8 May Science 7–Turn in Summative; Work on PIP

Today:

Turn in Summative when called. If you are not finished, send email immediately to parents, Mr. Webster, me acknowledging that you have not turned in an important summative project and that your final grade may be affected.

Work on PIP.

PIP Information:

Display and exhibit 4:30-5:30 on 17 May in the gym.

Two exhibits per table. You can pick.

Meet M313 immediately after school. We will gather any materials and all move together to the gym to set up. At 5:30 we will bring any materials back to M313.

You are expected to have an exhibit and to remain at your position for the entire viewing.

  • The following class days are available to prepare.
  • 8 May
  • 10 May
  • 14 May
  • 16 May

Budget your time to get everything complete and to PRACTICE!

You need a written/printed account of your project. This account should be organized with logical headings. A lab report format may be appropriate. You may or may not have a project that involves an hypothesis. Please ask. You need to include a reference list with correct bibliographic form. Please check.

You need a written reflection. This can be added as a comment at the end of the report (above).

You need some kind of visual display. You may use your ipad for a slideshow and/or video. Do not try to use video to present what you will say in person. The video is to show the data from your project, etc. You may want a poster set-up. You may want to display photos or sketches, drawings, paintings, etc. You may want to have apparatus on hand or a collection you have mad.

You are expected to discuss your project orally. You should at least have an outline of what you want to say. You should be prepared for questions. If you want to prepare a script, you may. You will probably want to have notes/notecards.

Some kind of relevant interaction is alway popular with exhibits.

You want your exhibit to be informative, thought-provoking, attraction. You want the visitors to “feel” your curiosity and passion for learning.

 

***************

From our last class.

Mindful moment. Close your eyes and listen to this soundscape of what Darwin’s voyage to the Galapagos on the Beagle might have sounded like:

https://www.amnh.org/exhibitions/darwin/a-trip-around-the-world

Begin and complete Part II Battle of the Beaks in the link. finches

Work in the following pairs:

Period 3:

  • Gisele and Seojin
  • Hyun Joon and Caelan
  • Natasha and Minjun
  • Yeji and Jake
  • Jaein and Aditya
  • SeungYi and Kyra

Period 4:

  • Arjan and Samika and Yunji (3 trials)
  • Soraia and Alexander
  • Amina and Kunal
  • Helena and Chanmin
  • Max and Elena
  • Rina and Adyant
  • Theresa and Taiki

See the photos on how to construct the beaks. Ask if you do not understand the procedure for the simulation:

Photo 1–small “beak”; tip of stick to rubber bands = 3 cm

Photo 2–side view showing rubber band, placement of 3 coins, 3 cm small “beak”

Phot0 3–whole view of entire simulated small “beak?

Photo 4–whole view of entire simulated large “beak” (beak is 6 cm; 6 coins are used)

photo 1 (6)photo 2 (6)photo 3 (2)photo 4

  • 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.
  • Connect the data to your ideas/scientists’ ideas about evolution and natural selection.
  • Describe which parts of the simulation correspond to reality and which parts do not.
  • Make a statement referring specifically to the standards (see below).

The visual display and written portion are due at the beginning of the next class. They should be submitted in hard copy AND uploaded correctly in your digital science notebook. You must do original work. This will be due at the beginning of class on Wednesday 8 May.

Natural Selection and Adaptation SA

  1. 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.
  2. Data is collected from the bird beak simulation and analyzed.
  3. Analysis is made and conclusions drawn with respect to structures, environmental effect on bird populations, adaptations, and natural selection.
  4. 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

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