Ask a Scientist

The website askascienctist.org was a lot of fun. I was able to browse threw a few questions already asked by others who visited the site.  I was excited about having access to science professional who could share their knowledge on a topic.   The website was very user friendly and easy to read. The question I decided to ask was if ADHD was a hereditary trait. I also wanted to know if there was a genetic mutation related to speech disorder. I have two family members who stutter and several with speech impairment.  I have not received a response just yet. 

Web 2.O presentation tools

Incorporating technology into the classroom has been a requirement for my school district. Teachers are encouraged to use as much technology as possible. Smart boards have been added to all math and English classroom. Unfortunatly, the science and history classrooms have been forgotten. Using Web 2.o presentation tools may be another way to include technology without using the smart board.

I decided to investigate the slide share website and the googledoc website. I found that each website user friendly. The Google doc webpage offered a familiar format. I was able to begin using the documents instantly. Slideshare is a website that I have used to pull slides presentation. It contains a lot of information but requires a fee to have access to all the slides presentations. I like both websites equally. One obstacle that I face is the fact that my school district limits access to Google and other unknown web pages, so I will not be able to access either webpage at school.

Intergating technology in the classroom

Incorporating technology in the classroom is a challenging process. Technology is a need resource into days classroom. Today’s society has created a has create a generation of students that a visually centered learners. Technology is a way to engage students using innovative tools that prepares student to work in today’s work place.

The area I selected to focus on is Forces and Motion. I was able to find several web sites resources that allow students to use technology tool, multimedia sources to research solutions for real world problems. One web site I found www.internet4classrooms.com. This website is very useful. I provide a wealth of resource for students and teachers to use. This website provides information that can be used by parents, students and teachers. . In order to help student understand the concept of Force and motion in everyday life, I decided to incorporate multimedia into the classroom. I will create a blog page where I will have students to gather, share, and publish information on Force and Motion in everyday. Students will be able to use cameras, scanners, and computers to create a book that will be shared with students. The above website provides online learning resources and pictures that students can use. Students will also create a poster that demonstrates forces and motions in action. This activity will be a good way to challenge my student to apply their knowledge to real-world scenarios.


One site, Engineering Interact, (http://www.engineeringinteract.org/resources.htm), offers five sub-topics: light, sound, forces & motion, earth & beyond and electricity modules, correlating questions, and applications. I found this site not only kid-friendly, but introduced content vocabulary in a meaningful way which is vital to comprehension. This would be a good site for English Language Learners.

I found both of the above sites are a good way to incooperate technology into the science classroom.  Allowing student to practice the use of technology in the learning process in a stepping stone to preparing them for a technology driven society.

Ivvestigating Heat Transfer

We often hear the word heat. Nevertheless, what is heat? Can I see it? Heat is the thermal energy that is transferred from one object to another when the objects are at different temperatures. Heat energy is transformed into thermal energy that flows from warmer to cooler objects. This process can occur in three ways conduction, convection, or radiation. In order to explore the concept of heat transfer it is important to understand the concepts of temperature such as insulation, convection, and conduction. This week's inquiry labs provides an opportunity to do a hands on activity to investigate heat transfer.

To begin I needed to pick four materials to test. My objective was to see if they were good insulators of heat. I selected aluminum foil, plastic, oven mitt, and small piece of foam.

My educated guess (hypothesis) was that the plastic, foam, and mitt would be the best insulators and the aluminum would lose heat much faster than the others would. Since aluminum foil is a metal it is consider to be a conductor not an insulator.

My next step was to set up the experiment. I used several ceramic coffee cups from my kitchen, the thermometer found in Walden’s science kit, a piece of aluminum foil, plastic wrap, a oven mitt, and a piece of foam cut from a foam cup. After setting up the lab, the next step was to perform the experiment. I read and followed experimental procedure as written. The four coffee cups were placed in a row on an even surface and each received three-fourths cups of hot water. After which I measured the temperature The temperatures varied a little for several of the cups. The cup I covered with plastic wrap and the mitt measure 36 degrees Celsius. The cup I covered with foil and foam measured 38 degrees. Once the temperatures were recorded the cups were securely cover with the preselected material (aluminum foil, foam, oven mitt, and plastic). I decided to observe the material in 15 min interval for a period of thirty minutes.

After the fifteen period ended, I removed each of the covers from the mugs. At the end of the fifteen minute interval the cup covered with the mitt and plastic wrap measured 32 degrees Celsius. The cups with the mitt and with the foil measured 30 degrees Celsius, and the cup with the foam measured 36 degrees Celsius. I recovered each cup for a additional 15 minutes. At the end of 15 minute interval a total of 30 minutes, the cups covered with plastic and mitt measured 28 degrees Celsius. The cup covered with foil measured 26 degrees Celsius. And the cup with the foam measured 34 degrees Celsius.

In conclusion the inquiry experience performed as expected. The cups with foam proved to be the best insulator. The cups with plastic and the mitt were about the same. The cup with the foil was the poorest insulator.

In addition, this lab would be a good hands-on activity for my students . There are several thing that I would change one is the amount of time provided between intervals. I would need to include addition question and discussion while the student wait to measure temperatures. Also, I notice that it was a little more difficult to measure temperature with only one thermometer. The lag time between measurements could affect the accuracy of the results. Also the lab could be expanded to allow student to investigate using a control cup. This way the students will be able to observe how heat transfer reacts with out insulators.

References

Tillery, B. W., Enger, E. D., & Ross, F. C. (2008). Integrated science (4th ed.).

New York: MGraw-Hill.

　Guided Inquiry Lab Momentum

According to Tillery, Enger, & Ross, 2008, momentum is defined as the product of the mass of an object and its velocity. In order to investigate the concept of momentum I decided to investigate the question "How do different surfaces affect the momentum of marbles ?" Based on prior knowledge I understand the mass of an object can have an affect on the momentum of an object. The greater the mass and speed of an object, the greater its momentum and the greater its transfer of energy to another object In addition I understand that momentum is also reduced by gravity and friction . To start my guided inquiry lab I decided to test my marble on three different surfaces. I chose to test the marbles on indoor carpet, linoleum, and hardwood. I also decide to run three trials on each surfaces.

First off, I set up the inquiry lab using a large size marble, a pencil , and a yardstick. I shot the marble on a carpeted surface and measured the distance it traveled across the surface. I took the average of the three trails. The marble traveled an average of 200 meters on the indoor carpet.

Secondly, I tested the marble on a linoleum surface. Once again I did three trials. The marble traveled an average 230 meters on the linoleum surface. The marvel seem to travel at a faster velocity than on the carpet. On one of the trials the marvel seem to want to travel the full length of the floor.

Thirdly, I tested the marble on a wood surface. Again I repeated the process three times. The marble traveled an average of 433 meter. The distance double the carpet and linoleum surfaces.

In conclusion I observed the the marble traveled the furthest on the wood surface. Based on the data I would conclude that the wood surface offered less friction on the marble so it was able to travel further. I did have some difficulties with the lab. One thing that I notices is that on several the trails the marvel keep going until it ran into something. It was also hard to make sure that the same force was applied each time.

Finally, this guided inquiry lab help me to get a visual understanding how important friction is to stopping or slowing down an object. I also realized the importance of keeping good tires on an automobile. This lab could be used to follow-up with a lesson on set belt safety and automobile maintance. This lab can be modified by allowing student to do a follow up lab that investigate if the mass of the marble would affect how far it travels down a homemade ramp. This would help eliminate the issue I had with assuring that that the same force is applied each time. Also student would need to get a graphic organizer to help student record data with out having to struggle with deciding how many times to do a test.

Overall, providing guided inquiry lesson will helps students get more practice with inquiry labs it would also provide student the opportunity to investigate concepts that apply to real world issues. I can also use the practice of “I wonder” questions. (Banchi & Bell, 2008) to expand the lab and allow student to discuss and reflect on results and provide explanation.

References

Tillery, B. W., Enger, E. D., & Ross, F. C. (2008). Integrated science (4th ed.).

New York: MGraw-Hill.

Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science & Children, 46(2), 26–29.

What will happen if polar ice caps melt?

What will happen if polar ice caps melt?

　
Global warming has become an important political issue. Global warming is a climate change referring to earths temperature change in the last century. Most scientist believe that the sudden change in temperature to the green house effect. The green house effect can be caused by natural factors as well as human factors. Many believe that the gases emitted in the are by humans are destroying the ozone level and creating a increase in the earth temperature. Could this be contributing to melting polar ice caps. How could this effect the earth as we know it.

Current theory believes that the rising temperature and melting ice caps could play a small role in the rising ocean level. Icebergs are chunks of frozen glaciers that break off from landmasses and fall into the ocean. The rising temperature may be causing more icebergs to form by weakening the glaciers, causing more cracks and making ice mo­re likely to break off. As soon as the ice falls into the ocean, the ocean rises a little.

I currently believe that it is possible for shifts in temperature can lead to changes in the weather. The plant have experience record breaking heat waves, droughts, and blizzards. I believe that the current green house effect has contributed to this as well as the melting of ice caps.

Creating a Diverse Lesson In the Science Classroom

Most students describe science as uninteresting and unnecessary. It is my goal as a science teacher to provide an enlightening, enthralling, safe, supportive and challenging instructional environment for each of my students. It is important for classroom teachers to feed the minds of students and unlock the hidden potential in each student. As highly qualified individuals in our field we are expected to pass on our knowledge. The assumption behind training for elementary and secondary teachers is that when you study a subject in depth and learn the proper method of instruction presumably you then become a more competent and outstanding teacher (J. Kottler, Kottler, and Zehm ,2005) But all the knowledge and skills in the world are virtually useless to a teacher who can not convey their meaning to learners in a personally designed way (J. Kottler, Kottler, and Zehm, 2005).
In order to make science more inviting to student it is important to design lessons that are more engagement. In order to meet this requirement I like to design lesson plans that include questioning and inquiry. I found that using the five “E” lesson plan strategies very useful. This method allows educators to create a lesson that is engaging. This method guides teachers to use scientific inquiry to promote student exploration. Providing the chance to work in small groups teach interpersonal skills. Small group also allow students to peers tutor . The use group time provides a tool to monitor student comprehension. Students often feel more comfortable working in small groups with their peers.
To make my lesson on physical and chemical changes I used real life examples of changes and ask the students to decide if they are chemical or physical changes. I also incorporate small group to help ensure that all student participate. To make the lesson interactive student play a game. Students are placed in groups of four with one host, a recorder and two contestants. I use this to introduce physical/chemical changes. I normally follow it with several labs the students do themselves. Each of these labs refers back to this presentation. Throughout the lesson students are allowed to reflect on the lesson and evaluate what has been learned and discovered.
Using the five E’s, engagement, exploration, explanation, elaboration and extension, and evaluation help to make my lesson plan more enlighting and enthralling for the student.
　
References:
Kottler, E., Kottler, J. A., & Zehm, S. J. (2005). On Being a Teacher: The Human Dimension (3rd ed.). Thousand Oaks, CA: Corwin Press.
Hammerman, E. L. (2006). Becoming a better science teacher: 8 steps to high quality instruction and student achievement. Thousand Oaks, CA: Sage Publications.