Today we learned how to do an acid test. We learned what acid was and then how to tell if there was acid in something. The first thing we did was mixed baking soda and vinegar in a cup. The mixture bubbled releasing carbon dioxide. This release pushed the stopper up. We also observed that if the gas forms then the liquid is an acid.
After doing this test we did the same test with water, orange juice, lime juice, grapefruit juice, and lemon juice. We mixed baking soda with each of these substances. We found that each liquid did contain acid, however, there were different levels of acid. The vinegar had the most acid. The water did not have any acid. The lime and lemon juice seemed to have almost as much as the vinegar and the grapefruit and then orange juice came next.
We also did this experiment with the actual fruit. This however, proved that there was more acid in the actual juice then in the fruit. This lab was very interactive and it was nice to work and discuss this in groups.
Monday, September 29, 2008
Thursday, September 18, 2008
September 18th
Today we started off class with a discussion regarding the Science Standards and goals included. This did a great job of providing for us what was and is important when teaching a Science activity.
After we did this we went only to Foss Web. This was an interactive site where we learned about Nutrition and and Food. I think this activity was a lot of fun. I learned about how to prepare a food dealing with proteins, carbs, fats, and calories. We played a game called 'what's for dinner'. We planned what foods would be allowed. The web page was colorful and fun to use and easy! This was a great example of using technology in the classroom.
After this activity we did the activity on the web, we did an activity on paper and planned a lunch menu. This was great because some people might learn better by writing instead of doing things on a computer. We also learned about calculations, which is a great way to integrate Math content.
Then we took a short, easy quiz. This is important because we need to be aware of whether or not the students are comprehending and learning. I thought today was a very productive day!
After we did this we went only to Foss Web. This was an interactive site where we learned about Nutrition and and Food. I think this activity was a lot of fun. I learned about how to prepare a food dealing with proteins, carbs, fats, and calories. We played a game called 'what's for dinner'. We planned what foods would be allowed. The web page was colorful and fun to use and easy! This was a great example of using technology in the classroom.
After this activity we did the activity on the web, we did an activity on paper and planned a lunch menu. This was great because some people might learn better by writing instead of doing things on a computer. We also learned about calculations, which is a great way to integrate Math content.
Then we took a short, easy quiz. This is important because we need to be aware of whether or not the students are comprehending and learning. I thought today was a very productive day!
September 16th
Today we discussed more about science and the strands. I already had read about the strands, therefore this was a great review. We also talked about all of the questions we had regarding the quiz and blogs. This was helpful so I knew what was expected of me.
Then we made the safety game. This was a great activity. We colored the game board and learned how to play. I think this would be a great activity to do in the classroom. It teaches students about safety and how safety will play a huge role in science activities. I think this activity should be done in the earlier activities, so that students can learn how to be safe when doing the future activities.
We also were given a lesson plan evaluation rubric so we understood how to make one and what was all required. This was great because there are lots of different ways to assess students and this rubric did a great job of providing what was required for our projects. It makes it a lot easier to succeed if we know what is needed and being looked at.
Then we made the safety game. This was a great activity. We colored the game board and learned how to play. I think this would be a great activity to do in the classroom. It teaches students about safety and how safety will play a huge role in science activities. I think this activity should be done in the earlier activities, so that students can learn how to be safe when doing the future activities.
We also were given a lesson plan evaluation rubric so we understood how to make one and what was all required. This was great because there are lots of different ways to assess students and this rubric did a great job of providing what was required for our projects. It makes it a lot easier to succeed if we know what is needed and being looked at.
Sunday, September 14, 2008
September 11th
Today during class we discussed the Nature of Science. One of the things I took out of the lecture was the four reasons to teach science well. They include that science is an enterprise that can be harnessed to improve quality of life on a global scale, that science may provide a foundation for the development of language, logic, and problem-solving skills in the classroom and that a democracy demands that its citizens make personal, community-based, and national decisions that involve scientific information.
While during the reading I learned about the four strands of science. These include understanding scientific explorations, generating science evidence, reflecting on scientific knowledge, and participating productively in science. I read about how these four strands need to be intertwined and used in the scientific curriculum.
One thing I really enjoyed regarding the reading was the example of scientific lessons in different grades. The examples were then related to the reading of the chapter and that really helped me to make connections.
While during the reading I learned about the four strands of science. These include understanding scientific explorations, generating science evidence, reflecting on scientific knowledge, and participating productively in science. I read about how these four strands need to be intertwined and used in the scientific curriculum.
One thing I really enjoyed regarding the reading was the example of scientific lessons in different grades. The examples were then related to the reading of the chapter and that really helped me to make connections.
Tuesday, September 9, 2008
September 9th
Today's activity regarded using Temperature Probes. The name of the lab was Temperature Probe Response Time. What we did included using a temperature probe, a glass of cold water, a glass of hot water, and a calculator-like thing . These tools all helped us to find out how response time works.
I felt that the lab could gone a little smoother. I thought the directions were going to be a little simpler, and it was difficult for us to get our technology to work the correct way. After we got our calculator thing to work, the lab was easy. We basically just stuck a probe in a cup of cold water, set up the calculator, and then moved the probe into a glass of hot water. Then we recorded our results.
The time it took for the temperature to max out was 78 seconds. We minused 20 from that and found out that our response time was 58 seconds. This basically means that it took 58 seconds for the temperature to completely change from the cold water to the hot water. Our graph looked like a bell basically and then at the top it levels off, which represents the temperature being maxed out. Our group also felt that the reason the time was on the bottom was because it was constant and the temperature was on the side was because it kept changing.
Overall, this lab was a good way to introduce new concepts, tools, and group participation.
I felt that the lab could gone a little smoother. I thought the directions were going to be a little simpler, and it was difficult for us to get our technology to work the correct way. After we got our calculator thing to work, the lab was easy. We basically just stuck a probe in a cup of cold water, set up the calculator, and then moved the probe into a glass of hot water. Then we recorded our results.
The time it took for the temperature to max out was 78 seconds. We minused 20 from that and found out that our response time was 58 seconds. This basically means that it took 58 seconds for the temperature to completely change from the cold water to the hot water. Our graph looked like a bell basically and then at the top it levels off, which represents the temperature being maxed out. Our group also felt that the reason the time was on the bottom was because it was constant and the temperature was on the side was because it kept changing.
Overall, this lab was a good way to introduce new concepts, tools, and group participation.
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