Continue working on assessment. Let me (Dr. F) know if you are going to work after school .Can stay until 5:00 pm.
- Remember that you need sufficient data–quantitative and qualitative.
- Remember that you need to test one of the proposed explanations.
- Remember that you need to investigate some aspect of the mixing phenomena more deeply or more thoroughly.
- Remember to follow the guidelines and format closely.
- Remember to have a print copy ready BEFORE class Thursday.
- Remember to have a digital copy named and uploaded correctly to your digital science notebook BEFORE class Thursday.
A few things I was thinking about:
- Comparing densities of mixtures of different proportions to predicted densities.
- Freezing mixtures of different proportions—decanting liquid–comparing properties.
- Observing drops of water and ethanol colliding under the microscope.
- Observing drops of salt water and ethanol colliding under the microscope.
- Layering water, oil, alcohol (try thinner layer of oil). Mix. Watch bubbling.
- Mixing ethanol with previously boiled water to compare the bubbling that occurs when. mixed with water directly from the tap.
- Observe temperature rise for different proportions of mixtures.
- Compare all the phenomena of mixing ethanol and water with rubbing alcohol and water.
- Comparing the effects of mixing saturated salt water solution with ethanol.
- Comparing the effects of mixing saturated sugar water solution with ethanol.
It is cloudy today, so we will not be able to observe the moon and sun. However, please do read the astronomy information below and begin watching the sun and the moon. Pay attention to positions, apparent motions, shadows, phases, times and dates. Today if you are waiting or finished with writing your self-assessment and blogpost, please watch: Mapping from the Ring of Truth: https://www.youtube.com/watch?v=yRY2SkMTafc
How can you measure distances indirectly–the accomplishment of surveyors and the usefulness of triangles? What parts do you understand and what parts do you not understand–keep a record.
We will look for the moon and begin regular observations as a part of our astronomy unit. Make a new subfolder called astronomy. Start watching the sun and the moon–when it is visible. Start trying to figure out the pattern to the motions you observe.
To observe something in the sky, you need to know the direction you are looking, and the angle you must make from level (the horizon) to view the object. That means you need a compass to name the direction or bearing and a clinometer or angle measurer to get the angle. Find free apps that will accomplish those two functions. You also need the time and the date. The location. You should also note the shape of the moon (draw it carefully) and its orientation. See the photos at the end of this blogpost.
At 12:10 today-Thursday 22 September–please come to the organic garden if you can. It is a special moment in the earth’s travel around the sun. Local noon is at 12:14. We will set up an observation gnomon and take photos of shadows as the sun moves (it is the earth that is actually moving in its rotation). At 12:14 the shadow will be the shortest. It will be pointing north. This is the one day in the fall when the time between sunrise and sunset is equal to the time between sunset and sunrise. It is called the autumnal equinox (for equal nights). The sun’s angle of elevation at local noon on this day–when the sun is at its highest point in the sky–added to the latitude of the place of observation–(about 28.5 degrees) = 90 degrees. Can you figure out why? These observations of the objects in the sky from the point of view of the earth eventually brought humans to understand the motions of the moon and planets in our solar system. Can you follow the thinking?
We will take measurements of our gnomon and the sun’s shadow at local noon and try to figure out the sun’s elevation.
Self-assessment on lined paper:
After you turn in your paper, read the information below about the project. Write on lined paper with your name and period a specific self-evaluation of your report. If you think it is meeting, share specific examples. If you think it is not meeting, explain what you need to do to bring it to that level. Do this seriously! Describe your experience with the Mixing Alcohol and Water investigation. Do you think it gave you the opportunity to demonstrate what you know about matter and what you can do in order to investigate matter? Be specific. Provide examples.
Review the description of the project: sci8 assessment-matter1617
2 goals for the report:
- Test at least 1 proposed explanation. Gather evidence either to support or challenge the explanation. Test should go beyond what we already know from replicating the original demonstration.
- Investigate some “new” aspect of the phenomena of mixing the ethanol and water.
- Some aspects of the phenomena are explored.
- Clear relationship is drawn between data and claims.
- Sufficient relevant data are gathered.
- Science and engineering practices (careful measurement; repeated trials; control of variables; graphing guidelines; etc.) are demonstrated.
- Data / patterns in the data are explained.
- Explanations explicitly address the atomic-molecular theory of matter.
- Explanations are tested where possible. Tests of explanations are proposed.
- Report is comparable in detail and quality to that shown in exemplar:
Learning standards to be assessed: Science and Engineering practices:
- Asking questions and using models.
- Developing and using models.
- Planning and carrying out investigations.
- Analyzing and interpreting data.
- Using mathematics and computational thinking.
- Constructing explanations and designing solutions.
- Engaging in argument from evidence.
- Obtaining, evaluating, and communicating information.
Disciplinary Core Ideas
- Structure and Properties of Matter.
After you finish the self-evaluation, write a 5 paragraph reflective post (category Science 7) on your blog. Include a link to your Mixing Ethanol and Water Report. Set the sharing of the link to “anyone who has the link.” Ask if you do not know how to do this.
- Describe your initial ideas about the science of matter–before we began our class. Describe any changes in your ideas–growth of old ideas, change of old ideas, development of new ideas, etc. Be very specific and use examples. Where is your thinking now? How close do you think your understanding of matter is to a scientist’s? What do you think you need to do to think more like a scientist–hint: look at the cross-cutting concepts and science and engineering practices above?
- What activities have been most meaningful to your learning? Why do you think this is the case? What has been most surprising? Why do you / did you find it surprising? What is most interesting to you about motion? Talk specifically about the Mixing Ethanol and Water project. To what extent has it helped you think about matter. Give examples. When have you thought about matter outside of the class (since school began)? What are your most burning questions related to matter? What kinds of answer would satisfy your curiosity?
- What has been most difficult and challenging for you? What do you think makes it difficult or challenging? What do you think you could specifically do to help you with barriers and challenges to learning about the science of matter?
- What do you think will come next in our study of matter? Why do you think this?
- What words have you included in your list of science terms related to the study of matter? Describe how you have made, kept up with, and updated this list. What words do you think you should add? How do the words you have on your list and the words you have not included relate to your answers in the questions above.
What has been happening in the sky? Add these observations to your quest to understand the patterns of motion seen in objects in the sky. Start with the sun and the moon. See these photos:
Moon looking a little north of west from E 9/15 on 18 Sept. at 6:00 am. Did not record bearing or elevation, but silhouettes of tree and building can be detected.
Sun setting at 5:30 pm on 18 September 9/15 Vasant Vihar and compass showing the direction along the horizon. This is called the bearing or azimuth.
Sun setting at 6:00 pm on 18 September 9/15 Vasant Vihar. The sun is very difficult to see in this picture. It is almost set right by the trees in the distance. See the second photo below. Also see the bearing or azimuth.
Moon setting at 7:00 am on 19 September 9/15 Vasant Vihar. The phase is just past full. As the morning brightens with the sun’s light, it becomes harder to see the moon, whose own brightness is reflected light from the sun.
Sun setting from 3rd floor MS at AES at 6:00 pm and just few minutes after 6:00 pm. Notice that the sun appears to have move just a bit lower.