18 January Science 8 Presentations on Carbon and Carbon Cycle; Respiration, Fermentation, Metabolism

Link to previous blogpost: http://rfrazier.msblogs.aes.ac.in/2018/01/16/16-january-science-8-continue-carbon-jigsaw-activity-complete-presentation/

  1. Review DSN entry from previous class. (How are you doing with keeping your DSN complete and up-to-date? Send Dr. F an email if you need assistance.)
  2. Review the blogpost for today’s class.
  3. Prepare your DSN entry for today.
  4. 15 minutes to get ready for presentations.
  5. Presentations

a. Lessons from Thin Air (learning about carbon, the carbon cycle, photosynthesis, matter, atoms, how humans try to make sense of things, the persistence of conceptions that have made sense at one time in a person’s experience even though the ideas become challenged later by evidence and logic, the various challenges to learning, the value in learning of extended dialogue combined with firsthand experience.

b. Carbon from Primo Levi’s The Periodic Table. An advanced but beautiful narrative of a carbon atom–using story-telling and descriptive language to paint a picture of the reality of atomic theory and the particular element upon which all life depends.

c. An episode on Carbon and Carbon Chemistry from the 26 part series, The World of Chemistry, written and narrated by Roald Hoffmann, a Nobel Prize winner who holds Primo Levi’s writing in high esteem.

d. A 5-part program on Carbon from Robert Krulwich’s National Public Radio science series Krulwich Wonders. Extensive use of cartoon animation and music.

As you listen to each presentation, compare the ideas being presented with your own. Be prepared to ask questions. (Each student should identify questions and be prepared to ask.) How do the presentations related to one another, beyond the obvious link in that they all are about carbon in some way? The links for each of the resources used in the presentations are listed in previous blogposts. Feel free to consult them.

*To what extent did our study of matter in Semester 1 prepare you for looking in more detail at Carbon, Carbon Chemistry, and the Carbon Cycle? Write a thoughtful response in the reflection section of your DSN entry for today–especially in relation to the ideas about learning in Lessons from Thin Air and the concepts about carbon in the other presentations.

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Related terms: Respiration, metabolism, fermentation, cellular respiration, aerobic respiration, anaerobic respiration

All of these terms refer to the myriad chemical reactions involved in “life” and based on carbon.

Many sets of reactions use carbon based molecules for fuel (energy) and for building material. In these processes one important end-product is carbon dioxide.

Another set of reactions that occurs in green plants and phytoplankton (in the oceans) take carbon dioxide from the air and build carbon-based molecules that are then available for fuel and building material for these same plants and phytoplankton as well as for all the other organisms that depend on the molecules.

In the next class we will set up apparatus to observe fermentation of sucrose by yeast as an example of the first set of reactions–using a carbon based molecule to fuel the growth and reproduction of an organism.

In following classes we will look at the history of the discovery of photosynthesis and will replicate some of the important experiments and techniques.

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17 January Flowers–a starting point for Growth, Development, Reproduction–and–Biodiversity (also PIP proposal and Partner Tree observations and research)

  1. Review DSN entry from last class.
  2. Read today’s blogpost. Prepare your mind for the class.
  3. Open a new document for your DSN entry for the class.

A. How is your PIP proposal coming? Turn in a paper copy for the next class. Be prepared for feedback.

B. How is your partner tree research coming? See previous blogpost to test your knowledge and the completeness of your records.

C. Conduct the flower dissection and create a display of photographs and sketches with the following partner:

Flower dissection:

Groups: Be sure to up date your partner list–

Tomas Chihaya; Boris YeonWoo; Denzel HeeJun; Anton Avanka; JaeHun Michal; Dowoo Pauline; Bailey Yaroslav

Liam Reyha; Merrick Ananya; YuBin Marvin; JaeJun Sophie; Max Hangyeol; Jaeha Halen; Gabi Hyunjin; Sulaimaan JiWoo; YuMin David

  • Review the websites on parts of flowers and forms of flowers below.
  • Flowers are reproductive structures of a large group of plants–the flowering plants.
  • Examining the flowers will bring into view the major ideas of our topic this semester: Growth, Development, Reproduction–And when we look at the variation of “kinds”–Biodiversity.
  • There is background knowledge that will help you begin to make sense of the structures and functions of flowers. (For example, inheritance, genetics, chromosomes, genes, DNA, pollen, pollination, pollinator, nectar.)

Systematically record and dissect the flower(s) you are provided. 

Take a flower apart. Examining each “piece.” Think of the flower as a puzzle, where each piece fits together in a certain way. Do this carefully, imagining that you could put it back together in exactly the same way you found it. Imagine what the function of each “piece” is. Check your ideas against the references linked below (websites and videos).

PLAN BEFORE YOU CUT. READ THE REST OF THE DIRECTIONS.

Be careful with the dissecting tools.

Make a display with photos and sketches. Count parts. Measure. Provide a scale. Describe shapes and structures. If you know the name, that is fine. If you do not, simply describe. Discuss the possible function of each structure. How would you guess that the flower(s) is(are) pollinated? Why?

Use pic collage (ap) to arrange your photos into a display. Send the file to mpeter@aes.ac.in who will print and laminate your poster.

Use the magiscope for a magnified view. With help, use the compound microscopes to get a more magnified view. If pollen is present, try to get a view of a pollen grain. Use the microscopes as directed. Make sketches, take photos, include labels and descriptions.

Useful links: http://www.flowersofindia.net/

Flower parts: http://www.flowersofindia.net/misc/flower_parts.html

Flower shapes: http://www.flowersofindia.net/flowershapes/

http://www.microscopy-uk.org.uk/mag/indexmag.html?http://www.microscopy-uk.org.uk/mag/artjul99/pollen.html

Pollination videos and websites:

Make a note of these links. We will look at them as a class and you will need to review them (periodically) on your own or in a small group.

The Continuity of Life

http://rfrazier.msblogs.aes.ac.in/files/2012/04/The-Continuity-of-Life2.pdf

What Darwin Never Knew

https://www.youtube.com/watch?v=OV27qy6Gfb4

A Confusion of Names from Botany: A Blooming History

https://www.youtube.com/watch?v=cVDpdmlpZKw

Sexual Encounters of the Floral Kind

Notice the numbers in the pictures below!  See the 3’s and 6’s. This pattern is characteristic of monocots–the large group of flowering plants that includes grasses, palms, lilies, aroids.

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16 January Science 8–Continue Carbon jigsaw activity; Complete presentation; Human Impact topics

  1. Review DSN entry from previous class. (How are you doing with keeping your DSN complete and up-to-date? Send Dr. F an email if you need assistance.)
  2. Review the blogpost for today’s class.
  3. Prepare your DSN entry for today.

See previous blogpost: http://rfrazier.msblogs.aes.ac.in/2018/01/11/12-jan-science-8-carbon-jigsaw/

Continue reviewing your resources. Collaboratively prepare a 5 minute presentation in which all members of the group have contributed and have a role. After your presentation share with the class in this folder (one person from each group will need to have editing privileges): Science 8 Frazier Carbon / Carbon Cycle Presentations 1718  https://drive.google.com/drive/folders/18eJpR4pSfCB6x2cZpox4HgTL9u8BsdTy?usp=sharing

Description of resources. Background to references / authors. Main ideas. Significant details and supporting examples. Links to ideas from first semester–the atomic theory of matter. Are there explicit or implicit points of view evident in the resources? Explain. Big questions held by your group. Your thoughts on possible answers. Summary statement on what you have learned about carbon and the carbon cycle. Reference list slide.

Be ready to present your findings.

During presentations each class member should have questions to pose to the presenting group. Listen closely to see what you understand and to see which presented ideas correspond to ideas from your own reference/resource cluster.

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Human Impact on the Earth

You have already selected your topic (by lottery). You should have begun watching for items “in the news” and creating annotations. If you have not, be sure you start now:

Annotation (for each reference):

  1. Full bibliographic information, author, date, title, publication, volume, edition, page (or equivalent). If web-based, include the url, the date of posting (last edit), and the date you last accessed.
  2. Information about the author and publication–background, expertise, affiliation. If no author, focus on the publication.
  3. Content of the article. Be specific. Big ideas and enough of the significant details to get a sense of what the article is about.
  4. Point of view and usefulness. Is the article a report of original research or a review of research or an opinion-editorial or a reflective essay or some other genre? If a point of view being presented. What kind of evidence is used to support the points made in the article?

Topics

( < https://docs.google.com/a/aes.ac.in/spreadsheets/d/1SXx0Zvtkx8C3SixY99dE-F5_GNS0XYM0yjkp3oNGqsg/edit?usp=sharing >)

  1. (Global) CO2–greenhouse effect–global warming–global climate change—shifting of carbon cycle
  2. India(Invasive species in India—loss of native habitat and biodiversity)
  3. (India) Endangered species. Habitat loss. Trade in endangered species. Animal human conflict. Conservation efforts in India.
  4. (Global)Elements in an Ipad-Laptop-Cell phone–Rare earths and conflict minerals—environmental costs of technology
  5. (India)Air quality in Delhi–air pollution
  6. (Global)The Anthropocene and the 6th great extinction
  7. (India)Mining-industrial, economic development, urban sprawl and conservation of nature / habitat / biodiversity in India
  8. (India)Agriculture-pesticides-fertilizer-nutrition and health in India
  9. (Global with local examples) The concept of ecosystem services—re-evaluating economic policy and theory in light of the environment—other ways to assess the value of the environment—international examples—Indian example.
  10. (India) The degradation and altering watersheds—River linking, dams.
  11. (India-Delhi) Access to clean water—sewage—pollution—irrigation—shortage of water.
  12. (Global) New Diseases. Zoonotic diseases. 
  13. (Global) Food security. Genetic engineering. Reduction in genetic diversity of food crops. Selection of herbicide resistant weeds. Loss of pollinator populations and diversity (pesticides and bees, for example).
  14. (Global and local) Deforestation–India, Tropics, Worldwide
  15. (Global and local) Climate denial, science denial, removal of environmental protections
  16. (Global and local) Current state of “green energy.” Renewable energy. Non-carbon based energy technologies
  17. (Global and local) Habitat restoration. “ Rewilding.”E.O. Wilson’s Half-Earth proposal.
  18. (Global and India) Promising environmentally sustainable practices and technologies (other than green energy examples from #16).
  19. (local)AES efforts to implement environmentally friendly practices. Areas for improvement. Suggestions.
  20. You choose—must be distinct from other options.
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15 Jan Science 7 Partner Tree and Personal Inquiry Project

The Personal Inquiry Project

During the coming semester, you will need to conduct what we shall call a Personal Inquiry Project.

There are only a few requirements:

  • The project should be something that interests you and motivates you very much.
  • The project should be related to some idea(s) and/or some practice(s) that are part of Science 7 (Motion; Energy; Growth-Development-Reproduction / Biodiversity; Natural Selection-Adaptation / Evolution). You should be able to provide rationale for the connection of your PIP to the Science 7 curriculum.
  • The PIP should involve significant firsthand experience and original thought/work.
  • The PIP will be presented to the school community (including parents) at the end of the year. Thus, it will need certain components. The details of the presentation / publication of projects will be determined through collaborative discussion with each student. The expectation is that the quality of the presentation / publication will be high.
  • A written description/explanation of the project will be required.
  • A written reflection including specified points will be required.
  • There is the possibility that the PIP will be included in Power School (especially regarding scientific practices as well as cross-cutting concepts and disciplinary core ideas).
  • Although some time will be provided during class, most of the time for the research and composition will come outside of class. There will be checkpoints along the way.
  • A proposal is made that identifies: 
    • Challenging Problem or Question
    • Key Knowledge, Understanding, and Success Skills 
    • Sources of personal interest and motivation
    • Clear connections to scientific concepts, ideas, practices from the Science 7 curriculum
    • A timeframe

There are a multitude of possibilities (each would need to be documented in a thorough and appropriate way):

  • An original experimental research project.
  • An original naturalistic field study research project.
  • Original creative non-fiction based on firsthand observations and experiences.
  • Original poetic writing based on firsthand observations and experiences.
  • Original art based on firsthand observations and experiences.
  • Original photography based on firsthand observations and experiences.
  • An original collection / display / exhibit like something curated for a museum.
  • A service project (there are many possibilities here from working with children to enhancing the environment to advocacy for some action).
  • An original invention, construction, or engineering investigation.
  • An original project that investigates cultural aspects of a science related topic (ethnobotany / ethnobiology possibilities are rich in India; traditional motion toys collected, built, performance investigated).
  • An original project that investigates practices that people might not immediately associate with science (food and cooking, for example).
  • An idea that you propose and for which you provide a convincing rationale.

Proposal:

  1. Name, date, period

  2. Topic, question (family of questions), and/or problem stated clearly with enough detail to indicate the direction your investigation will take initially.

  3. Background of your interest and motivation. The degree of your commitment. What things have you read, researched, done, investigated, and thought about that are related to your idea(s) up to this point?

  4. How is your proposal connected to the topics addressed in Science 7. You need to make a strong case.

  5. What do you expect to learn? What do you need to learn? Be specific as you can.

  6. Describe, the kind of inquiry, style of investigation, procedures you propose.

  7. Method for keeping a log/record/journal of your progress. This should include details of your activity AND details of your thinking and reflection.

  8. Description of the final product you have in mind. You will need to present a product AND a written component (see requirements above).

  9. Criteria for success. How should your inquiry and final product be evaluated? This should be specific and detailed.

  10. Timeline. Use a calendar and set specific goals. When will you work on your inquiry. (Showcase is scheduled for mid to late May.)

  11. Other. What else needs to be included in your proposal?

  12. Outcome of consultation (s) with Dr. F.

See this previous blogpost for more details: http://rfrazier.msblogs.aes.ac.in/2017/12/13/13-december-science-7-personal-inquiry-project/

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Partner Tree

Organize the observations and research you have done on your partner tree so far.

Visit your partner tree and add new details (changes that have taken place) and fill in missing information.

Use previous guidelines to help you know what to look for.

You should be able to:

  • Make a scale model of your tree’s leaves / leaf arrangement.
  • Accurately sketch and describe the branching pattern.
  • Recognize the bark pattern.
  • Identify the flowers and the fruit.
  • Have at least three reference links describing your tree species.
  • Have information on the importance of your tree species in the environment. What special uses of the tree are made by humans?
  • Have a gallery of useful photos and sketches of your tree and its parts.
  • Have names: Scientific, local, common English. Have information on how/why the tree is named. Watch A Confusion of Names from Botany: A Blooming History https://www.youtube.com/watch?v=cVDpdmlpZKw
  • Be able to recognize your tree species in other settings. For example how many specimens of your partner tree species can be found on the AES campus, in the neighborhood where you live, in a favorite park (like Lodi Garden).
  • If you were to make an interpretive sign for you partner tree species, what would you include? Why?

See below–from a past blogpost:

Organize your observations from the first to today’s. Label your sketches and photos. What information should be included in a label? In a record of an observational visit? See the diagrams below showing what to look for when observing trees. Use these guidelines to enhance your observations. Develop a scheme or template that you will use for your observations of the partner tree. What are the things to notice? What will you need to do to clarify observations and thoughts about your individual specimen and the species (genus, family) to which your particular partner tree belongs?

A great riddle about learning in science: How can you learn to observe things that you have never noticed before?

Include observations that are detailed enough so that you could construct a scale model (made from paper?) of a branch with leaves of your species. You will need to decide the kind of leaves your species has. Think about the distinctions among leaves, like simple, compound, double compound.

Add important information about your tree species to your records through research from books and reliable websites.

Partner trees Science 7 1718   

https://docs.google.com/document/d/1dZ98jj6Cba88W8WAfXMi9FnHx52BMMWqECvX0U_iMBA/edit?usp=sharing

Some native trees:  suitabletreesdelhi

Compare the results of tree surveys by Sci 7 2015-2016s and 2016-2017

  1. 2016-17 Pd8: https://docs.google.com/a/aes.ac.in/spreadsheets/d/10Cn1AfKkJyn9sw6CqiqEKldKlSElFLnGuILofRyMm-s/edit?usp=sharing
  2. 2016-17 Pd6: https://docs.google.com/a/aes.ac.in/spreadsheets/d/110bXByMlkl6xHnX2nOhG8T1SJKmix273nlffkzCVfNk/edit?usp=sharing
  3. 2016-17 Pd5: https://docs.google.com/a/aes.ac.in/spreadsheets/d/10RdXmdn9v1838NjucBgUKcAR1SCu8o4YSyjeEUhIPRg/edit?usp=sharing
  4. 2015-16 Period8 treelistperiod8 or https://docs.google.com/a/aes.ac.in/spreadsheets/d/1R3UemPGz8uowhkVtk43QhMRHLaIwWhMt4GyS2jsyaBc/edit?usp=sharing
  5. 2015-16 Period6  tree survey period6 or https://drive.google.com/a/aes.ac.in/file/d/0B4DPwlouN3dIeDdseWVUZEVWYTg/view?usp=sharing
  6. Tree list from FMO 2014-2015 school year (includes campus housing) Trees at AES 20142015 FMO

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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12 Jan Science 8 Carbon jigsaw

  1. Review your DSN entry from the last class. Send an email to your parents AND Dr.F with your New Year’s Resolution / Plan to keep your DSN complete and up-to-date. Include a statement on how well you’ve done so far. Is your entry from the last class complete? Have you uploaded it properly in the DSN?
  2. Examine the class blog. Each cluster approaches aspects of carbon. The properties of carbon and how carbon behaves at various scales relates to one of the most significant earth cycle–the carbon cycle.
  3. Prepare your DSN entry for today’s class.

Finish science souvenirs. As you listen, try to make a sketch to help you remember and think about the souvenir offered by your classmate.

You will be assigned to a group to review and analyze references related to Carbon and the Carbon Cycle (everyone watch this short video: https://www.youtube.com/watch?v=nzImo8kSXiU).

Work together to help each other examine, analyze, and try to understand your cluster of references. Identify important concepts–big ideas and significant details. Identify essential terms–discuss what they could mean from the context–rather than look up definitions that may be out of context. Identify questions you have and that your classmates are likely to have. Which parts of your references may prove confusing for your classmates? Why do you think so?

Prepare a 5 minute presentation based on your references that captures the main ideas and significant supporting examples. Find out what you can about the background of the references. (Who, how, what, why, etc.) Discuss how the references relate to what you already know about matter. Present the most important questions that you and your group have. What do you and your group suspect the point of view of the author(s) to be? Why? Identify bridges AND barriers to deeper understanding of the topic.

Group 1

Carbon

https://www.learner.org/vod/vod_window.html?pid=813

Group 2

Group 3

It’s All about Carbon

Group 4

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11 January Science 7 Entangled bank; Continuity of Life; Partner Trees

In groups analyze the passage. Note your questions. Select examples. Summarize your ideas and your group’s ideas.Share your group’s thinking with the full class. (The passage is from the 1st edition of Origin of Species: https://www.gutenberg.org/files/1228/1228-h/1228-h.htm )

1. It is interesting to contemplate an entangled bank, clothed with many plants of many kinds, with birds singing on the bushes, with various insects flitting about, and with worms crawling through the damp earth, and to reflect that these elaborately constructed forms, so different from each other, and dependent on each other in so complex a manner, have all been produced by laws acting around us.

2. These laws, taken in the largest sense, being Growth with Reproduction; Inheritance which is almost implied by reproduction; Variability from the indirect and direct action of the external conditions of life, and from use and disuse; a Ratio of Increase so high as to lead to a Struggle for Life, and as a consequence to Natural Selection, entailing Divergence of Character and the Extinction of less-improved forms.

3. Thus, from the war of nature, from famine and death, the most exalted object which we are capable of conceiving, namely, the production of the higher animals, directly follows.

4. There is grandeur in this view of life, with its several powers, having been originally breathed into a few forms or into one; and that, whilst this planet has gone cycling on according to the fixed law of gravity, from so simple a beginning endless forms most beautiful and most wonderful have been, and are being, evolved.

https://www.theguardian.com/uk/2000/oct/22/booksnews.peopleinscience

+ + + + + + + +  + + +

Make a note of these links. We will look at them as a class and you will need to review them (periodically) on your own or in a small group.

The Continuity of Life

http://rfrazier.msblogs.aes.ac.in/files/2012/04/The-Continuity-of-Life2.pdf

What Darwin Never Knew

https://www.youtube.com/watch?v=OV27qy6Gfb4

A Confusion of Names from Botany: A Blooming History

https://www.youtube.com/watch?v=cVDpdmlpZKw

Sexual Encounters of the Floral Kind

+++++++++++++++

If there is time, visit your partner tree. Organize your observations from the first to today’s. Label your sketches and photos. What information should be included in a label? In a record of an observational visit? See the diagrams below showing what to look for when observing trees. Use these guidelines to enhance your observations. Develop a scheme or template that you will use for your observations of the partner tree. What are the things to notice? What will you need to do to clarify observations and thoughts about your individual specimen and the species (genus, family) to which your particular partner tree belongs?

A great riddle about learning in science: How can you learn to observe things that you have never noticed before?

Include observations that are detailed enough so that you could construct a scale model (made from paper?) of a branch with leaves of your species. You will need to decide the kind of leaves your species has. Think about the distinctions among leaves, like simple, compound, double compound.

Add important information about your tree species to your records through research from books and reliable websites.

Partner trees Science 7 1718   

https://docs.google.com/document/d/1dZ98jj6Cba88W8WAfXMi9FnHx52BMMWqECvX0U_iMBA/edit?usp=sharing

Some native trees:  suitabletreesdelhi

Compare the results of tree surveys by Sci 7 2015-2016s and 2016-2017

  1. 2016-17 Pd8: https://docs.google.com/a/aes.ac.in/spreadsheets/d/10Cn1AfKkJyn9sw6CqiqEKldKlSElFLnGuILofRyMm-s/edit?usp=sharing
  2. 2016-17 Pd6: https://docs.google.com/a/aes.ac.in/spreadsheets/d/110bXByMlkl6xHnX2nOhG8T1SJKmix273nlffkzCVfNk/edit?usp=sharing
  3. 2016-17 Pd5: https://docs.google.com/a/aes.ac.in/spreadsheets/d/10RdXmdn9v1838NjucBgUKcAR1SCu8o4YSyjeEUhIPRg/edit?usp=sharing
  4. 2015-16 Period8 treelistperiod8 or https://docs.google.com/a/aes.ac.in/spreadsheets/d/1R3UemPGz8uowhkVtk43QhMRHLaIwWhMt4GyS2jsyaBc/edit?usp=sharing
  5. 2015-16 Period6  tree survey period6 or https://drive.google.com/a/aes.ac.in/file/d/0B4DPwlouN3dIeDdseWVUZEVWYTg/view?usp=sharing
  6. Tree list from FMO 2014-2015 school year (includes campus housing) Trees at AES 20142015 FMO

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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10 January 2018 Science 8 NYR re: DSN; Science Souvenirs; Carbon jigsaw

Happy New Year!!! I hope you all had the very best break ever. Let’s begin a most exciting semester of science 8.

  • Resolution to keep digital science notebook complete and up-to-date.

The basic task: Keep a complete and up-to-date digital science notebook. The DSN is a google folder with subfolders. This folder should be shared with Dr. F (editing) and with parents (viewing). If you do not remember or know about how to name the folders, please ask.

For today: Start a google doc in the folder named Earth Cycles. Include your name, date, title, template with all the items to make the entry complete.

Complete means that 7 items are addressed for each class. These items will help you remember, think, wonder, and learn.

  1. Normal notes that you would / should take. Information from the board, for example.
  2. Sentences that give explicit information on What we/you did?
  3. Sentences that give explicit information on What we/you saw?
  4. Sentences that give explicit information on What we/you talked about?
  5. Sentences that give explicit information on What you thought, wondered, reflected on?
  6. A sketch that will help you remember, think, wonder.
  7. A photograph that will help you remember, think, wonder.

Up-to-date means that the entry is completed by the following class. This is your on-going homework assignment.

Some new ideas to consider:

Try a record-keeping technique called Graphic recording. See examples from: http://thedoodlebiz.com/ (My son’s research group has used this consultant effectively.)

Other essential questions from Professor Arthur Eisenkraft:

We learn in school that the Earth goes around the Sun, that water is H2O and that an atom is composed of a nucleus surrounded by electrons. These facts tell us little and are not enough to succeed in a twenty-first century world. More important than knowing “what do these facts mean” we must also ask “how do we know?” and “why do we believe?” and “why should I care.” 

Prepare a plan for making your digital science notebook complete and for keeping it up-to-date.

Important things to note:

  1. The class blog will help you prepare for the day. You can anticipate what information will apply. Use the various references. Explore, read, think, wonder. Follow the links. Any thinking that you do can and should be included in your entry.
  2. Go over your entry from the previous class before the next class. Fill in missing information. Add questions as you realize you may have missed something or where you feel confused, uncertain, inspired, curious.

**********

  • Science souvenirs (pictures, poems, tales, etc.) from your break that have connections to science from your point of view.
  • Three of Dr. F’s science souvenirs:

Great circle

Winter solstice

Cut log

**********

You will be assigned to a group to review and analyze references related to Carbon and the Carbon Cycle (everyone watch this short video: https://www.youtube.com/watch?v=nzImo8kSXiU).

Work together to help each other examine, analyze, and try to understand your cluster of references. Identify important concepts–big ideas and significant details. Identify essential terms–discuss what they could mean from the context–rather than look up definitions that may be out of context. Identify questions you have and that your classmates are likely to have. Which parts of your references may prove confusing for your classmates? Why do you think so?

Prepare a 5 minute presentation based on your references that captures the main ideas and significant supporting examples. Find out what you can about the background of the references. (Who, how, what, why, etc.) Discuss how the references relate to what you already know about matter. Present the most important questions that you and your group have. What do you and your group suspect the point of view of the author(s) to be? Why? Identify bridges AND barriers to deeper understanding of the topic.

Group 1

Carbon

https://www.learner.org/vod/vod_window.html?pid=813

Group 2

Group 3

It’s All about Carbon

Group 4

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9 January 2018 Science 7 Happy New Year, Science Stories and Souvenirs, Tangled Bank, Partner Tree

Happy New Year!!! I hope you all had the very best break ever. Let’s begin a most exciting semester of science 7.

  • Resolution to keep digital science notebook complete and up-to-date.

The basic task: Keep a complete and up-to-date digital science notebook. The DSN is a google folder with subfolders. This folder should be shared with Dr. F (editing) and with parents (viewing). If you do not remember or know about how to name the folders, please ask.

For today: Start a google doc in the folder named GDR or Biodiversity. Include your name, date, title, template with all the items to make the entry complete.

Complete means that 7 items are addressed for each class. These items will help you remember, think, wonder, and learn.

  1. Normal notes that you would / should take. Information from the board, for example.
  2. Sentences that give explicit information on What we/you did?
  3. Sentences that give explicit information on What we/you saw?
  4. Sentences that give explicit information on What we/you talked about?
  5. Sentences that give explicit information on What you thought, wondered, reflected on?
  6. A sketch that will help you remember, think, wonder.
  7. A photograph that will help you remember, think, wonder.

Up-to-date means that the entry is completed by the following class. This is your on-going homework assignment.

Some new ideas to consider:

Try a record-keeping technique called Graphic recording. See examples from: http://thedoodlebiz.com/ (My son’s research group has used this consultant effectively.)

Other essential questions from Professor Arthur Eisenkraft:

We learn in school that the Earth goes around the Sun, that water is H2O and that an atom is composed of a nucleus surrounded by electrons. These facts tell us little and are not enough to succeed in a twenty-first century world. More important than knowing “what do these facts mean” we must also ask “how do we know?” and “why do we believe?” and “why should I care.” 

Prepare a plan for making your digital science notebook complete and for keeping it up-to-date.

Important things to note:

  1. The class blog will help you prepare for the day. You can anticipate what information will apply. Use the various references. Explore, read, think, wonder. Follow the links. Any thinking that you do can and should be included in your entry.
  2. Go over your entry from the previous class before the next class. Fill in missing information. Add questions as you realize you may have missed something or where you feel confused, uncertain, inspired, curious.

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  • Science souvenirs (pictures, poems, tales, etc.) from your break that have connections to science from your point of view.
  • One of Dr. F’s science souvenirs:

 See the device. Explain how it works.

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In groups analyze the passage. Note your questions. Select examples. Summarize your ideas and your group’s ideas.Share your group’s thinking with the full class. (The passage is from the 1st edition of Origin of Species: https://www.gutenberg.org/files/1228/1228-h/1228-h.htm )

1. It is interesting to contemplate an entangled bank, clothed with many plants of many kinds, with birds singing on the bushes, with various insects flitting about, and with worms crawling through the damp earth, and to reflect that these elaborately constructed forms, so different from each other, and dependent on each other in so complex a manner, have all been produced by laws acting around us.

2. These laws, taken in the largest sense, being Growth with Reproduction; Inheritance which is almost implied by reproduction; Variability from the indirect and direct action of the external conditions of life, and from use and disuse; a Ratio of Increase so high as to lead to a Struggle for Life, and as a consequence to Natural Selection, entailing Divergence of Character and the Extinction of less-improved forms.

3. Thus, from the war of nature, from famine and death, the most exalted object which we are capable of conceiving, namely, the production of the higher animals, directly follows.

4. There is grandeur in this view of life, with its several powers, having been originally breathed into a few forms or into one; and that, whilst this planet has gone cycling on according to the fixed law of gravity, from so simple a beginning endless forms most beautiful and most wonderful have been, and are being, evolved.

https://www.theguardian.com/uk/2000/oct/22/booksnews.peopleinscience

+ + + + + + + +  + + +

If there is time, visit your partner tree. Organize your observations from the first to today’s. Label your sketches and photos. What information should be included in a label? In a record of an observational visit? See the diagrams below showing what to look for when observing trees. Use these guidelines to enhance your observations. Develop a scheme or template that you will use for your observations of the partner tree. What are the things to notice? What will you need to do to clarify observations and thoughts about your individual specimen and the species (genus, family) to which your particular partner tree belongs?

A great riddle about learning in science: How can you learn to observe things that you have never noticed before?

Include observations that are detailed enough so that you could construct a scale model (made from paper?) of a branch with leaves of your species. You will need to decide the kind of leaves your species has. Think about the distinctions among leaves, like simple, compound, double compound.

Add important information about your tree species to your records through research from books and reliable websites.

Partner trees Science 7 1718   

https://docs.google.com/document/d/1dZ98jj6Cba88W8WAfXMi9FnHx52BMMWqECvX0U_iMBA/edit?usp=sharing

Some native trees:  suitabletreesdelhi

Compare the results of tree surveys by Sci 7 2015-2016s and 2016-2017

  1. 2016-17 Pd8: https://docs.google.com/a/aes.ac.in/spreadsheets/d/10Cn1AfKkJyn9sw6CqiqEKldKlSElFLnGuILofRyMm-s/edit?usp=sharing
  2. 2016-17 Pd6: https://docs.google.com/a/aes.ac.in/spreadsheets/d/110bXByMlkl6xHnX2nOhG8T1SJKmix273nlffkzCVfNk/edit?usp=sharing
  3. 2016-17 Pd5: https://docs.google.com/a/aes.ac.in/spreadsheets/d/10RdXmdn9v1838NjucBgUKcAR1SCu8o4YSyjeEUhIPRg/edit?usp=sharing
  4. 2015-16 Period8 treelistperiod8 or https://docs.google.com/a/aes.ac.in/spreadsheets/d/1R3UemPGz8uowhkVtk43QhMRHLaIwWhMt4GyS2jsyaBc/edit?usp=sharing
  5. 2015-16 Period6  tree survey period6 or https://drive.google.com/a/aes.ac.in/file/d/0B4DPwlouN3dIeDdseWVUZEVWYTg/view?usp=sharing
  6. Tree list from FMO 2014-2015 school year (includes campus housing) Trees at AES 20142015 FMO

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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18 December Science 8 DSN for Semester 2; Letter to an alien; More of Contact

See diagram on board. Organize your DSN. Be prepared for Semester 2.

Finish letter to an alien. Copy in astronomy and link or copy in Earth Systems.

Resume watching Contact.

What is the science?

(What “science” could be criticized?)

What are the themes?

What are your thoughts and reflections about life in the universe? Humans in the universe? Human intelligence? Technology as destroyer / as savior?

What are your questions? Wonderings? Hopes? Fears?

How do you think science and scientists are presented in the film? The lead character is a female astronomers? How many women go into astronomy? What are some significant contributions by women astronomers to the field?

https://www.mnn.com/leaderboard/stories/10-female-astronomers-everyone-should-know

http://www.armaghplanet.com/blog/3-female-astronomers-who-struggled-for-the-stars.html

https://www.newyorker.com/culture/persons-of-interest/the-dark-energy-of-a-theoretical-physicist

Enjoy the break–Keep your eyes open to seeing science “in the world.” Notice things you have never noticed before. Think about things you have never thought about before.

Wishing you all a safe, joyful, relaxed, restful, fun holiday!

Ho, ho, ho!

 

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15 December Science 7 PIP brainstorm and discussion continued; Partner Trees and field observations

Today we will spend a bit more time discussing the Personal Inquiry Project.

Then we will visit the partner trees you selected (arbitrarily from a hat!) back in October. These were the directions then:

Keep your eyes open and listen closely to information about the campus trees. Notice things you have never noticed before! You will observe this tree throughout the rest of the year. You will become an expert on the species and maybe the genus and plant family, too. The individual specimen that is your partner tree will become your friend. You can and will tell each other secrets and be interested in the changes that take place during the year. Take pictures of the whole tree and the parts–leaves, branches, bark, flowers, fruits and seeds. Try to sprout some seeds if your tree has them. Make sketches. Make written observations. Write a poem about your tree. Take note of the animals that live in and on your tree–birds, insects, spiders, squirrels, etc. Write poems about your tree. Compose songs. Conduct scientific observations and research.

Make a comprehensive observation today. Use the guiding illustrations on today’s blog. Put all your partner tree observations in a folder in your DSN called Partner Tree. Take useful pictures. You will make other observations after the break and the pictures will help you notice any changes.

Ask if you have any questions.

When we return to class from the field, spend time conducting some reading research about your tree species.

Some native trees:  suitabletreesdelhi

Compare the results of tree surveys by Sci 7 2015-2016s and 2016-2017

  1. 2016-17 Pd8: https://docs.google.com/a/aes.ac.in/spreadsheets/d/10Cn1AfKkJyn9sw6CqiqEKldKlSElFLnGuILofRyMm-s/edit?usp=sharing
  2. 2016-17 Pd6: https://docs.google.com/a/aes.ac.in/spreadsheets/d/110bXByMlkl6xHnX2nOhG8T1SJKmix273nlffkzCVfNk/edit?usp=sharing
  3. 2016-17 Pd5: https://docs.google.com/a/aes.ac.in/spreadsheets/d/10RdXmdn9v1838NjucBgUKcAR1SCu8o4YSyjeEUhIPRg/edit?usp=sharing
  4. 2015-16 Period8 treelistperiod8 or https://docs.google.com/a/aes.ac.in/spreadsheets/d/1R3UemPGz8uowhkVtk43QhMRHLaIwWhMt4GyS2jsyaBc/edit?usp=sharing
  5. 2015-16 Period6  tree survey period6 or https://drive.google.com/a/aes.ac.in/file/d/0B4DPwlouN3dIeDdseWVUZEVWYTg/view?usp=sharing
  6. Tree list from FMO 2014-2015 school year (includes campus housing) Trees at AES 20142015 FMO

Things to observe about trees:

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