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Designing an experiment is like inventing a game or simulation. (Remember the various games and simulations we have recently played: Oh! Deer!, Bat-Moth, The Prisoner’s Dilemma, Eleusis or Mother Nature; think of other games you know and experiments you have done. Perhaps you even remember the 7th grade K-Nex challenge.)
The object and context must be defined.
The rules and parameters must be developed.
What to count and how to count are essential details.
Other aspects decided–competitive or cooperative, for example.
Today in your table group, invent a game using K-Nex which explore the cross-cutting concept of the Interconnection between Structure and Function. You will have 15-20 minutes. We will then share and then conduct a lucky draw to select one of the games to try. Post your game here (I will need to give one person editing rights): https://drive.google.com/drive/folders/0B4DPwlouN3dIV3VUMHlrYTRMSTQ?usp=sharing
All procedures must be safe for people and materials.
Every effort must be made to keep the materials organized. (Only one person from each table is allowed to retrieve materials.)
- See emboldened items for today’s discussions
- 3 presentations (period 3 Harshita, Ahaan, Jagan) (period 4 Mayan, Se-Jeong)
- Topics and students
Feedback to Activity/Discussion leaders (include your name, period, discussion leader’s name, and topic):
- State what you think is the most important idea that came from the activity and discussion and why.
- Pose the most significant question that you have about the topic and explain why you think it is most significant.
- What relevance, if any, do you see to your own life and interests of the topic?
- Explain what is clear to you about the topic and related issues and also what is not clear or confusing/
- What are your ideas about how problems associated with the topic might be met?
Discussion/Activity leaders write a reflection based on the feedback. Upload to both your blog (science 8) and your DSN.
Submit your presentation and annotated bibliography in your digital science notebook AND in this folder in which you upload your annotated bibliography (filename = yourname sci8 1617 an.bib) and your presentation (filename = yourname sci8 1617 himp.pres) < https://drive.google.com/drive/folders/0B4DPwlouN3dIdVZnX2dCa3VtTGc?usp=sharing >
- 2—2 presentations (period 3 Jack, JinYoung)
- 4—human impact films and reading
- 8—human impact films and reading
10—3 presentations (periods 3 Jesus, Lucas Jones, Naheul and 4 Andrea, Se-Jeong, YouNa)
12—3 presentations (periods 3 Nikolay, Lucas de Jong (absent) and 4 Driena, Rino, JaeHyun, )
16—4/3 presentations (periods 3 Ethan, Nigel, Mona, Lucas de Jong, Anya Rose and 4 Mayan, Deacon, Dongha)
18—3 presentations (periods 3 Shiv, Varun, Isabella and 4 SuHan, SangHyun, EunYoung)
22–3 presentations (periods 3 Jay, Anya S., Akshay, Isabella (not ready on 18) and 4 Yi Reong, Yusuke)
- 24–3 presentations (period 3 Harshita, Ahaan, Jagan)(period 4 Mayan, Se-Jeong)
- 1st Explanations (with pictures)
How does the diver compare to the hot-air balloon?
How does the diver compare to the air-pressure water rocket?
How does the diver compare to a submarine?
How does the diver compare to a fish?
Find and read “A Philosophical Toy” look at the pictures–read the theories.
Observe a new, unsolved puzzle.
Touch the Sound (Dame Evelyn Glennie–a profoundly deaf musician)
Soundgarden–Seattle band’s first big hit was Spoon Man
Miss Congeniality–singing wine glasses
Your musical instruments–how to the work? what do they do? what do you do?
How would you draw a picture of sound?
How would you picture “high” “low” “loud” “soft”? Why?
The puzzle of the singing wineglasses.
- Make sure hands and glasses are “squeaky” clean.
- Handle glasses with great care. Do not break the glasses!
- Do not get cut or cause others to get cut!
What is the pattern? How can the pattern be explained? How can the explanations be tested?
Draw pictures. Write down your ideas. Collect group’s ideas. Turn in.
- How could you determine the speed of sound?
- How could you further investigate the nature of sound?
- Your question(s)?
Enhancing the Schoolyard (update) (period 6 proposal for butterfly garden)
Eleusis–Mother Nature–A Game of Science
Science activity/topic options for 19, 23, 25 May?
Sound, Light, Density-Buoyancy, Building-structures (K-NEX), Other?
Submit Bird Beak graphs and summaries. Be sure your name is included and you have a copy uploaded to your digital science notebook. Email to parents and Dr. F if you are not ready.
Examine one another’s Bird Beak graphs and summaries.
Complete entry on Partner Tree.
Watch the following, on your own (you may get headphones) or as a class. Elect on student to play from his/her Ipad. If viewed as a class. stop and discuss as you go.
Life in the Undergrowth–silk spinners: https://www.dailymotion.com/video/x24gi93_life-in-the-undergrowth-3-of-5-the-silk-spinners_shortfilms
This is a very interesting video–let me know if you like the technique: https://www.youtube.com/watch?v=R9irpz6ZZk8
Hint: Refer to the last paragraph of Origin of Species that we read at the beginning of the semester. You wrote a blog post about your thoughts.
5 May Reading and Video–context for Assessment
You will receive a paper packet. Be sure your name is written on it. DO NOT TAKE IT FROM THE CLASS. Turn in the packet at the end of class. You will use this on 9 and 11 May. The summative product is due at the beginning of class on 15 May (paper AND digital copy). There can be no late submissions as we are at the end of the semester. Plan now to turn your work in on time!
finches (Read pp. 121-124. Read about activity pp. 125-134–do not conduct this activity–just prepare your mind. Read about activity pp. 135-140–do not conduct this activity–just prepare your mind. Read about activity pp. 142-144–do not conduct this activity–just prepare your mind. )
We will watch this video together on 5 May. Take notes and be sure to ask questions.
9 May Conducting experiment
Carry out the bird beak simulation (see handout or link above). Additional instructions will be given in class. Collect all data.
Make a visual display of the data (be sure to following good graphing practices–choose a scale that covers all the data, that makes the graph as large as possible AND that is convenient). Label axes with variable name and unit. Include a title. Graph first in pencil and make sure it is correct before using ink. Write a summary of the simulation explaining the procedure, the data, and the way natural selection of beak size is modeled. Be sure to connect the data to your ideas. Also describe which parts of the simulation correspond to reality and which parts do not. Also make a statement referring specifically to the standards. The visual display and written portion are due at the beginning of class on 15 May. They should be submitted in hard copy AND uploaded correctly in your digital science notebook. You must do original work.
Natural Selection and Adaptation SA
- Students will carry out a simulation related to the natural selection of bird populations in the Galapagos. The simulation will generate quantitative data based on bird beak size.
- Data is collected from the bird beak simulation and analyzed.
- Analysis is made and conclusions drawn with respect to structures, environmental effect on bird populations, adaptations, and natural selection.
- Product: 1. Visual presentation of the collected quantitative data and analysis. 2. A brief summary of the simulation, collected data, and the cause and effect relationship between beak size and natural selection of bird populations.
The learning standards to be assessed:
Science and Engineering Practices
- Developing and using models
- Using mathematics and computational thinking
Cross Cutting Concepts
- Cause and effect
- Structure and function
Disciplinary Core Ideas
- Natural selection and adaptations
Each student should imagine who they would like to ask regarding their own topic (David Letterman’s question from the episode on Years of Living Dangerously): “You knew this was a problem and you didn’t fix it?” Then share who you would ask the question of and why? What do you see as the most promising ways of addressing the problem(s) associated with your topics?
Watch the following videos and take notes on the case for human impact on the climate because of human activities that shift the carbon cycle.
Each student make one statement about what she/he thinks is the most important idea about his or her topic and why.
All students take notes on each statement and reasons. Do not discuss anything at this point in time, but do prepare any questions you might like to bring up during the upcoming discussions. (In period 3, Jack and JinYoung have already led their discussions and activities–they may still offer their ideas and reasons.)
- 300 Years of Fossil Fuels in 300 seconds
Consider the science, the economics, the politics that are involved in this next episode from a series about all the impacts of climate change. Watch, take notes, discuss. Be sure to finish the video.
- Years of Living Dangerously