of indicator solutions. The second sample paper was much more detailed and considered these factors.
Lastly, my students were asked to record their results and write a conclusion. I gave them some guidance on how to write their conclusion. They were asked to specifically discuss the unknown samples, the major biological molecules, and the indicator solutions. I also prompted them to discuss their initial hypothesis, possible errors, how to make their procedures better, and any errors. A good group would have another group or outsider look over their procedure to see what could have been done better. Here is a sample of recorded results and conclusion:
This group did address their hypotheses, and even mentioned that they should have been more specific in their procedure. Although the initial procedure was not perfect. I was glad they addressed this in their conclusion. What this tells me is that the next time I have them design an experiment, they will probably do a better job with the procedure, having noticed their deficits on this assignment.
Using this particular template was helpful for me. I realize that this experiment is extremely important in my class as it gives students the ability to conduct an inquiry-based lab. Dr. Randy Bell discussed the importance of teaching our students the various skills needed in science (Laureate Education Inc., 2010). My students are able to make detailed observations, make inferences based on their data, and provide evidence as to why they made their conclusions.
If time and supplies are running short, there is website I can utilize to do this lab in a virtual format. It is a very messy lab that requires a lot of setup and supplies. For new teachers, they sometimes opt for the virtual version of the lab to get comfortable with what is being done before they dive into the real thing. While this is okay to start, it does not give the students the ability to design a procedure. They are still solving problems and coming to conclusions, but lose the control of designing the experiment.
References:
Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26–29.
Laureate Education, Inc. (Executive Producer). (2010). Video Nine. Interview with an expert: Dr. Randy Bell.. The Nature of Science. Baltimore, MD: Author.
Each year I change the unknown samples a little, depending on how challenging they are for the students. I try to have one sample that is water; but I color it so that the students do not initially think it is water. I try to have another sample that consists of simple sugars (Jello), one that has starch in it (corn), one that is made of lipids (oil), and one that is a mixture of biological molecules. This year, I used a slice of pizza that had been pureed. In the past, I have used cheeseburgers, deli sandwiches, and stew. I think the pizza was a good choice, as students usually get close with their hypothesis based on the smell and color.
One thing that I did differently this year and would certainly keep for the future was the beginning of the lab where I asked them to make some initial observations using only their basic senses. I gave them a blank chart on which they were to decide what observations they would make and then record their results:
Most of the students came up with the same things- like color and smell. Some surprised me with things like viscosity and transparency.
After making their initial observations, they were to design a procedure where they used various indicator solutions; Biuret's solution, Lugol's iodine, and Benedict's solution. As a class, we discussed each and what they were used for. They also had to be aware of the initial color of each solution and what color it would change to if it were positive for a particular substance.
The biggest problem I encountered in this part of the lab is one that I struggle with consistently throughout the year. Students will write out a procedure, but often leave out the details that are necessary. I usually tell my students to write the procedure in a very detailed manner, so that anyone could read it and conduct the same experiment. I give them tips like to have their groupmates read over it and look for missing instructions. As a class, I will get a range of procedures. Some will be almost too detailed, while others will be severely lacking. Here are two examples below:
In the first sample, the group had the right idea to test all unknown samples of food with each indicator solution, but they were not specific about amounts of unknown food or amounts of indicator solutions. The second sample paper was much more detailed and considered these factors.
Lastly, my students were asked to record their results and write a conclusion. I gave them some guidance on how to write their conclusion. They were asked to specifically discuss the unknown samples, the major biological molecules, and the indicator solutions. I also prompted them to discuss their initial hypothesis, possible errors, how to make their procedures better, and any errors. A good group would have another group or outsider look over their procedure to see what could have been done better. Here is a sample of recorded results and conclusion:
This group did address their hypotheses, and even mentioned that they should have been more specific in their procedure. Although the initial procedure was not perfect. I was glad they addressed this in their conclusion. What this tells me is that the next time I have them design an experiment, they will probably do a better job with the procedure, having noticed their deficits on this assignment.
Using this particular template was helpful for me. I realize that this experiment is extremely important in my class as it gives students the ability to conduct an inquiry-based lab. Dr. Randy Bell discussed the importance of teaching our students the various skills needed in science (Laureate Education Inc., 2010). My students are able to make detailed observations, make inferences based on their data, and provide evidence as to why they made their conclusions.
If time and supplies are running short, there is website I can utilize to do this lab in a virtual format. It is a very messy lab that requires a lot of setup and supplies. For new teachers, they sometimes opt for the virtual version of the lab to get comfortable with what is being done before they dive into the real thing. While this is okay to start, it does not give the students the ability to design a procedure. They are still solving problems and coming to conclusions, but lose the control of designing the experiment.
References:
Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26–29.
Laureate Education, Inc. (Executive Producer). (2010). Video Nine. Interview with an expert: Dr. Randy Bell.. The Nature of Science. Baltimore, MD: Author.
Saturday, March 27, 2010
Melting Icebergs
Inquiry Procedures
1. Exhibit Curiosity
a. In what ways do humans contribute to global warming?
I think our biggest contribution to global warming would be our use of automobiles and other activities that release harmful greenhouse gases into the air. Deforestation is another factor that impacts global warming.
b. How long do we have until the polar ice caps melt completely?
I do not know how we would begin to estimate such a time. According to an MSNBC report, the ice caps melted at a rate twice as fast as it had in years past by 2003 (Rank Lev, 2009). There are too many factors to consider to attempt to estimate a date when the polar ice caps may be gone.
c. Write two other questions about global warming.
-What human activity has had the greatest impact on the Earth’s
temperatures?
-Are there any types of wildlife being affected by melting of the polar ice
caps?
2. Define questions, from current or background knowledge.
a. What will happen when the ice melts? Write your prediction in your science journal.
As the ice melts, the water level will stay the same.
3. Propose a possible explanation
a. As the ice melts, does the water overflow? Explain.
No, I do not think it will overflow because water expands as it freezes into ice. Therefore when it melts, it will condense and take up less space.
4. Plan and conduct a simple investigation
a. Lump ice cubes together by placing several ice cubes in a bowl and freeze overnight.
b. Place the ice cubes into a glass or bowl.
c. Add enough water to fill the glass to the top. Add as much water as you can until the glass will not hold any more without overflowing.
d. Observe the glass, water, and ice.
e. Notice that there is ice sticking up above the glass.
f. Now that you have formed a hypothesis, watch to see what happens. Be sure that the glass is not bumped or disturbed.
5. Gather and record evidence from observation
a. Document observations in science journal.
I allowed the ice cubes to freeze together in a bowl overnight. The next morning, I added water to the bowl just to the edge. I left the bowl on the kitchen countertop away from the window and I observed the bowl every 20 minutes to see if the water levels changed. No noticeable changes were seen in the level of the water and it did not overflow in the bowl as the ice completely melted.
6. Respond to question based on evidence
a. What happens when the ice melts?
The bowl I used was clear with a slight blue tint. I was able to see that as the lump of ice cubes floated in the bowl, some of their mass was under water, displacing the water in the bowl. Since we filled up the bowl after the ice was in place, we accounted for that displacement when the ice melted. The ice was no longer taking up that space so the ‘new’ water could occupy it without changing the level of the water line in the bowl. As for the ice above the water line, we know water expands as it freezes. As it melted, the amount that was above the water line had a minimal effect on the level of water in the bowl.
7. Consider other explanations
a. Conduct research and complete a Venn diagram that compares various points of view on global warming issues.
FOR
-According to the EPA, temperatures in the Arctic are rising faster than they are in other parts of the world (2007). It is thought that this is due to the reflective nature of the polar ice caps. They are able to send a lot of heat away from the Earth’s surface. When melted, the water is very dark and this allows more heat to be absorbed, compounding the effects of the increase in temperature.
-It is estimated that almost half of a polar ice cap has melted since the late 1970’s, according to NASA images of the area (EPA, 2007).
-According to the EPA, sea levels have been rising, as much as six inches, in the last one hundred years (2007).
-National Geographic reports that average temperatures have risen 1.4°F since the late 1800’s (2007).
-The number of glaciers and snow covered mountains are decreasing (“Global Warming Fast Facts, 2007).
AGAINST
-According to data gathered from the American Policy Roundtable, recorded temperatures in the troposphere have not shown a change in the last twenty years (2007).
-Future trends are based on computer models and predictions and are not always reliable.
-Many people are expressing their disbelief in global warming lately due to the number of blizzards and widespread snow we have seen in the past couple of years.
BOTH
-Both sides seem to agree that there will be some change in worldwide weather (hurricanes, floods, etc.) but each side claims different reasons (Stossel, 2007).
-The Earth is warming….but each side disagrees on how much and why.
8. Communicate Explanation
a. Describe the impact of global warming. Take a position on global warming and support this viewpoint with reasons, facts, and examples gathered during lesson activities.
Global warming is such a hot topic and I am always hearing opinions about it. I have to say that I agree there have been changes on Earth that appear to be related to warming temperatures. Images of polar ice caps, information about sea levels, and temperature changes over the years are all talked about in various resources. It is obvious that we have been emitting large amounts of greenhouse gases into the atmosphere due to the lifestyles we choose to have. Whether we are the direct (and only) cause of global changes on Earth is still up for debate.
Some scientists, though not the majority, agree that global warming is caused by natural changes on the Earth. I find that most feel that our increased use of fossil fuels has added to the amount of carbon dioxide in the atmosphere, leading to global warming. I still cannot decide which side of the fence I am on personally. If I listen to either argument, I see major points that can be made.
9. Extended Questions
a. What happens if the polar ice caps melt?
If the polar ice caps melt, the Environmental Protection Agency predicts that it will cause the polar regions to warm more than other areas of the world due to the reflective nature of the ice (2007). The resulting water in the polar regions will be darker and cause more absorption of the sun’s rays. The Intergovernmental Panel on Climate Change predicts that we could see as high as a 5°F increase in temperatures around various parts of the Earth in the next one hundred years. If the changes are significant, it could affect migratory animals and possibly many other animals and plants (EPA, 2007). Sea levels are expected to rise due to a warming of the ocean’s waters and due to the melting of ice on land.
The effects of melting polar ice caps will be felt worldwide. Unfortunately, we do not know the extent of the impact because we cannot fully predict when, how, or to what degree the melting will occur. We rely on computer models to make predictions.
b. What other questions do you have about this Science Inquiry Experience?
I think this was a great inquiry experience. A simple experiment, like setting out the bowl of ice and water, leads to discussion, fact-finding, and forces the students to see both sides of a highly debated issue. If students used the internet to research information for this experience, they would have to use caution when choosing sites for information. Since this is a very hot topic worldwide, students have to understand a lot of what is out there is speculation and opinion. They need to make sure they are using factual data to support or refute their stance on the topic.
Some things I would ask about this experience would be:
-Would the results be the same if we used a salt water solution?
-Are we truly mimicking the gradual temperature change in the water as our ice melts?
-What if our ice was on top of land, not floating in water? How would this change our results?
-How does water physically change (density, expansion, etc.) when it goes from a solid to liquid?
1. Exhibit Curiosity
a. In what ways do humans contribute to global warming?
I think our biggest contribution to global warming would be our use of automobiles and other activities that release harmful greenhouse gases into the air. Deforestation is another factor that impacts global warming.
b. How long do we have until the polar ice caps melt completely?
I do not know how we would begin to estimate such a time. According to an MSNBC report, the ice caps melted at a rate twice as fast as it had in years past by 2003 (Rank Lev, 2009). There are too many factors to consider to attempt to estimate a date when the polar ice caps may be gone.
c. Write two other questions about global warming.
-What human activity has had the greatest impact on the Earth’s
temperatures?
-Are there any types of wildlife being affected by melting of the polar ice
caps?
2. Define questions, from current or background knowledge.
a. What will happen when the ice melts? Write your prediction in your science journal.
As the ice melts, the water level will stay the same.
3. Propose a possible explanation
a. As the ice melts, does the water overflow? Explain.
No, I do not think it will overflow because water expands as it freezes into ice. Therefore when it melts, it will condense and take up less space.
4. Plan and conduct a simple investigation
a. Lump ice cubes together by placing several ice cubes in a bowl and freeze overnight.
b. Place the ice cubes into a glass or bowl.
c. Add enough water to fill the glass to the top. Add as much water as you can until the glass will not hold any more without overflowing.
d. Observe the glass, water, and ice.
e. Notice that there is ice sticking up above the glass.
f. Now that you have formed a hypothesis, watch to see what happens. Be sure that the glass is not bumped or disturbed.
5. Gather and record evidence from observation
a. Document observations in science journal.
I allowed the ice cubes to freeze together in a bowl overnight. The next morning, I added water to the bowl just to the edge. I left the bowl on the kitchen countertop away from the window and I observed the bowl every 20 minutes to see if the water levels changed. No noticeable changes were seen in the level of the water and it did not overflow in the bowl as the ice completely melted.
6. Respond to question based on evidence
a. What happens when the ice melts?
The bowl I used was clear with a slight blue tint. I was able to see that as the lump of ice cubes floated in the bowl, some of their mass was under water, displacing the water in the bowl. Since we filled up the bowl after the ice was in place, we accounted for that displacement when the ice melted. The ice was no longer taking up that space so the ‘new’ water could occupy it without changing the level of the water line in the bowl. As for the ice above the water line, we know water expands as it freezes. As it melted, the amount that was above the water line had a minimal effect on the level of water in the bowl.
7. Consider other explanations
a. Conduct research and complete a Venn diagram that compares various points of view on global warming issues.
FOR
-According to the EPA, temperatures in the Arctic are rising faster than they are in other parts of the world (2007). It is thought that this is due to the reflective nature of the polar ice caps. They are able to send a lot of heat away from the Earth’s surface. When melted, the water is very dark and this allows more heat to be absorbed, compounding the effects of the increase in temperature.
-It is estimated that almost half of a polar ice cap has melted since the late 1970’s, according to NASA images of the area (EPA, 2007).
-According to the EPA, sea levels have been rising, as much as six inches, in the last one hundred years (2007).
-National Geographic reports that average temperatures have risen 1.4°F since the late 1800’s (2007).
-The number of glaciers and snow covered mountains are decreasing (“Global Warming Fast Facts, 2007).
AGAINST
-According to data gathered from the American Policy Roundtable, recorded temperatures in the troposphere have not shown a change in the last twenty years (2007).
-Future trends are based on computer models and predictions and are not always reliable.
-Many people are expressing their disbelief in global warming lately due to the number of blizzards and widespread snow we have seen in the past couple of years.
BOTH
-Both sides seem to agree that there will be some change in worldwide weather (hurricanes, floods, etc.) but each side claims different reasons (Stossel, 2007).
-The Earth is warming….but each side disagrees on how much and why.
8. Communicate Explanation
a. Describe the impact of global warming. Take a position on global warming and support this viewpoint with reasons, facts, and examples gathered during lesson activities.
Global warming is such a hot topic and I am always hearing opinions about it. I have to say that I agree there have been changes on Earth that appear to be related to warming temperatures. Images of polar ice caps, information about sea levels, and temperature changes over the years are all talked about in various resources. It is obvious that we have been emitting large amounts of greenhouse gases into the atmosphere due to the lifestyles we choose to have. Whether we are the direct (and only) cause of global changes on Earth is still up for debate.
Some scientists, though not the majority, agree that global warming is caused by natural changes on the Earth. I find that most feel that our increased use of fossil fuels has added to the amount of carbon dioxide in the atmosphere, leading to global warming. I still cannot decide which side of the fence I am on personally. If I listen to either argument, I see major points that can be made.
9. Extended Questions
a. What happens if the polar ice caps melt?
If the polar ice caps melt, the Environmental Protection Agency predicts that it will cause the polar regions to warm more than other areas of the world due to the reflective nature of the ice (2007). The resulting water in the polar regions will be darker and cause more absorption of the sun’s rays. The Intergovernmental Panel on Climate Change predicts that we could see as high as a 5°F increase in temperatures around various parts of the Earth in the next one hundred years. If the changes are significant, it could affect migratory animals and possibly many other animals and plants (EPA, 2007). Sea levels are expected to rise due to a warming of the ocean’s waters and due to the melting of ice on land.
The effects of melting polar ice caps will be felt worldwide. Unfortunately, we do not know the extent of the impact because we cannot fully predict when, how, or to what degree the melting will occur. We rely on computer models to make predictions.
b. What other questions do you have about this Science Inquiry Experience?
I think this was a great inquiry experience. A simple experiment, like setting out the bowl of ice and water, leads to discussion, fact-finding, and forces the students to see both sides of a highly debated issue. If students used the internet to research information for this experience, they would have to use caution when choosing sites for information. Since this is a very hot topic worldwide, students have to understand a lot of what is out there is speculation and opinion. They need to make sure they are using factual data to support or refute their stance on the topic.
Some things I would ask about this experience would be:
-Would the results be the same if we used a salt water solution?
-Are we truly mimicking the gradual temperature change in the water as our ice melts?
-What if our ice was on top of land, not floating in water? How would this change our results?
-How does water physically change (density, expansion, etc.) when it goes from a solid to liquid?
Sunday, March 21, 2010
Question 9- Inquiry Procedures
9. Extended Questions
a. What happens if the polar ice caps melt?
If the polar ice caps melt, the Environmental Protection Agency predicts that it will cause the polar regions to warm more than other areas of the world due to the reflective nature of the ice (2007). The resulting water in the polar regions will be darker and cause more absorption of the sun’s rays. The Intergovernmental Panel on Climate Change predicts that we could see as high as a 5°F increase in temperatures around various parts of the Earth in the next one hundred years. If the changes are significant, it could affect migratory animals and possibly many other animals and plants (EPA, 2007). Sea levels are expected to rise due to a warming of the ocean’s waters and due to the melting of ice on land.
The effects of melting polar ice caps will be felt worldwide. Unfortunately, we do not know the extent of the impact because we cannot fully predict when, how, or to what degree the melting will occur. We rely on computer models to make predictions.
b. What other questions do you have about this Science Inquiry Experience?
I think this was a great inquiry experience. A simple experiment, like setting out the bowl of ice and water, leads to discussion, fact-finding, and forces the students to see both sides of a highly debated issue. If students used the internet to research information for this experience, they would have to use caution when choosing sites for information. Since this is a very hot topic worldwide, students have to understand a lot of what is out there is speculation and opinion. They need to make sure they are using factual data to support or refute their stance on the topic.
Some things I would ask about this experience would be:
-Would the results be the same if we used a salt water solution?
-Are we truly mimicking the gradual temperature change in the water as our ice melts?
-What if our ice was on top of land, not floating in water? How would this change our results?
-How does water physically change (density, expansion, etc.) when it goes from a solid to liquid?
Environmental Protection Agency. (2007). Climate Change. Washington, DC:
Author. Retrieved March 18, 2010, from http://www.epa.gov/climatechange/effects/index.html.
a. What happens if the polar ice caps melt?
If the polar ice caps melt, the Environmental Protection Agency predicts that it will cause the polar regions to warm more than other areas of the world due to the reflective nature of the ice (2007). The resulting water in the polar regions will be darker and cause more absorption of the sun’s rays. The Intergovernmental Panel on Climate Change predicts that we could see as high as a 5°F increase in temperatures around various parts of the Earth in the next one hundred years. If the changes are significant, it could affect migratory animals and possibly many other animals and plants (EPA, 2007). Sea levels are expected to rise due to a warming of the ocean’s waters and due to the melting of ice on land.
The effects of melting polar ice caps will be felt worldwide. Unfortunately, we do not know the extent of the impact because we cannot fully predict when, how, or to what degree the melting will occur. We rely on computer models to make predictions.
b. What other questions do you have about this Science Inquiry Experience?
I think this was a great inquiry experience. A simple experiment, like setting out the bowl of ice and water, leads to discussion, fact-finding, and forces the students to see both sides of a highly debated issue. If students used the internet to research information for this experience, they would have to use caution when choosing sites for information. Since this is a very hot topic worldwide, students have to understand a lot of what is out there is speculation and opinion. They need to make sure they are using factual data to support or refute their stance on the topic.
Some things I would ask about this experience would be:
-Would the results be the same if we used a salt water solution?
-Are we truly mimicking the gradual temperature change in the water as our ice melts?
-What if our ice was on top of land, not floating in water? How would this change our results?
-How does water physically change (density, expansion, etc.) when it goes from a solid to liquid?
Environmental Protection Agency. (2007). Climate Change. Washington, DC:
Author. Retrieved March 18, 2010, from http://www.epa.gov/climatechange/effects/index.html.
Sunday, March 14, 2010
STEM Strategies Lesson Plan
I enjoyed using the 5 E's lesson plan strategy for my lesson. I have never been one for writing formal lesson plans, so I usually like to try different ones to see which I would use if I had to. With the 5 E's, I had to look at how to engage my students in the lesson, give them something to explore, allow exploration, give students an opportunity for elaboration, and the chance to evaluate what was done.
The activity I chose for my lesson was on the topic of evolution. I wanted to use this activity as a chance to show my students the value of questioning science. Evolution is normally a touchy unit at my school, due to the emphasis put on religion in the community around the high school where I teach. I began the lesson by defining a scientific theory so that students understood where I was coming from as we discussed Darwin's theory of evolution. I did not want to create a debate between religion and science, but allow students the opportunity to ask questions and to take some responsibility for their learning.
The activity was on evidence for evolution. Students were going to use an investigation on comparative embryology as evidence for Darwin's theory of evolution. While this was one of many activities that my students would do on evidence for evolution, this one was found to be somewhat controversial due to the fact that the scientist that came up with the diagrams (Haeckel) was though to have purposefully selected diagrams of embryos at certain stages of development to make the theme of common ancestry more obvious than it actually should have been. In reality, if the embryos are examined closely, the similarities are not that evident.
Engaging my students was not a problem. The particular class that did this lesson was my Honors Biology class, composed of about one-third gifted learners. They love investigations and the chance to do hands-on work. I gave them some introductory information on how various species go through the embryonic stages of development. The exploration portion of the lesson was obvious- the students got to cut and paste embryo diagrams of a calf, pig, human, fish, and chick through three stages of development. Once finished, I wanted to elaborate by asking them to analyze the investigation. I am hoping they will not just question their own choices in the experiment, but the validity of the diagrams and investigation itself.
Upon completion of their questioning, I will show them a video clip of the controvesial comparisons that were made by scientists in the past. They will see other diagrams and pictures of embryonic development that shows that the comparison is not so cut and dried.
Overall, my goal is to inspire my students to question the world around them, a major quality of any scientist. By placing an emphasis on STEM education, we want students to feel passionate about science. By empowering them to question an activity they conducted in school, I am hoping they will continue to question things that are presented to them and someday take their inquiries to work in the field of science.
The activity I chose for my lesson was on the topic of evolution. I wanted to use this activity as a chance to show my students the value of questioning science. Evolution is normally a touchy unit at my school, due to the emphasis put on religion in the community around the high school where I teach. I began the lesson by defining a scientific theory so that students understood where I was coming from as we discussed Darwin's theory of evolution. I did not want to create a debate between religion and science, but allow students the opportunity to ask questions and to take some responsibility for their learning.
The activity was on evidence for evolution. Students were going to use an investigation on comparative embryology as evidence for Darwin's theory of evolution. While this was one of many activities that my students would do on evidence for evolution, this one was found to be somewhat controversial due to the fact that the scientist that came up with the diagrams (Haeckel) was though to have purposefully selected diagrams of embryos at certain stages of development to make the theme of common ancestry more obvious than it actually should have been. In reality, if the embryos are examined closely, the similarities are not that evident.
Engaging my students was not a problem. The particular class that did this lesson was my Honors Biology class, composed of about one-third gifted learners. They love investigations and the chance to do hands-on work. I gave them some introductory information on how various species go through the embryonic stages of development. The exploration portion of the lesson was obvious- the students got to cut and paste embryo diagrams of a calf, pig, human, fish, and chick through three stages of development. Once finished, I wanted to elaborate by asking them to analyze the investigation. I am hoping they will not just question their own choices in the experiment, but the validity of the diagrams and investigation itself.
Upon completion of their questioning, I will show them a video clip of the controvesial comparisons that were made by scientists in the past. They will see other diagrams and pictures of embryonic development that shows that the comparison is not so cut and dried.
Overall, my goal is to inspire my students to question the world around them, a major quality of any scientist. By placing an emphasis on STEM education, we want students to feel passionate about science. By empowering them to question an activity they conducted in school, I am hoping they will continue to question things that are presented to them and someday take their inquiries to work in the field of science.
Second Try!
I'm trying this site for my blog instead as the last one wasn't as user friendly! Hopefully this one will be better!
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