27 Sept. Science 8 Atoms, Changes, Reading Reactions, etc., Conference, DSN

Today there are options for individual work–see below–options marked with ***:

***Continue watching this episode on Atoms. When you finish you may watch the episode on Change. You may get your own headphones or borrow them from Tech.

  1. Do this individually. Use headphones and refrain from conversation with other class members. Focus. This episode offers some important pieces of evidence for the Atomic Theory of Matter. Some examples come from “craft knowledge” and some come from the history of science.
  2. Turn on the captions.
  3. Watch one example straight through and replay if necessary–as many times as you need to get a sense of what the example is about. Write down what you think the “big ideas” and the “significant details” are. Record new words that you think are important. Record the questions you have. Move to the next example. These examples should be entered into your chart about evidence for the atomic theory. The episode adds an important new concept in our discussion–that of Energy. We dealt with this idea in an initial way in Science 7. This episode will help you deepen your understanding.
  4. Finish both episodes on your own if you do not finish during class.
  5. Be prepared for a quiz in the future on evidence and argument for the idea that matter is composed of atoms with properties and behaviors that explain what we observe about matter. Be ready to delve more deeply into the idea of energy.

***Atoms  https://www.youtube.com/watch?v=WQ3mjb9BSaU

***Change  https://www.youtube.com/watch?v=Nk8CQNThbc0

***Read the first 2 chapters of Peter Atkins Reactions. (Practice this reading strategy: Read passage of any length of your own choosing straight through. Write summary of passage without looking at text. Go back and read again. On the second reading look up and infer the meaning of the significant words you do not know. Record these words in your new vocabulary list. Add to the first summary. When you read, focus on what you DO understand rather than what you do not. Always try to identify main points, big ideas, significant details.

***Read with strategy above about the history of atomic theory in Joy Hakim’s Story of Science

  • Aristotle Leads the Way: Chapter 10
  • Newton at the Center: Chapter 19 and Chapter 20
  • Einstein Adds a New Dimension: Chapter 6 and Chapter 14

***Read with strategy above one of the Very Short Introductions on Elements, Materials, Molecules, The Periodic Table, Chemistry,

***Finish preparation of your Student-Parent-Teacher conference documentation

***Catch up on your Digital Science Notebook (all 7 items for every class we have had).

***Be sure to complete your document, presentation, or blog for the parent, student, teacher conference. Make sure it is shared with Dr. F and Parents. Practice.

*Begin making a plan for Parent-Student-Teacher conferences. (You can make a document or presentation in your DSN with the following. Include relevant live links. If you want to use your own AES blog, you may do so. Whatever you do, make sure your parents and I can access.)

a) Write a detailed reflection about the mixing of ethanol and water investigation and write-up. Describe the state of your knowledge about matter before our study began. Describe the state of your knowledge now. Which experiences and discussions seemed most useful? What concepts regarding matter do you feel you understand well? What concepts still seem a bit confusing?–Explain. Comment on what parts of your investigation seemed most “scientific” to you. Explain your comments.

b) So far in Science 8 what has been most interesting to you? What has been most puzzling? What has been most difficult? What has been most thought-provoking? Explain your answers.

c) Select your 3 best DSN entries. Highlight the links. Explain what they are about and why you think they are the best. 

d) Select the 3 pictures you have taken that best illustrate Science 8 and the level of your interest and participation.

e) Describe the most difficult idea you have encountered so far in Science 8. Why do you think it is most difficult?

f) Describe how you make sure your DSN is complete and up-to-date. To what extent do you think your DSN is complete and up-to-date.

g) Make a plan for your work in science for the rest of the semester. Be specific. (For example, how much use do you make of the reference links that are provided? How thorough are you in recording and learning to use new words? How frequently do you consult the class blog to see what we have done and where we are going? How often do you review and revise your DSN?)

h) Discuss your learning habits. Respectful, Responsible, Collaborative, Perseverant. 

 

 

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26 September, 2017 Science 7 PTS conf, Revisions of Tumble Buggy,Pulling cart graphs, upcoming motion ideas, partner trees and other longterm project

*Are you prepared for the parent teacher student conferences? A demonstration.

*Conditions for revision of the summative report on the Tumble Buggy:

  1.  A copy of the original submission must be unchanged and available in the DSN.
  2. The revised copy is submitted within the 2-week window (paper AND DSN).
  3. The revision makes use of 1) feedback on Powerschool, AND 2) in-person feedback from Dr. F.
  4. A document accompanies the revision (paper and DSN) explaining what changes were made and why. The reasons need to show a depth of understanding of the relevant scientific concepts and practices.

*Compare expected sketch graphs with actual graphs. Write an analysis / interpretation.

(Why do you think so many people expect something that is different from what actually happens? In what ways can the lessons from the backward bike contribute to this questions?)

  • Show pulling cart graphs.
  • Questions. Discussion.
  • Compare expected sketch graphs with actual graphs. Write an analysis / interpretation.

*Upcoming ideas–more on force and inertia–consider the case of rotational motion. Dropping objects of different mass at the same time. Momentum. Conservation of momentum. Pendulums and playground swings. Newton’s Laws taken all together. Air pressure water rockets. Explaining without words and numbers.

***Today–a preview of Science 7 work on the facts of biodiversity–all the kinds of living thing. Trees in the Schoolyard. Partner Tree project.

Take note, bookmark, save this page for future reference:

Today we will take a walk around the schoolyard. Key your eyes open and listen closely to information about the campus trees. Notice things you have never noticed before! We will have a lottery in which you will choose a “partner tree.” 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.

Some native trees:  suitabletreesdelhi

Tree surveys by Sci 7 2016-2017

Pd8: https://docs.google.com/a/aes.ac.in/spreadsheets/d/10Cn1AfKkJyn9sw6CqiqEKldKlSElFLnGuILofRyMm-s/edit?usp=sharing

Pd6: https://docs.google.com/a/aes.ac.in/spreadsheets/d/110bXByMlkl6xHnX2nOhG8T1SJKmix273nlffkzCVfNk/edit?usp=sharing

Pd5: https://docs.google.com/a/aes.ac.in/spreadsheets/d/10RdXmdn9v1838NjucBgUKcAR1SCu8o4YSyjeEUhIPRg/edit?usp=sharing

Tree surveys by Sci 7 2015-2016

  1. Period8 treelistperiod8 or https://docs.google.com/a/aes.ac.in/spreadsheets/d/1R3UemPGz8uowhkVtk43QhMRHLaIwWhMt4GyS2jsyaBc/edit?usp=sharing
  2. Period6  tree survey period6 or https://drive.google.com/a/aes.ac.in/file/d/0B4DPwlouN3dIeDdseWVUZEVWYTg/view?usp=sharing
  3. Tree list from FMO 2014-2015 school year (includes campus housing) Trees at AES 20142015 FMO

Things to observe about trees:

notes

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25 September Science 8 ATOMS from Philip Morrison’s The Ring of Truth: An Inquiry into How We Know What We Know

You may get your headphones. If you need to borrow headphones from Dr. F, be sure you return them carefully untangled.

Read these obituaries of the author of the Ring of Truth: An Inquiry into How We Know What We Know

http://www.nytimes.com/2005/04/26/science/philip-morrison-89-builder-of-first-atom-bomb-dies.html?mcubz=1

http://web.mit.edu/physics/people/faculty/morrison_philip.html

Watch this episode on Atoms.

  1. Do this individually. Use headphones and refrain from conversation with other class members. Focus. This episode offers some important pieces of evidence for the Atomic Theory of Matter. Some examples come from “craft knowledge” and some come from the history of science.
  2. Turn on the captions.
  3. Watch one example straight through and replay if necessary–as many times as you need to get a sense of what the example is about. Write down what you think the “big ideas” and the “significant details” are. Record new words that you think are important. Record the questions you have. Move to the next example. These examples should be entered into your chart about evidence for the atomic theory.
  4. Finish the episode on your own if you do not finish during class.
  5. Be prepared for a quiz in the future on evidence and argument for the idea that matter is composed of atoms with properties and behaviors that explain what we observe about matter.

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22 September Science 7 Graphing the cart’s motion; reading about Newton’s ideas

Conditions for revision of the summative report on the Tumble Buggy.

  1.  A copy of the original submission must be unchanged and available in the DSN.
  2. The revised copy is submitted within the 2-week window (paper AND DSN).
  3. The revision makes use of 1) feedback on Powerschool, AND 2) in-person feedback from Dr. F.
  4. A document accompanies the revision (paper and DSN) explaining what changes were made and why. The reasons need to show a depth of understanding of the relevant scientific concepts and practices.

Period 1

https://docs.google.com/a/aes.ac.in/spreadsheets/d/1-9QqpG8UTP09r26h-5t3pjUQLHRiKJMUhYgYuOvu0Cc/edit?usp=sharing

  • Using the graphing guidelines, plot distance versus time for the single push, the 8-pound constant force pull, and the 12-pound constant force pull.
  • Use medians (the value half-way between the two measurements).
  • Work in pencil only.
  • Use the same scale for all three and plot on the same graph.
  • Label axes first.
  • Select scale that includes all data, that is convenient (1 square = 1,2,5, etc.) and consistent, that covers at least 1/2 the page. If you use the 1 cm square graph paper, you may need to orient the paper as portrait.
  • You do not connect the points, dot to dot. Instead sketch a smooth curve that comes as close to all the points as possible. A bendable ruler can help or a steady hand and eye.
  • Write out an interpretation of these three situations.

Period 3

https://docs.google.com/a/aes.ac.in/spreadsheets/d/14fRKwGUtuvM21j7hBPIU9Pqy65F6ZIepdWMltfQ_T58/edit?usp=sharing

  • Using the graphing guidelines, plot distance versus time for the single push, the 10-pound constant force pull, and the 12-pound constant force pull.
  • Use medians (the value half-way between the two measurements).
  • Work in pencil only.
  • Use the same scale for all three and plot on the same graph.
  • Label axes first.
  • Select scale that includes all data, that is convenient (1 square = 1,2,5, etc.) and consistent, that covers at least 1/2 the page. If you use the 1 cm square graph paper, you may need to orient the paper as portrait.
  • You do not connect the points, dot to dot. Instead sketch a smooth curve that comes as close to all the points as possible. A bendable ruler can help or a steady hand and eye.
  • Write out an interpretation of these three situations.

Form groups as follows:

Period 1

  • Michal, Tomas, Chihaya
  • Anton, Avanka, DoWoo
  • Boris, Jaehun, YeonWoo
  • Yaroslav, Denzel
  • Pauline, Bailey, Heejun

Period 3

  • Liam, Max, YuBin, HanGyeol
  • Oscar, Gabi, JaeJun, Merrick
  • Marvin, JiWoo, Sophie, JaeHa
  • Hae Yoon, Reyna, Halen, YuMin
  • David, Ananya, Sulaimaan, Rotem

Collaboratively, read the chapter “Newton Moves” from Joy Hakim’s Story of Science: Newton at the Center. Do not keep or mark on the printed copy. Return at the end of class.

Follow this method:

Each person in the group read a paragraph silently. Then each student in her or his own words states the most important idea from the paragraph. A designated student poses a question for discussion to the group. The group then discusses. A written record is kept and shared of the important ideas, the questions and discussion. Do this for each paragraph and rotate the student who poses the question. Do not talk out of turn. Each student participates. If a point arises where the entire group is uncertain, please make a note and try to locate the source of the uncertainty. Each student should add to her or his new word list as new terms emerge. Follow this protocol for the captions and sidebars.

Be sure to include the record of your discussion in today DSN entry. Also be sure to reflect on the new ideas and experiences as they relate to your growing understanding of the science of motion.

Bill Nye Motion https://www.youtube.com/watch?v=pjyW64bpHf0

Bill Nye Time https://www.youtube.com/watch?v=uloOt03wZDs

Bill Nye Momentum https://www.youtube.com/watch?v=gkeQiNSgVpY

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21 September Science 8 Turn in Summative Reports on Ethanol and Water mixing; some astronomy observations

Today:

Turn in summative assessment reports on mixing ethanol and water.

If you do not have the report ready, immediately email your parents and me in the same message. Explain that you have not completed the assessment project by the due date. Predict when it will be complete and submitted. Acknowledge that you understand that it is a major assignment.

While you are waiting and whenever we have time during class, read the rest of the blog post, explore the links and ideas, work on your digital science notebook, and continue to prepare your document/presentation for the student-parent-teacher conference.

When everyone has had a chance to submit, we will go outside for some observations. Have your compass app and your angle measuring app downloaded and ready to use. Have an aerial photo / map of the school and neighborhood bookmarked. Save an image. Do the same for your residence and neighborhood. Orient your mental map of both the school and your home/neighborhood–north, south, east, west.

Below are some important terms and ideas. Today’s DSN entry should go in the astronomy folder. In addition you should start a “Sky sightings” list (document or folder) in the astronomy folder of your DSN. For each sighting include your location, the time, the date, the direction you are looking (bearing), the angle of elevation, appearance / phase, and other observations. The goal of keeping this sky-watching journal is to become familiar with local astronomical phenomena to the point you will be able to develop explanations and will be able to appreciate the history of astronomical observations and explanations up to our time.

  • Plate and gnomon sundial
  • Universal sundial
  • Bearing
  • Azimuth
  • Angle of elevation
  • Altitude (angle)
  • Zenith
  • Nadir
  • Equinox (Autumnal / Vernal)
  • Notice the date https://www.timeanddate.com/calendar/autumnal-equinox.html
  • Ecliptic
  • Celestial longitude
  • Terrestrial longitude
  • Latitude
  • Great circle
  • Apparent (motion)
  • Sunset
  • Sunrise
  • What do you know about shadows?
  • What do you know about perspective?
  • What do you know about triangles?
  • What do you know about parallax?
  • What do you know about indirect measurement?
  • History of science–How can the use of astronomical words from Arabic be explained?

Browse the following websites:

A useful video

18 September at sunset–notice the direction the sun is setting:

 

 

Download a free compass app. Find out how it works. Use it with a map to find out how the school is oriented. Do the same with your home. Does the IPAD compass show magnetic north or true north or both. What is the difference? Also download an angle measuring device–sometimes called a clinometer. Figure out how it works and become competent in using it. Practice.

Begin watching the sun. Where along the horizon does it rise? What time? What time is it highest in the sky? When it is highest in the sky, which way does the shadow point? What happens to the length of the shadow from day to day? Watch along the horizon which way the sun sets? In Delhi, when is the sun directly over your head (so that you would have no shadow)?

The moon is now in the “waning crescent” phase. By October 6 it will be full. Begin watching for the moon. Look for it in the sky when you come to school. Look for it in the afternoon and evening. Look for it during the day. Look for it during the night. When you see it, note the time, the date, the phase, the orientation in the sky, the direction along the horizon you must face to see the moon (we can call this bearing), and the angle you must tilt your gaze upward to see the moon (we can call this angle of elevation).

Put your observations in a “Sky sightings” in the astronomy folder of your DSN. For each sighting include your location, the time, the date, the direction you are looking (bearing), the angle of elevation, appearance / phase, and other observations. The goal of keeping this sky-watching journal is to become familiar with local astronomical phenomena to the point you will be able to develop explanations and will be able to appreciate the history of astronomical observations and explanations up to our time.

When do you think the picture above was taken? Explain your reasoning.

Picture taken at sunset on 2 September, 2017. Notice the sunspots. See this http://spaceweathergallery.com/indiv_upload.php?upload_id=138692

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20 September Science 7 Pulling a cart with a constant force

Reminder: Keep DSN complete and up-to-date

Discuss expectations and reasons of what happens to a cart when pulled with a constant force.

Set up frame of reference (track) and conduct several motion events with cart.

Gather data.

Make graphs of data.

Analyze results–especially in light of expectations.

Newton’s ideas about inertia and force. These ideas may be quite different from the way you have developed for thinking about motion.

Look at the questions printed and posted on the cabinets–points for reflection.

Prepare for Student-Parent-Teacher conference.

See feedback on Tumble Buggy Reports in Powerschool. If you want to revise and resubmit, you have 2 weeks from today. You can use the feedback to help you revise. You should also consult with Dr. F.

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19 Sept. Science 8 Work day on summative assesment report–Mixing Ethanol and Water

For those who are interested in some additional reading (these are very good) (available on amazon.in:

Mass: The quest to understand matter from Greek atoms to quantum fields by Jim Baggott

Reactions: The private life of atoms by Peter Atkins

Chemistry: A short Introduction by Peter Atkins

Be sure to carefully review the project description.

How will you make sure you meet the standards?

sci8-assessment-matter1718 (1)

You might find this example written by an 8th grade class helpful for its inspiration–do not use as a template. Instead follow the form describe in the project description above:

<http://rfrazier.msblogs.aes.ac.in/files/2011/09/Mixing-Alcohol-and-Water-composite-report.doc>

Review past blog posts for guidelines and supporting details (previous post is pasted in part below):

On the 12th:

Select an explanation to test. Design and conduct the test. Clear design with Dr. F for safety and practicality.

If the explanation is “true,” then . . . should happen / appear /change in … way.

  1. If the prediction is true, then the explanation is supported.
  2. If the prediction is false, then the explanation is (may be) challenged. (In science it is good to rule out explanations that do not work.)
  3. An explanation must be logical AND have corroborating evidence to be supported.
  4. Good scientific explanations are testable, are based on cause and effect, account for the phenomena, and are generative–produce new ideas and directions for inquiry and may extend into other domains. 

Next class:

Select some phenomenon you have observed related to the mixing of ethanol and water or some question that has occurred to you during our investigation of the mixing. Design a method for addressing your question. Clear design with Dr. F for safety and practicality. Conduct this second investigation.

Write a report in the specified format.

Attend to these points:

  • Ethanol is flammable.
  • Do not inhale vapors–we have exhaust fans on.
  • Wear eye protection to prevent injury from splashes.
  • Do not measure at the sinks or supply stations. Use beakers to take the amount of substance that you will need to your table.
  • Be careful with glassware. Avoid spills and breakage.
  • Make careful measurements.
  • Measure temperature before you measure volume.
  • Record (make notes) procedures–what you do;
  • AND record (make notes) of what you see.
  • Think ahead. Plan. Read, Write down your ideas and observations.
  • Introduction (5 minutes)
  • Step 1. Replicate the demonstration. (20 minutes)
  • Step 2. Share your results. (5 minutes) (ask for permission to edit)
  • https://docs.google.com/a/aes.ac.in/spreadsheets/d/12T5cvt7Qg5uMflzxh9cmToaZJJ2ooEv4l-yeZEXuFKs/edit?usp=sharing
  • Step 3. Develop an explanation. (15 minutes)
  • Step 4. Share proposed explanations. (10 minutes)If you did not share in class, do so as soon as possible on the document.
  • https://docs.google.com/a/aes.ac.in/document/d/1c82dO9iQXSCJfD2y_w4538TTCAqPbPN8Dx6tiIqlT2w/edit?usp=sharing
  • Step 5. Design investigation–1. Test(s) of explanation(s) offered in document above or another that you suspect. 2. Further investigation of some aspect of phenomena–mixing ethanol and water (carefully review the Assessment Project description below–see the sample report by a previous Science 8 class) (10 minutes)
  • Step 6. Consult with Dr. F  and clean-up (10 minutes)
  • During any time you are waiting–and before the next class–carefully review the Assessment Project description–below. Be sure to see the sample report by a previous Science 8 class.

8, 12, 14, 19 Sept. Due 21 Sept. at the beginning of class.

Molecular diagrams of ethanol and water:

https://en.wikipedia.org/wiki/Ethanol#/media/File:Ethanol-3D-balls.png

https://en.wikipedia.org/wiki/Properties_of_water#/media/File:Water-3D-balls.png

LOOKING AHEAD

Notice the date.

yesterday at sunset–notice the direction the sun is setting:

 

 

Download a free compass app. Find out how it works. Use it with a map to find out how the school is oriented. Do the same with your home. Does the IPAD compass show magnetic north or true north or both. What is the difference? Also download an angle measuring device–sometimes called a clinometer. Figure out how it works and become competent in using it. Practice.

Begin watching the sun. Where along the horizon does it rise? What time? What time is it highest in the sky? When it is highest in the sky, which way does the shadow point? What happens to the length of the shadow from day to day? Watch along the horizon which way the sun sets? In Delhi, when is the sun directly over your head (so that you would have no shadow)?

The moon is now in the “waning crescent” phase. By October 6 it will be full. Begin watching for the moon. Look for it in the sky when you come to school. Look for it in the afternoon and evening. Look for it during the day. Look for it during the night. When you see it, note the time, the date, the phase, the orientation in the sky, the direction along the horizon you must face to see the moon (we can call this bearing), and the angle you must tilt your gaze upward to see the moon (we can call this angle of elevation).

Put your observations in a “Sky sightings” in the astronomy folder of your DSN. For each sighting include your location, the time, the date, the direction you are looking (bearing), the angle of elevation, appearance / phase, and other observations. The goal of keeping this sky-watching journal is to become familiar with local astronomical phenomena to the point you will be able to develop explanations and will be able to appreciate the history of astronomical observations and explanations up to our time.

When do you think the picture above was taken? Explain your reasoning.

Picture taken at sunset on 2 September, 2017. Notice the sunspots. See this http://spaceweathergallery.com/indiv_upload.php?upload_id=138692

***Be sure to complete your document, presentation, or blog for the parent, student, teacher conference. Make sure it is shared with Dr. F and Parents. Practice.

*Begin making a plan for Parent-Student-Teacher conferences. (You can make a document or presentation in your DSN with the following. Include relevant live links. If you want to use your own AES blog, you may do so. Whatever you do, make sure your parents and I can access.)

a) Write a detailed reflection about the mixing of ethanol and water investigation and write-up. Describe the state of your knowledge about matter before our study began. Describe the state of your knowledge now. Which experiences and discussions seemed most useful? What concepts regarding matter do you feel you understand well? What concepts still seem a bit confusing?–Explain. Comment on what parts of your investigation seemed most “scientific” to you. Explain your comments.

b) So far in Science 8 what has been most interesting to you? What has been most puzzling? What has been most difficult? What has been most thought-provoking? Explain your answers.

c) Select your 3 best DSN entries. Highlight the links. Explain what they are about and why you think they are the best. 

d) Select the 3 pictures you have taken that best illustrate Science 8 and the level of your interest and participation.

e) Describe the most difficult idea you have encountered so far in Science 8. Why do you think it is most difficult?

f) Describe how you make sure your DSN is complete and up-to-date. To what extent do you think your DSN is complete and up-to-date.

g) Make a plan for your work in science for the rest of the semester. Be specific. (For example, how much use do you make of the reference links that are provided? How thorough are you in recording and learning to use new words? How frequently do you consult the class blog to see what we have done and where we are going? How often do you review and revise your DSN?)

h) Discuss your learning habits. Respectful, Responsible, Collaborative, Perseverant. 

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18 September Science 7 Preparing for Parent Conferences

Make your plan for Parent-Student-Teacher conferences.

You should make a file in your DSN with the following items. You may use a document, a Google presentation or your own AES blog. Whatever you do, make sure your parents and I can access.  Include relevant live links.

a) Write a detailed reflection about the tumble buggy investigation and write-up. Describe the state of your knowledge about motion before our study began. Describe the state of your knowledge now. Which experiences and discussions seemed most useful? What concepts do you feel you understand well? What concepts still seem a bit confusing?–Explain. Describe what is meant by average speed. Why do you think the term average is used? Name a situation in which you traveled at a constant speed. Describe your knowledge and skill with making distance vs. time graphs. Comment on what parts of your investigation seemed most “scientific” to you. Explain your comments.

b) So far in Science 7 what has been most interesting to you? What has been most puzzling? What has been most difficult? What has been most thought-provoking? Explain your answers.

c) Select your 3 best DSN entries. Highlight the links. Explain what they are about and why you think they are the best. 

d) Select the 3 pictures you have taken that best illustrate Science 7 and the level of your interest and participation.

e) Describe the most difficult idea you have encountered so far in Science 7. Why do you think it is most difficult?

f) Describe how you make sure your DSN is complete and up-to-date. To what extent do you think your DSN is complete and up-to-date.

g) Make a plan for your work in science for the rest of the semester. Be specific. (For example, how much use do you make of the reference links that are provided? How thorough are you in recording and learning to use new words? How frequently do you consult the class blog to see what we have done and where we are going? How often do you review and revise your DSN?)

h) Discuss your learning habits. Respectful, Responsible, Collaborative, Perseverant. 

*During the 2nd part of today’s short period, we will discuss a thought experiment (You might be interested to find out more about the role of thought experiments in science–called Gedankenexperiment in German).

A situation will be proposed and you will make a sketch graph (distance vs. time) showing what you expect. You will also explain your thinking.

On Wednesday, we will turn the thought experiment into a live experience where we will try to gather data. (You should recognize the technique from the staged races and the Tumble Buggy investigation.) 

 

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8 & 12 & 14 September Science 8 Summative Assessment Mixing Ethanol and Water

Today:

Select some aspect of mixing ethanol and water that you want to investigate further. Keep track of your procedure(s) and results. This will be the second part of your report. Please clear any ideas with Dr. F regarding safety and practicality.

If you have already embarked on a procedure where you are examining the behavior and density of various concentrations of ethanol and water (90% to 10%; 80% to 20%; 70% to 30% and so on), you may continue. Your part 1 and part 2 can be based on this process.

Some other ideas if you are having difficulty:

What happens if 50 ml of ethanol is added to 50 ml of a saturated salt solution? What do you expect? Why?

What happens if 50 ml of ethanol is added to 50 ml of a saturated sugar solution? What do you expect? Why?

What is the “loss of volume” if ethanol and water kept cold in an ice bath are used? What is the density of ethanol at that temperature? What is the density of water at that temperature?

Find out how the density of water changes with temperature. Start with 100 ml of very hot water. Find the mass. Let it sit on the balance and cool observing the mass and the volume. Have a second cylinder filled to 100 ml with the same hot water nearby. Insert a thermometer. Use this cylinder and hot water to monitor the temperature. Watch the time and take the temperature every minute as you monitor the mass and volume. Both cylinders should be fitted with stoppers.

You will have next Tuesday the 19th (a shortened class) to work on your report. The report will be due at the beginning of class on the 21st.

Begin working on a document or presentation for the parent-student-teacher conference:

*Begin making a plan for Parent-Student-Teacher conferences. (You can make a document or presentation in your DSN with the following. Include relevant live links. If you want to use your own AES blog, you may do so. Whatever you do, make sure your parents and I can access.)

a) Write a detailed reflection about the mixing of ethanol and water investigation and write-up. Describe the state of your knowledge about matter before our study began. Describe the state of your knowledge now. Which experiences and discussions seemed most useful? What concepts regarding matter do you feel you understand well? What concepts still seem a bit confusing?–Explain. Comment on what parts of your investigation seemed most “scientific” to you. Explain your comments.

b) So far in Science 8 what has been most interesting to you? What has been most puzzling? What has been most difficult? What has been most thought-provoking? Explain your answers.

c) Select your 3 best DSN entries. Highlight the links. Explain what they are about and why you think they are the best. 

d) Select the 3 pictures you have taken that best illustrate Science 8 and the level of your interest and participation.

e) Describe the most difficult idea you have encountered so far in Science 8. Why do you think it is most difficult?

f) Describe how you make sure your DSN is complete and up-to-date. To what extent do you think your DSN is complete and up-to-date.

g) Make a plan for your work in science for the rest of the semester. Be specific. (For example, how much use do you make of the reference links that are provided? How thorough are you in recording and learning to use new words? How frequently do you consult the class blog to see what we have done and where we are going? How often do you review and revise your DSN?)

h) Discuss your learning habits. Respectful, Responsible, Collaborative, Perseverant. 

On the 12th:

Select an explanation to test. Design and conduct the test. Clear design with Dr. F for safety and practicality.

If the explanation is “true,” then . . . should happen / appear /change in … way.

  1. If the prediction is true, then the explanation is supported.
  2. If the prediction is false, then the explanation is (may be) challenged. (In science it is good to rule out explanations that do not work.)
  3. An explanation must be logical AND have corroborating evidence to be supported.
  4. Good scientific explanations are testable, are based on cause and effect, account for the phenomena, and are generative–produce new ideas and directions for inquiry and may extend into other domains. 

Next class:

Select some phenomenon you have observed related to the mixing of ethanol and water or some question that has occurred to you during our investigation of the mixing. Design a method for addressing your question. Clear design with Dr. F for safety and practicality. Conduct this second investigation.

Write a report in the specified format.

Attend to these points:

  • Ethanol is flammable.
  • Do not inhale vapors–we have exhaust fans on.
  • Wear eye protection to prevent injury from splashes.
  • Do not measure at the sinks or supply stations. Use beakers to take the amount of substance that you will need to your table.
  • Be careful with glassware. Avoid spills and breakage.
  • Make careful measurements.
  • Measure temperature before you measure volume.
  • Record (make notes) procedures–what you do;
  • AND record (make notes) of what you see.
  • Think ahead. Plan. Read, Write down your ideas and observations.
  • Introduction (5 minutes)
  • Step 1. Replicate the demonstration. (20 minutes)
  • Step 2. Share your results. (5 minutes) (ask for permission to edit)
  • https://docs.google.com/a/aes.ac.in/spreadsheets/d/12T5cvt7Qg5uMflzxh9cmToaZJJ2ooEv4l-yeZEXuFKs/edit?usp=sharing
  • Step 3. Develop an explanation. (15 minutes)
  • Step 4. Share proposed explanations. (10 minutes)If you did not share in class, do so as soon as possible on the document.
  • https://docs.google.com/a/aes.ac.in/document/d/1c82dO9iQXSCJfD2y_w4538TTCAqPbPN8Dx6tiIqlT2w/edit?usp=sharing
  • Step 5. Design investigation–1. Test(s) of explanation(s) offered in document above or another that you suspect. 2. Further investigation of some aspect of phenomena–mixing ethanol and water (carefully review the Assessment Project description below–see the sample report by a previous Science 8 class) (10 minutes)
  • Step 6. Consult with Dr. F  and clean-up (10 minutes)
  • During any time you are waiting–and before the next class–carefully review the Assessment Project description–below. Be sure to see the sample report by a previous Science 8 class.

8, 12, 14, 19 Sept. Due 21 Sept. at the beginning of class.

Molecular diagrams of ethanol and water:

https://en.wikipedia.org/wiki/Ethanol#/media/File:Ethanol-3D-balls.png

https://en.wikipedia.org/wiki/Properties_of_water#/media/File:Water-3D-balls.png

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7 & 11 & 13 September Science 7 Summative Assessment Evaluating Motion of “Tumble Buggy” To what extent does the toy car exhibit constant velocity?

*Turn in paper copy at the end of the period 13 Sept. Make sure digital copy is properly uploaded, labeled, and shared in your digital science notebook–in the motion folder. Be sure you have paid close attention to ALL parts of the project description.

*Begin making a plan for Parent-Student-Teacher conferences. (You can make a document in your DSN with the following. Include relevant live links. If you want to use your own AES blog, you may do so. Whatever you do, make sure your parents and I can access.)

a) Write a detailed reflection about the tumble buggy investigation and write-up. Describe the state of your knowledge about motion before our study began. Describe the state of your knowledge now. Which experiences and discussions seemed most useful? What concepts do you feel you understand well? What concepts still seem a bit confusing?–Explain. Describe what is meant by average speed. Why do you think the term average is used? Name a situation in which you traveled at a constant speed. Describe your knowledge and skill with making distance vs. time graphs. Comment on what parts of your investigation seemed most “scientific” to you. Explain your comments.

b) So far in Science 7 what has been most interesting to you? What has been most puzzling? What has been most difficult? What has been most thought-provoking? Explain your answers.

c) Select your 3 best DSN entries. Highlight the links. Explain what they are about and why you think they are the best. 

d) Select the 3 pictures you have taken that best illustrate Science 7 and the level of your interest and participation.

e) Describe the most difficult idea you have encountered so far in Science 7. Why do you think it is most difficult?

f) Describe how you make sure your DSN is complete and up-to-date. To what extent do you think your DSN is complete and up-to-date.

g) Make a plan for your work in science for the rest of the semester. Be specific. (For example, how much use do you make of the reference links that are provided? How thorough are you in recording and learning to use new words? How frequently do you consult the class blog to see what we have done and where we are going? How often do you review and revise your DSN?)

h) Discuss your learning habits. Respectful, Responsible, Collaborative, Perseverant. 

The Tumble Buggy 2017-2018 Summative assessment Science 7 Motion Frazier

(developed with help from 7th graders 2015-2016)

 3 class meetings for gathering and analyzing data and writing

Final written report due the 13th of September (print paper copy and digital copy in digital science notebook)

 Basic Problem: The toy car called a “Tumble Buggy” is sold as a constant velocity vehicle, meaning the speed is constant and the direction straight. Can this claim be supported? Students will determine the speed and direction (velocity) of the “Tumble Buggy” and figure out the extent to which the velocity is constant.

Groups of 3 work together to obtain data.

Individuals analyze the results write individual reports.

You will need to:

Develop methods for determining the speed of the tumble buggy and describing the direction.

Some things to keep in mind:

  • Speed and time are related but they are not the same thing.
  • You will need to develop a fair and consistent way to start the car and to time its motion.
  • You will need to run trials in different directions to find out the extent to which the floor affects the results (floor may not be perfectly level).
  • You will need to conduct a sufficient number of trials to establish how reliable and consistent the data are.
  • You will need to decide what kind of average is best to use for the times of repeated trials: median or mean.
  • You will need to try various distances to establish whether the speed is constant.
  • You will need to measure distance and time carefully, accurately, consistently.
  • What will you do if the buggy does not run perfectly straight? Why?
  • You will need to graph the results (distance on the vertical axis and mean or median time from repeated trials on the horizontal axis).
  • You will need to calculate average speeds (distance traveled / time elapsed). Which average speed will you report if the average speed of each trial varies?
  • To what extent is the speed constant? If it is not constant, how much does it vary?
  • To what extent does the car go straight? How much does it vary from straight? How will you describe the variation in direction?
  • What variables affect the results? What variables do you control?

Communicate findings in a written form (using the following headings). Be generous in your writing. Be specific. Use examples to illustrate your points.

Title—What is the velocity of the Tumble Buggy? How constant is the speed and what is the value? How much does the Tumble Buggy deviate from a straight course?

  • Background (What have you learned about motion before this assessment project? Describe experiences and new knowledge. Mention learning about how to measure motion, how to analyze data, how to write a scientific report.)
  • Questions (expressed in a clear form)
  • Expected answer (before doing the experiment) and reasons why expected
  • Methods or Procedures (written in 1st/3rd person and past tense; not written as commands)
  1. How was data acquired
  2. How was data analyzed (graphs and calculations)
  3. Photos and diagrams can help explain what you did
  • Results
  1. Table of results (organized and labeled)
  2. Appropriate, well-made graphs
  3. Photos
  4. Well-organized anecdotal notes and descriptions
  • Analysis or Interpretation

Relate findings to question. Use evidence to support claim of what speed of the Tumble Buggy is and whether speed is constant. Refer to scientific concepts relevant to the problem. Discuss the size of any variation in results and factors contributing to variation in results. Relate analysis of data to what you have mentioned learning in background.

  • Conclusion Summary and New Questions

Summarize results and suggest new questions and propose new experiments to investigate the tumble buggy and its velocity (speed and direction), motion, and performance.

Meeting—Includes details of practice and reasoning. Makes accurate measurements. Constructs correct graphs and makes correct calculations (including units). Demonstrates understanding of techniques for acquiring and analyzing data relevant to motion. Demonstrates understanding of the concept of average speed. Produces coherent report in recognized format that addresses relevant questions through empirical data and logical reasoning.

Standards

Disciplinary Core Ideas

Forces and motion

Cross-Cutting Concepts

Scale, Proportion, and Quantity

Science and Engineering Practices

Planning and Carrying out Investigations

Analyzing and Interpreting Data

Constructing explanations and designing solutions

Obtaining, evaluating, and communicating information.

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