Hot Stuff!

During week four of SCIE-6661S-1, I was challenged to find the best material that would insulate a mug filled with hot water. I chose four materials to test: plastic cling-wrap, foil, newspaper, and a cotton terry cloth. After choosing the materials, each was placed on top of a mug filled with hot water. The materials were secured with a rubber band over the mugs, and the water temperature was tested after thirty minutes.

I predicted that the cling wrap would be the best insulator after doing some research. The best insulators are “materials such as plastic, wood, and rubber [that] hold tightly to their electrons and do not readily allow for the flow of charge” (Tillery, Enger, & Ross, 2008, p. 130).

To my surprise, after thirty minutes the mug covered with plastic wrap measured forty six degrees Celsius. This was less than the newspaper which had a temperature of forty eight degrees Celsius. Both the terry cloth and foil measured fifty degrees Celsius. A factor that may explain the plastic wrap holding the least amount of heat may be related to the thin structure of the plastic. I realized I relied solely on information from the text for my prediction, and did not apply information I already knew. This was a valuable lesson in trusting my own judgment.

This experiment is one that could easily be applied to a classroom setting. To make this relevant to my students’ lives, I would conduct this experiment using a cold liquid rather than a hot liquid. We live in the dessert, so keeping cool and hydrated in the summer is a commonly addressed safety issue. A way to make this experiment more fun would be to have students take part in a “lemonade challenge”. Students would be required to design and test materials that would keep a cup of lemonade the coolest at lemonade stand. Students would study heat transfer in items such as coolers and insulated cups to prepare for their design.

Reference

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

McGraw-Hill.

Exploring the Physical World: Engaging in Guided Inquiry

For the assigned guided inquiry experiment, I chose to test the question: “how do different surfaces affect the momentum of marbles?” To create an experiment that would answer this question, I began considering the concepts related to momentum and varied surfaces. Momentum involves mass and velocity. Including velocity in my experiment meant that I needed to have a marble moving in a consistent direction and speed. To do this, I built a simple ramp out of a board of wood propped on a small box. The question I chose asks how different surfaces affect momentum, so I completed two trials; one on carpet and another on tile flooring. To assure the mass was consistent, I used the same marble during each trial. Researching concepts of momentum previous to creating the lab made the design process more efficient.

During the experiment, the marble traveled the furthest on the tile floor. I expected this outcome, as I predicted the carpet has more friction than the tile. The marble traveled only sixty-three centimeters on the carpet. The tile floor had less friction and allowed the marble to travel three point three meters.

The design of the momentum experiment went well, although a challenge I faced was connecting the science concepts to what was happening in the experiment. Physics is not my strong point in science, so I needed to review the concepts involved. This helped me appreciate how my students feel when they are learning new material. I feel that this experience was important for understanding how my students work through the learning process.

Something I appreciated about this assignment was the ability to choose the question I wanted to test. As a student, choice is important to me. It is good to be reminded that choice is a powerful motivator for my students. In the classroom, a modification I would make to this experiment would be to test different marbles or balls that vary in mass. This would provide more evidence that mass is an important factor in momentum. If I were to teach these concepts to my students, I would want them to understand how momentum works. While using a ramp, it would also open up an opportunity to talk about potential and kinetic energy. The experiment I designed would allow students to experience the science behind motion.

Week 6: "Bottled Cloud" Structured Inquiry Lab

     In the bottled cloud lab students learned how clouds are formed, and were able to create a foggy cloud in a bottle by using water, smoke, and pressure.  Students compared the materials in the experiment to cloud formation in our sky. For this lesson, I asked students to take part in an after school lab activity.  It was great to have students who were motivated to learn science beyond their school day.  This showed a lot of dedication on their part. They worked in pairs for the experiment and joined in groups of four to discuss analysis questions.  Their collaboration was fun to observe.  
     Teaching outside of the normal school day provided me with a more relaxed perspective.  I was able to connect with my students in a more in-depth way.  I also noticed some areas of deficiency in their understanding of the scientific method.  The lab sheets students completed (pictured below) allowed me to see where I can guide my students in communicating more detailed writing.  On a positive note, students were understanding the concepts of the lab well and connecting the lab with the real world concepts.  One website I am requiring students to visit as a follow-up to this lab is http://www.nws.noaa.gov/om/osd/portal.shtml Students will track the atmospheric pressure, sky conditions, and make personal observations for one week.  After recording this information, students will be asked to make a connection between pressure in our atmosphere and our weather.
     This lab gave me an opportunity to practice structured inquiry, and encouraged me to let my students direct portions of their learning experience.  I am looking forward to creating more inquiry labs in the future.

Week 3: Melting Icebergs Inquiry

Two questions were presented this week: What happens if the polar ice caps melt, and what other questions do you have about this science inquiry experience?


Based on the experiment, I am making an assumption/predication about melting icecaps.  This assumption is that the ocean will slightly recede as icecaps melt.  In the experiment, I placed ice in a bowl and filled the bowl with water.  I observed the ice as it melted and noted that the water in the bowl slightly decreased as the ice melted. I did not take exact calculations of the amount of water and ice that was used, so if I were to repeat this experiment I would take exact measurements to collect more accurate data.  Understanding the properties of water helped me predict that the ice (water that froze and therefore expanded) would easily melt without making the bowl overflow.


The fear of melting ice caps "overflowing" on our earth can be put to rest with this experiment, but there are components of melting icecaps that are concerning. The experiment does not take into account that water may be flowing into areas it never did before, for example, "in Alaska, salmon populations are at risk as melting permafrost pours mud into rivers, burying the gravel the fish need for spawning" (Kluger, 2006).  Additionally, the "ocean waters have warmed by a full degree Fahrenheit since 1970, and warmer water is like rocket fuel for typhoons and hurricanes" (Kluger, 2006). These warmer waters can also create a breeding ground for various organisms that swell in population,  jellyfish being one of them.  Whether the increase in melting icecaps is due to global warming or natural climate cycles, this experiment evokes a lot of thought and many questions through hands-on experimenting.

Questions I have about the experiment are: One, should we consider that icebergs are freshwater and the oceans are saltwater for this experiment?  This may more accurately represent the simulation in this inquiry experiment.  Two, what sort of background knowledge should we expect students to have when performing this experiment?  Three, how could I successfully implement this lesson in a fifty-five minute period that I have with my middle school students?  I would love to hear your thoughts and suggestions!


References

Kluger, Jeffrey. (2006). Earth at the tipping point: global warming heats up. Time. Retrieved from http://www.time.com/time/magazine/article/0,9171,1176980-6,00.html

Week 2: Planning with the 5 E's

The planning template I used this week was very descriptive. Although it may not be a realistic lesson plan in terms of the amount of time it took to complete, it was helpful in various ways. Primarily, it was good for me to reflect upon my current teaching practices. It gave me a chance see where I may have gaps in planning and how I can develop richer lessons. I do not normally go into such detail when planning a lesson. Additionally, I understand the needs of my students and tend to modify my teaching without writing a great deal into my lesson plan. This is my seventh year teaching science, and through experience, I am able to predict what students will need as well as what activities will be appropriate for certain classes. 
A major component of the lesson plan is the use of the 5 E's (engagement, exploration, explanation, elaboration, evaluation). This method guided my lesson to include inquiry. It also directed my planning to address student misconceptions, guide them in building upon their knowledge, and assess their learning. 
The lesson I wrote included a guest speaker. The logistics of inviting a guest into the classroom takes some work, so if I were to implement this lesson it would take extended preparation and planning. 
Overall I am pleased with how my lesson plan is written. It was a tedious and time-consuming process, although I was able to learn a few new components to include for future planning.