Thanks to Miles for his inspiration (and perspiration), great sense of humor and patience....to Paul for his great teaching ideas, help and wonderful demos...to Tina for her great lectures and help and to all of you for sharing your great talents, experience and teaching ideas. It was truly a pleasure to get to know you. Have a great rest of the summer and school year and take care of yourselves!
Cathy
Friday, July 17, 2009
Thursday, July 16, 2009
Wednesday, July 15, 2009
Crystals/Polarizing, Thermometers, Calorimeters
We could differentiate between different types of crystal by the way they rotated plane or polarized light. It is interesting to see how cotton and wool have different degrees of color and uniformity (cotton versus silk versus wool). Could see a variety of shapes in crystals that didn't take a long time to grow and using the copper wire and silver nitrate would be good to show students how fast a crystal can grow. The thermometer lab gave a simple picture of temperature fluctuation (elementary) and gave high school students a variety of thermometers to construct with different efficiencies. The calorimeter lab showed the simple basics of converting food energy to heat energy.
Dawn and Barb
Dawn and Barb
Tuesday, July 14, 2009
Tuesday Physics
I will second! other comments I read about Darwin's demonstration/explanation and suggestions by 2 other classmates for illustrating Newton's 2nd law and for the simple way to remember which class of levers a lever belongs to-whatever is successful for remembering/retaining concepts is important in any subject.
Because I will be working with an IA elementary school, I addressed high school standards-IA (in my Report I will address NE standards) in my comments for Monday, for in the comunity college setting where I work, the majority of students have been out of formal education for quite awhile. Physical science is close to senior high review. The lab was a great one for introduction to a mechanics and lever class--good reinforcement for basic equations and concepts, where a semester gives a "taste" of the five physical sciences, not near enough time to begin to master any of them!
Because I will be working with an IA elementary school, I addressed high school standards-IA (in my Report I will address NE standards) in my comments for Monday, for in the comunity college setting where I work, the majority of students have been out of formal education for quite awhile. Physical science is close to senior high review. The lab was a great one for introduction to a mechanics and lever class--good reinforcement for basic equations and concepts, where a semester gives a "taste" of the five physical sciences, not near enough time to begin to master any of them!
Monday Chem Labs
The IA standards addressed in these labs were the same for grades 10-12: Content Standard 1/Grade Level Indicator."students can understand and apply the processes and skills of scientific inquiry" and "analyze and interpret scientific information". Content Standard 3/Grade Level indicator. "Students can understand concepts and relationships in Earth/space sciences" and "make inferences and predictions fusing fundamental Earth/space concepts" and "analyze Earth/space investigations". Contnet Standard 4/Grade Level Indicator. "Students can understand concepts and relationships in physical sciences" and "make inferences and predictions using fundamental physical science concepts" and "analyze physical science investigations" and "analyze and evaluate the adequacy and accuracy of physical science information".
Content concepts addressed in the Egg Drop/Egg Removal: Water-change of state-molecular activity-; the Ideal Gas Law: linear relationship between temperature & pressure, inversely proportional relationship of pressure & volume; Henry's law( gas solubility in liquid) & the concentration of dissolved gas proportional to the partial pressure of that gas; acid - base reaction; gas production -evidence of chemical change; equlilbrium in chemical reaction.
Content concepts addressed in the Bell Jar Lab: pressure differences; Ideal Gas Law, where Pressure is proportional to Temperature and inversely proportional to Volume; Water boiling at lower (?in ours- ? room tmeperature?) as a result of lessening pressure; lessening of external pressure"lets" internal pressure "take charge" and marshmallow "expands" until external pressure returns to the system--when marshmallow "shrinks"-is crushed by that external pressure.
The wording was the same for Standard 2 (biology) as for Standards 3 and 4. One could add questions, discussion, discovery related to biology (ie, why do space traveler's need space suits?---research issues, of blood pressure, equilibrium between internal body pressure and external pressure, body temperature equilibrium...)
Content concepts addressed in the Egg Drop/Egg Removal: Water-change of state-molecular activity-; the Ideal Gas Law: linear relationship between temperature & pressure, inversely proportional relationship of pressure & volume; Henry's law( gas solubility in liquid) & the concentration of dissolved gas proportional to the partial pressure of that gas; acid - base reaction; gas production -evidence of chemical change; equlilbrium in chemical reaction.
Content concepts addressed in the Bell Jar Lab: pressure differences; Ideal Gas Law, where Pressure is proportional to Temperature and inversely proportional to Volume; Water boiling at lower (?in ours- ? room tmeperature?) as a result of lessening pressure; lessening of external pressure"lets" internal pressure "take charge" and marshmallow "expands" until external pressure returns to the system--when marshmallow "shrinks"-is crushed by that external pressure.
The wording was the same for Standard 2 (biology) as for Standards 3 and 4. One could add questions, discussion, discovery related to biology (ie, why do space traveler's need space suits?---research issues, of blood pressure, equilibrium between internal body pressure and external pressure, body temperature equilibrium...)
Friday, July 10, 2009
Thursday, July 9th
Well, the morning didn't start out very good. A storm went through Scotland this morning doing damage to just about every house in town. I had damage to my camper and my siding, but at least no windows were busted out. (A lot of people did have windows taken out.)
The good news is that once we made it to class, we did a very good activity Thursday morning. The predator-prey lab was a good lab. As I said in my blog Wednesday, I don't teach any life scinece classes, but I may be able to actually use this activity in some of my math classes. In Pre-Calculus, we talk about exponential growth and decay. During that time, we also talk a little bit about how exponential growth and decay pertain to populations of organisms.
The predator prey lab might be a good activity for me to do, when we begin talking about populations of organisms. I think that the kids would have a lot of fun with it.
The lab over Beer's Law that we did in the afternoon was interesting also. I'm not so sure that this is something that I can use in my classes, but I definately learned a lot about how concentration effects reaction rates.
The good news is that once we made it to class, we did a very good activity Thursday morning. The predator-prey lab was a good lab. As I said in my blog Wednesday, I don't teach any life scinece classes, but I may be able to actually use this activity in some of my math classes. In Pre-Calculus, we talk about exponential growth and decay. During that time, we also talk a little bit about how exponential growth and decay pertain to populations of organisms.
The predator prey lab might be a good activity for me to do, when we begin talking about populations of organisms. I think that the kids would have a lot of fun with it.
The lab over Beer's Law that we did in the afternoon was interesting also. I'm not so sure that this is something that I can use in my classes, but I definately learned a lot about how concentration effects reaction rates.
Thursday's Activities
I liked the predator-prey simulation model. It allowed students to explore and discover relationships. It also, shows the students the importance of changing only one variable at a time and taking good notes. After changing different variable and recording data students well be able to make connections between the different variables. I enjoyed the predator-prey lab. It is a lab that gets the students up and moving. The crystal violet lab was also fun. I haven't used a spec 20 in quite awhile. This lab showed great mathematical relationships.
Can You Believe that Its Been a Week!
Hi All,
This has been an enjoyable, inspiring and wonderful week. It is difficult to believe that it is over already. Some of you will be joining us for the summer short course, next week. And, we hope to use the info we gain this summer to apply for and design new short courses for next year and beyond.
If you are taking this course for credit, we had indicated in the syllabus that there is a short paper due July 31st as part of those requirements. Here are some general guidelines for that 3-5 (no more than 5) page paper:
1) It should focus on a relationship between mathematics and its application to science.
2) How could you apply the idea of teaching math through science to your in-place curriculum and meet both the SD science AND math content standards at the same time? If you are taking this for credit and teach in Nebraska, use the Nebraska standards.
For example, how could you change what you already do to meet standards in a new way in light of 1 and 2, above?
Link to the SD science content standards http://doe.sd.gov/contentstandards/science/newstandards.asp
Link to the SD mathematics content standards
http://doe.sd.gov/contentstandards/math/standards.asp
If you are in the MNS program (or another graduate program) and want to take some of your graduate education hours during the academic year, SEED 513 - Secondary Science Methods is offered on Monday nights from 5-8 pm. Please contact me for more details
It has been wonderful getting to know you. Please keep in touch with your questions and comments. Let us know of the great things you are doing in the classroom so that we can be a part of that, too.
Good luck and stay well and happy and dodge those rain drops!
This has been an enjoyable, inspiring and wonderful week. It is difficult to believe that it is over already. Some of you will be joining us for the summer short course, next week. And, we hope to use the info we gain this summer to apply for and design new short courses for next year and beyond.
If you are taking this course for credit, we had indicated in the syllabus that there is a short paper due July 31st as part of those requirements. Here are some general guidelines for that 3-5 (no more than 5) page paper:
1) It should focus on a relationship between mathematics and its application to science.
2) How could you apply the idea of teaching math through science to your in-place curriculum and meet both the SD science AND math content standards at the same time? If you are taking this for credit and teach in Nebraska, use the Nebraska standards.
For example, how could you change what you already do to meet standards in a new way in light of 1 and 2, above?
Link to the SD science content standards http://doe.sd.gov/contentstandards/science/newstandards.asp
Link to the SD mathematics content standards
http://doe.sd.gov/contentstandards/math/standards.asp
If you are in the MNS program (or another graduate program) and want to take some of your graduate education hours during the academic year, SEED 513 - Secondary Science Methods is offered on Monday nights from 5-8 pm. Please contact me for more details
It has been wonderful getting to know you. Please keep in touch with your questions and comments. Let us know of the great things you are doing in the classroom so that we can be a part of that, too.
Good luck and stay well and happy and dodge those rain drops!
Thursday, July 9, 2009
Day 3 (Wednesday) a day late
Better late than never? Sorry for not posting this yesterday. Wednesday's activities included a recap from circuits and light bulbs, radioactivity, and enzymes. I am becoming more knowledgeable on excel thanks to the expertise and patience of my partners. I used the older version of excel in college a few years ago but I havn't used it alot since then. Having knowledge of other programs will come in handy. With the radioactivity lab, we monitored cesium as it faded into its half-life, which turned out to be barium. With the enzyme lab we took enzyme from potatoes and monitored the reaction rate. Discussing enzymes, proteins, and amino acids was a good refresher as well as learning new information.
I look forward to learning more information tomorrow.
I look forward to learning more information tomorrow.
Thursday's Storm Activities
Well to update what Kevin said about the storms---it also took crops and damage north of Scotland. I live north of Kaylor and the crops are damaged along with holes in the siding of our house. A neighbor to the northeast lost a barn and another lost a grain bin that was blown against a semi. My husband is a carpenter contractor and he has been busy boarding up windows and the phone has been ringing with people wanting to get on his list to get their damage repaired. I feel bad for the farmers because some of them lost everything. The destruction is unbelievable and covers a very wide area involving several communities.
On the bright side of Thursday, I really enjoyed the predator/prey activity. I do something similar but like this one better because of the math and graphs that can be made. I would really relate this to our ecosystem that involves the mountain lions. I recently was at Custer State Park horseback riding and we came across a 20 herd of elk--there was not a single offspring in the herd. Also, we came across some elk bone remains that our guide said was probably done by a mountain lion. I think we will be hearing more about the population of mountain lions in our state and how it is affecting other wildlife.
The Crystal Violet lab was also interesting but is probably above the ability of my middle school kids. I still like making the graphs and getting more familiar with using excel and the graphing options.
On the bright side of Thursday, I really enjoyed the predator/prey activity. I do something similar but like this one better because of the math and graphs that can be made. I would really relate this to our ecosystem that involves the mountain lions. I recently was at Custer State Park horseback riding and we came across a 20 herd of elk--there was not a single offspring in the herd. Also, we came across some elk bone remains that our guide said was probably done by a mountain lion. I think we will be hearing more about the population of mountain lions in our state and how it is affecting other wildlife.
The Crystal Violet lab was also interesting but is probably above the ability of my middle school kids. I still like making the graphs and getting more familiar with using excel and the graphing options.
Thursday's Material
I liked the predator/prey activity. I thought another way this could be adapted was to actually have the students put the utensils into their mouths to pick up the "food". If nothing else, it may provide for a chuckle or two! :) Since I am on the math end and not the science, we do exponential decay and growth using M&Ms. The kids love the activity and it provides for great graphs.
The crystal violet lab was great also. I am getting a plethora of ideas to use when my students ask, "Why do we have to do this?". Another good example of exponential functions as well as well as linear. We won't actually do the natural logs of numbers, but I can tell them how they'll need it in the future.
The crystal violet lab was great also. I am getting a plethora of ideas to use when my students ask, "Why do we have to do this?". Another good example of exponential functions as well as well as linear. We won't actually do the natural logs of numbers, but I can tell them how they'll need it in the future.
Today--Partners, Populations, and Kinetics
Predator-prey simulation...interesting that we could change the variety of factors in the online simulation and see immediate results that could be easily interpreted in the graphs----great for visual learners. What really triggered brain response today was the manipulatives in the predator-prey lab. That's the best interaction we've had as a group. Great learning and population-decay-concept-illustrating lab for a great range of student ages. I loved hearing classmates suggestions for improvement, variety in approach, or avoidance of problems. This lab is good for strengthening thinking skills for discussion. Both labs were great for engaging lab partners. I think it was good to wait for Friday am to get deeper into the math of the chemsitry kinetics lab.
Thursday (Day 4)
The biology activity that we participated in this morning reminded me of several activities that are in the Project Wild and Project Flying Wild's curriculums. There are several ways to adapt these activities to meet your needs and the areas/subjects you are teaching. One of my favorites is the Bird Beaks activity where you get several different utensils to simulate 6 different types of bird beaks. Tweezers, a spoon, chop sticks and other things are used to pick up rice, beads and other things. I love Project Wild, Project Learning Tree, Project Aquatic Wild and Project Flying Wild's curriculums because all the activities are hands on activities. These curriculums have activities for all grade levels and can be used to meet some of the South Dakota standards. Here is one link for the activities that could be used to meet the middle school standards from Project Wild:
http://www.sdgfp.info/Wildlife/Education/Projwild/WILD6-8correlations.pdf If you want the high school or elementary list for the activities that match the standards, I am sure I can find them, just let me know.
Our afternoon's activity consisted of observing the reaction between crystal violet and sodium hydroxide. We used a machine that monitored the absorbance. Although this machine was useful for this experiment, it is hard for me to think of purchasing something that is only useful in one setting or situation.
I am enjoying learning the mathamatical components to our labs. I taught basic math equations such as gas laws and solving chemical equations. I didn't go real in depth at Woodfield Center. I felt that my job was to grab the at risk students' attention and get them excited about science and school again. Getting more in depth in math has me excited for new adventures as I begin teaching in a new location.
http://www.sdgfp.info/Wildlife/Education/Projwild/WILD6-8correlations.pdf If you want the high school or elementary list for the activities that match the standards, I am sure I can find them, just let me know.
Our afternoon's activity consisted of observing the reaction between crystal violet and sodium hydroxide. We used a machine that monitored the absorbance. Although this machine was useful for this experiment, it is hard for me to think of purchasing something that is only useful in one setting or situation.
I am enjoying learning the mathamatical components to our labs. I taught basic math equations such as gas laws and solving chemical equations. I didn't go real in depth at Woodfield Center. I felt that my job was to grab the at risk students' attention and get them excited about science and school again. Getting more in depth in math has me excited for new adventures as I begin teaching in a new location.
Nice Distraction
Today's labs were a nice distraction from what we had to leave and come back to in Scotland. Just a quick update. It is being said that almost every house in town was damaged by the storm. Either by the wind or the hail. It would probably also be accurate to say that about 70% of the crops between Scotland and Lesterville have effectively been wiped out. On the upside, nobody seemed to be hurt. Crops and property can be replaced and repaired, lives cannont.
I thought the predator prey lab and model program were excellent this morning. The computer model was an excellent way of showing how prey numbers can be effected by predator numbers and efficiency. Playing with efficiency of the predator is an excellent method of showing what happens when a predator is introduced into an ecosystem where the prey have no natural defenses against them. This can be seen with the elk herds in west river South Dakota and the mountain lions as well as predators like pythons being introduced into the Everglades down in Florida. The lab was a great way of introducing simple math that students can understand and interpret, showing how predator and prey numbers effect each other. Instead of using beans, you could use beads, or just different objects of varying size like paper clips or rice. You could also use pieces of paper that the dropper could maybe pick up but the others could not. You can also extend this activity and talk about Hardy Weinberg and niches.
The Beer's law lab is one that I remember doing in college, I have also done a version of it with my students when I have been able to get ahold of some Spec 20's. Typically when the Science on the Move truck has been at our school. It is an excellent lab for discussing concentrations and reaction rates. A simple lab in concept, but very useful in understanding some complex topics.
I thought the predator prey lab and model program were excellent this morning. The computer model was an excellent way of showing how prey numbers can be effected by predator numbers and efficiency. Playing with efficiency of the predator is an excellent method of showing what happens when a predator is introduced into an ecosystem where the prey have no natural defenses against them. This can be seen with the elk herds in west river South Dakota and the mountain lions as well as predators like pythons being introduced into the Everglades down in Florida. The lab was a great way of introducing simple math that students can understand and interpret, showing how predator and prey numbers effect each other. Instead of using beans, you could use beads, or just different objects of varying size like paper clips or rice. You could also use pieces of paper that the dropper could maybe pick up but the others could not. You can also extend this activity and talk about Hardy Weinberg and niches.
The Beer's law lab is one that I remember doing in college, I have also done a version of it with my students when I have been able to get ahold of some Spec 20's. Typically when the Science on the Move truck has been at our school. It is an excellent lab for discussing concentrations and reaction rates. A simple lab in concept, but very useful in understanding some complex topics.
Same concepts, good math, O' Deer.
Just a idea for something to do with similar student learning is the Project Wild O' Deer. Instead of a predator/prey dynamics, it uses food/water/shelter on population dynamics. It also allows the use of math with graphing and student predictions. I truly like these types of activities because it provides great classroom discussion and input/participation from the students. There is nothing better than to disguise learning in what the students consider play.
Instead of beans, one could use colored toothpicks, cereal, candy, or even paper punches.
I would like to find an activity on animal behavior which involves animal conflicts like fighting. Wouldn't it be cool to be able to teach students how animals deal with conflict?
Instead of beans, one could use colored toothpicks, cereal, candy, or even paper punches.
I would like to find an activity on animal behavior which involves animal conflicts like fighting. Wouldn't it be cool to be able to teach students how animals deal with conflict?
Thursday
The predator/prey activities were very interested especially since I do not teach biology and have been away from it for many years. The simulation was good but I got a better picture of the whole concept when we did the hands on activity with the beans. With computer simulations, if you don't give the students clear directions, many will wonder off and not get the full application. If I would use this simulation, I would give the students specific questions to answer as they manipulated the values. I am going to let my biology teachers know about this activity and see if they would like to use it.
I especially liked the rate law lab since I teach chemistry. I have done labs with my AP Chemistry class concerning rate laws, and I found this one quite simple to do. I plan on incorporating it this next year into my curriculum. I look forward to looking at the math behind this lab tomorrow. I have really enjoyed this past week.
I especially liked the rate law lab since I teach chemistry. I have done labs with my AP Chemistry class concerning rate laws, and I found this one quite simple to do. I plan on incorporating it this next year into my curriculum. I look forward to looking at the math behind this lab tomorrow. I have really enjoyed this past week.
Thursday's thoughts
I really enjoyed the predator/prey activity. We play the 'tag' game for our activity but I will try the beans instead this year. I'm not sure the 6th gradesr will understand the website but I can project it and we can try it together. I think it will make it really clear to them and the relationships with different animals. As the data progressed, I was kinda amazed. The predator/prey discussion on the effects of the population will be quite interesting, I'm sure, (because we have a lot of hunters) and many factors can be introduced to make them think about the effects on the population. One more day!
Thursday's P&P Lab...
I found the lab to be quite fun and interesting. Although we couldn't get our computer simulation to show the graph for awhile, we were able to play with it a little. I liked the bean activity somewhat better because you could really see what was going on and it made you think of strategies to get more. This also made me think of what to do once the beans were gone and how we were going to compete when there were only a few left. I adapted to using the dropper by turning it end for end and using the wide end to scoop the beans out of the pan into my cup. I actually ended up getting more than the forceps and spoon. Regardless, it was a fun lab. Once again, it is something that would need to be discussed in depth afterward, which is something we did not really have time for. The mathematics with this lab seemed to be a little more straight forward which I'm sure most of us preferred as would our students, but I can see how it could get complicated making this a very flexible lab to use with any age group. All in all it was a good day...can't wait for tomorrow's math!
Thursday's Post
Hi,
Predator/Prey
I really enjoyed the Predator/Prey simulation. It was fun to change the numbers and see what kind of relationship you would get on the graph. The predator/ prey game with the beans was also fun and really made us think. It will also make them students think with a simular discussion. I could see me using this game with my 7th grade life science group. I believe both activities could make students understand population decay.
Crystal Violet Absorbance
This activity was again very interesting. Again, the relationship between the math and science application is just amazing!
Thank you again,
Betsy
Predator/Prey
I really enjoyed the Predator/Prey simulation. It was fun to change the numbers and see what kind of relationship you would get on the graph. The predator/ prey game with the beans was also fun and really made us think. It will also make them students think with a simular discussion. I could see me using this game with my 7th grade life science group. I believe both activities could make students understand population decay.
Crystal Violet Absorbance
This activity was again very interesting. Again, the relationship between the math and science application is just amazing!
Thank you again,
Betsy
Response to predator/prey
The predator/prey model working with the seeds was very interesting. I have not done this lab before. This might be one of those I can use next week with the next class in having the high school kids helping the younger kids.The java simulation that was online was neat to change the different guidelines and see the response of the species. I thought it was very interesting in the spiraling effect when there wasn't a good match with the number of each species. I think talking about and working with the mortality rate can lead to some very interesting and controversial situations with students from different areas of the country. I thought today was another excellent day for everyone involve. some people learn new things and other learn how to do some things in a new way getting a review at the same time.
The spectrometer lab was a lab that I have not done, but I understood it fairly well. We came up with excellent results that were able to show some nice trends. I am hopingto do this lab with my chem students this year. Some of them show have calculus already and be able to identify some relationships.
The spectrometer lab was a lab that I have not done, but I understood it fairly well. We came up with excellent results that were able to show some nice trends. I am hopingto do this lab with my chem students this year. Some of them show have calculus already and be able to identify some relationships.
I enjoyed the java simulation. But before I let the students play with this device, I would make sure they understood the normal predator/prey oscillations. I very much like the bean activity and could use this for my biology class. I would try to make it a bit more difficult for the spoon to feed. I found the discussion about the different adaptations for this lab useful. I think I agree with the observation that this lab could lead to discussions about adaptations are needed in the survival of the fittest. I like the math involved in the bean activity, since it involved following directions.
I would like to see the math involved in genetics population with the Hardy-Weinberg principle.
I enjoyed todays lab with the Crystal Violet going colorless...... I am not sure if we even have a Spectometer in our School.
I would like to see the math involved in genetics population with the Hardy-Weinberg principle.
I enjoyed todays lab with the Crystal Violet going colorless...... I am not sure if we even have a Spectometer in our School.
Ok, hopefully I can get this all done in one blog! I really enjoyed the predator-prey models and I am excited that both are activities that I can use with my kids at school. The java simulation was interesting to see how the patterns could be graphed two different ways, and how you could use one to help explain the other. It was also cool to play with the numbers and see what would happen to the populations respectfully. The activity we did with the beans will be so great to do with my students. We do one somewhat like this, but not as involved. As you said, there are some modifications that can be done to change the activity and make it more specialized. Similarity between them, graphing is done (but different graphs, which will help us with reading different graphs) and relationships between generations is shown. I liked the beans better for the practical use of it in my classroom. Most of my students would enjoy and benefit more from actually doing the activity rather than seeing the changes in graphing on the computer. The activity we performed this afternoon was very interesting, I have not used a spectrometer before. We do talk about light wavelength, so the color - complementary color chart I can use. I am limited as to the chemicals I can bring to my building and allow the students to use but maybe I can modify the numbers so they can use those and do some of the math.
P/P Thurs
The P/P activities were both good. the hands on activity with the beans was a good way to introduce students to not only predator/prey but also to other factors such as survival of the fittest, and how body structure affects the ability to survive (catch prey). This would be a good activity to do first, then go to the on-line activity and have the students work with the more complex relationships represented within that model. The ability to change several variables will generate a lot of discussion. I can use this site and plug-in data from a different lab I all ready use and combine the two sources. It will be nice to see the graphs of data collected from the lab I currently use right away. For the simple concept, the hands on bean lab allows for the understanding of the simple concepts; however, the computer program also allows students to understand a more realistic and complex set of data.
My impressions of today: Today was worthwhile. I have not run a spectrometer for many years and was glad that it was easy. If anyone has an extra one or two they'd be willing to share/give... I'd be willing to take it off your hands. I thought it was fun. It's a concept I explain, but it'd be great to have one, so students can actually "see" how it works.
Thanks for a good day,
Kim B
My impressions of today: Today was worthwhile. I have not run a spectrometer for many years and was glad that it was easy. If anyone has an extra one or two they'd be willing to share/give... I'd be willing to take it off your hands. I thought it was fun. It's a concept I explain, but it'd be great to have one, so students can actually "see" how it works.
Thanks for a good day,
Kim B
Thursday's Post
So today's predator/prey activities were very interesting. I think the java simulation was great. It contained alot of information and I really like how the students can adjust the different variables in it. I do think though that if you did use it in the classroom it would have to be more guided. I think I would have a discussion about it with my students even before I let them load the websites themselves. This way they can understand what the graph means before the mindlessly play around with it. I really liked the beans part to it. I thought this was a really fun and I think the students would really enjoy it. It is a great way to get some activity within the classroom and I think students would enjoy it too. I wish it would focus more on the prey though. I think overall the computer simulation helped me with the concept of population decay. It just needs some discussion with it!
Thursday's Homework Questions
Hi All,
None of us got blown away in this morning's storm (houses and property excepted). Glad you all are safe. Please discuss the predator/prey models you worked with today -- the java simulation online and the hand's-on model. We have already discussed how you would modify the activity for your grade level, but discuss here what factors were most important and how the two models were similar/different. Which helped you to understand the concept of population decay best?
Also be sure to discuss your impressions of today. Have a great evening and try to stay dry! See you, tomorrow. Wow, this week has been awesome and went so fast. Bring your questions or post them here. See Paul's post from Nashville below.
None of us got blown away in this morning's storm (houses and property excepted). Glad you all are safe. Please discuss the predator/prey models you worked with today -- the java simulation online and the hand's-on model. We have already discussed how you would modify the activity for your grade level, but discuss here what factors were most important and how the two models were similar/different. Which helped you to understand the concept of population decay best?
Also be sure to discuss your impressions of today. Have a great evening and try to stay dry! See you, tomorrow. Wow, this week has been awesome and went so fast. Bring your questions or post them here. See Paul's post from Nashville below.
Hello from Nashville!
Just got done reading through the posts from Wednesday's activities. Very interesting reading your reactions to the different labs. Nashville has been interesting and even get to hobnob with some Governors! Pawlenty from Minnesota and former Gov. Jeb Bush from Florida are both here and participating in the conference. Have a great end of the week!
Day 3
I thought the circuits activity would be a fun activity to do with my physics students when we get to working with parallel and series circuits. The materials needed are minimal also so that is great for a smaller school. When we looked at the bulbs connected in series we could see that the bulbs become dimmer as more bulbs are added, but each bulb is equally bright to one another. But when we looked at circuits is parallel, when more bulbs were added the brightness still remains the same and all the bulbs are equally bright.
The circuit activity was a terrific activity. I actually do one like this with my physical science students. In a series circuit as resistance or light bulbs are added to a circuit the current decreases. This causes the bulbs to be less bright. In a parallel circuit, the current has more "freedom" to go to the different branches of the circuit. The current does not changes. This creates equal brightness even if you add a number of bulbs.
The other activities of the day were also exciting. I enjoyed the radioactivity. With the Underground Lab at Homestake I think that South Dakota students will grow more interested in the topic. Teachers are going to need to have a grasp on this type of infomation to answer growing questions from the students.
Enzymes can be a boring topic for students. The lab we did, would make it much more interesting. I do a similar lab with chicken liver and hydrogen peroxide.
The other activities of the day were also exciting. I enjoyed the radioactivity. With the Underground Lab at Homestake I think that South Dakota students will grow more interested in the topic. Teachers are going to need to have a grasp on this type of infomation to answer growing questions from the students.
Enzymes can be a boring topic for students. The lab we did, would make it much more interesting. I do a similar lab with chicken liver and hydrogen peroxide.
Wednesday, July 8, 2009
Wednesday
The Wednesday morning discussion of series and parallel circuits really helped my understand of how they work. A Series circuit will make the bulbs dimmer by adding more bulbs but a parallel circuit will show the bulbs having equal brightness. I was glad for the discussion because this really helped me make sense of what was happening.
The Radioactive Decay Lab once again got math and science going hand in hand. I talk about half-life in my Science classes and have sometimes avoided doing some of the labs with this because of the math involved. Now I feel more confident on tackling the math in these labs. I really liked the use of the Geiger counter in the activity because you can really relate to the radioactive material in our every day lives. I was not able to do the Enzyme lab today because I had to go to a funeral. I will be making up this lab on Friday.
The Radioactive Decay Lab once again got math and science going hand in hand. I talk about half-life in my Science classes and have sometimes avoided doing some of the labs with this because of the math involved. Now I feel more confident on tackling the math in these labs. I really liked the use of the Geiger counter in the activity because you can really relate to the radioactive material in our every day lives. I was not able to do the Enzyme lab today because I had to go to a funeral. I will be making up this lab on Friday.
Wednesday Recap...
Overall I can say that my knowledge of how math and science work together has increased. As far as the goal of the course though, I am not so sure. I was under the impression that we were going to be learning how to apply science to math and math to science in the classrooms we teach in (middle and secondary). It seems to me that a lot of what is being emphasized is the upper math underlying the science principles. I would prefer more simple examples, things that kids would relate to and would better understand. I think many of us concur that the math here is over most of our heads and will probably not be used in the general education classroom. However, the labs are very interesting and fun to do. I know that they have helped me refresh some of the old calculus concepts that have been locked away in a dark corner of my brain for so many years.
Electricity:
I really don't know too much about electric circuits and so forth other than the common sense basics, so this lab fit right in with my level of knowledge. If it had gotten more complicated as far as the math goes with resistance etc., I probably would have had to take a lot more time with it. The pictures given were fun to try and decipher and seemed to be mostly common sense. It really helped to know that the current will go to the easiest place first. That is something that slips my mind.
Radioactivity:
I though this lab was the easiest to perform, but had the most complex math as its basis. While we didn't have to do the math, I have a feeling that if you did this lab in a classroom, you better be able to do it by hand. Once again, the reliance on computers for an answer is something one can never be too sure of. What if something else is going on that we don't know about?
Enzymes:
Ahhh...something familiar! I was the most familiar with what was going on in this lab (most likely I have done it numerous times) because of my biology/chemistry background. This again seemed like mostly common sense either because of the familiarity I have with the concept of enzymes or because it's just easy to figure out that cold will slow things down, more enzyme means more activity, saturation of substrate will occur, and pH matters. Also, it is a lab that can tolerate a certain amount of inaccuracy with measurement etc. and is simple to perform. This is a great one for students at the middle and high school level.
In conclusion, I think it is great that we all have different levels of backgrounds and different perceptions in general. I think each person has a great deal to offer and we should all respect that and keep our minds open. I know I am trying to soak in as much as I can from all of you veterans (should have been recording everything each day) to make my job a little easier. Thanks for all of your insights. Keep up the good work everyone.
Electricity:
I really don't know too much about electric circuits and so forth other than the common sense basics, so this lab fit right in with my level of knowledge. If it had gotten more complicated as far as the math goes with resistance etc., I probably would have had to take a lot more time with it. The pictures given were fun to try and decipher and seemed to be mostly common sense. It really helped to know that the current will go to the easiest place first. That is something that slips my mind.
Radioactivity:
I though this lab was the easiest to perform, but had the most complex math as its basis. While we didn't have to do the math, I have a feeling that if you did this lab in a classroom, you better be able to do it by hand. Once again, the reliance on computers for an answer is something one can never be too sure of. What if something else is going on that we don't know about?
Enzymes:
Ahhh...something familiar! I was the most familiar with what was going on in this lab (most likely I have done it numerous times) because of my biology/chemistry background. This again seemed like mostly common sense either because of the familiarity I have with the concept of enzymes or because it's just easy to figure out that cold will slow things down, more enzyme means more activity, saturation of substrate will occur, and pH matters. Also, it is a lab that can tolerate a certain amount of inaccuracy with measurement etc. and is simple to perform. This is a great one for students at the middle and high school level.
In conclusion, I think it is great that we all have different levels of backgrounds and different perceptions in general. I think each person has a great deal to offer and we should all respect that and keep our minds open. I know I am trying to soak in as much as I can from all of you veterans (should have been recording everything each day) to make my job a little easier. Thanks for all of your insights. Keep up the good work everyone.
Wednesday
From the light bulb circuit lab, I recognized the relationship between resistance, voltage, and current. When light bulbs are connected in series, the overall resistance increases thus causing the current to decrease. This will cause the bulbs to decrease in brightness. In a parallel circuit, each bulb will have the same amount of resistance in each branch, therfore the current will be equal through each bulb. This will cause the bulbs to have equal brightness.
The radioactivity lab was very interested. I got lost in the process of deriving the formulas. Collecting the data was quite easy but interpreting it became quite the process, since excel didn't allow us to draw an exponential graph. After much trial and tribulation and thanks to Dr. Koppang, we got a graph to work and determine the half life. This calculation was fairly easy to understand.
I especially liked the enzyme lab. I briefly discuss enzymes in my chemistry class when we discuss the difference between inhibitors and catalysts. I found this lab quite intriguing and plan on incorporating it within my curriculum. This lab incorporated both chemical and biological concepts which made me recall information that I have not been exposed to in a very long time. Hopefully, my AP students can carry over these concepts from AP Biology and see how they are related in terms of chemistry.
The radioactivity lab was very interested. I got lost in the process of deriving the formulas. Collecting the data was quite easy but interpreting it became quite the process, since excel didn't allow us to draw an exponential graph. After much trial and tribulation and thanks to Dr. Koppang, we got a graph to work and determine the half life. This calculation was fairly easy to understand.
I especially liked the enzyme lab. I briefly discuss enzymes in my chemistry class when we discuss the difference between inhibitors and catalysts. I found this lab quite intriguing and plan on incorporating it within my curriculum. This lab incorporated both chemical and biological concepts which made me recall information that I have not been exposed to in a very long time. Hopefully, my AP students can carry over these concepts from AP Biology and see how they are related in terms of chemistry.
Wednesday, July 8
Circuits
I definately learned a lot about parallel, series, and complex circuits this morning. I grasped the parallel and series circuits rather quickly. However, I admit that I struggled a bit with the complex circuits. I did gain a better understanding of them during our discussion, and I feel a lot more comfortable with them than I did before, but I still have a lot to learn. It seems strange that when you have three lights in series, and you add a light in parallel to the second one, that you will actually increase the amount of current going to the third bulb. After Dr. Keller's explanation this morning, I do understand why, but it just seems strange that adding a resistor can actually increase the current to something.
Radioactive Decay
I enjoyed this lab a lot. As I mentioned in my blog yesterday, I teach a lot of math classes. In my Pre-Calculus class we sometimes talk about exponential decay. We have talked about how radioactive elements decay exponentially. However, in my class we are more concerned with the math involved in the exponential decay, and not so much the Chemistry. So, it was fun to learn more about the Chemistry involved with it.
Enzymes
I don't teach any life science classes. I teach math and physical science. So I have very little background in the life science area. Therefore, when it came to the lab over enzymes, I learned a lot. I probably won't be able to use it much in my classes, but I definately increased my personal knowledge of enzymes and how they can be affected by things such as concentration, PH, and temperature. I enjoyed it.
I definately learned a lot about parallel, series, and complex circuits this morning. I grasped the parallel and series circuits rather quickly. However, I admit that I struggled a bit with the complex circuits. I did gain a better understanding of them during our discussion, and I feel a lot more comfortable with them than I did before, but I still have a lot to learn. It seems strange that when you have three lights in series, and you add a light in parallel to the second one, that you will actually increase the amount of current going to the third bulb. After Dr. Keller's explanation this morning, I do understand why, but it just seems strange that adding a resistor can actually increase the current to something.
Radioactive Decay
I enjoyed this lab a lot. As I mentioned in my blog yesterday, I teach a lot of math classes. In my Pre-Calculus class we sometimes talk about exponential decay. We have talked about how radioactive elements decay exponentially. However, in my class we are more concerned with the math involved in the exponential decay, and not so much the Chemistry. So, it was fun to learn more about the Chemistry involved with it.
Enzymes
I don't teach any life science classes. I teach math and physical science. So I have very little background in the life science area. Therefore, when it came to the lab over enzymes, I learned a lot. I probably won't be able to use it much in my classes, but I definately increased my personal knowledge of enzymes and how they can be affected by things such as concentration, PH, and temperature. I enjoyed it.
Wednesday's Work
In a series circuit, as you add bulbs the current will decrease which will result in dimmer bulbs. In a parallel circuit, as you add bulbs, the brightness of the bulbs will not be decreased because the current is divided evenly among the branches.
I found the potato lab to be a lot of fun even though I 'washed the dishes' too soon:) I found the graphing to get easier each day but the math for that lab was beyond my ability today. I didn't take chemistry or physics at the high school or college level which is the problem! A lot of it is new. I also enjoyed exploring and trying to follow along but my background knowledge is not able to back me up! It doesn't hurt to learn new things!
I'm enjoying the discussions and the time goes quickly. See you Thurs.
I found the potato lab to be a lot of fun even though I 'washed the dishes' too soon:) I found the graphing to get easier each day but the math for that lab was beyond my ability today. I didn't take chemistry or physics at the high school or college level which is the problem! A lot of it is new. I also enjoyed exploring and trying to follow along but my background knowledge is not able to back me up! It doesn't hurt to learn new things!
I'm enjoying the discussions and the time goes quickly. See you Thurs.
Wednesday's results
I thought the discussion this morning was a good one. Electricity is the one area of Physics that I struggle with at times. The examples given in this mornings discussion gave me new ways to explain what is going on. The differences between parallel and series circuits are always interesting to analyze. Though in both cases the bulbs are of equal brightness, the bulbs in parallel are brighter because there is less resistance. I thought the discussion of bulbs in complex circuits was great and made things a lot more clear.
The enzyme lab was awesome! In my Biology and Human Anatomy classes we discuss enzyme action and how different variables can affect the actions of enzymes. We discuss why as your body temperature changes your metabolism can be effected in different ways. This lab did a great job of graphically showing the effects. Like Darwin, I think it would be interesting to see the top end of pH graph, but I would also be interested to see what the top end of the temperature graph would be.
The enzyme lab was awesome! In my Biology and Human Anatomy classes we discuss enzyme action and how different variables can affect the actions of enzymes. We discuss why as your body temperature changes your metabolism can be effected in different ways. This lab did a great job of graphically showing the effects. Like Darwin, I think it would be interesting to see the top end of pH graph, but I would also be interested to see what the top end of the temperature graph would be.
Circuits
In parallel circuits lights are equally as bright because they are getting the same amount of current flowing through them. In a series circuit the bulbs will all be the same, but dimmer than in a parallel circuit. There is more resistance for the current to go through which makes it have a lower intensity. I like Tod and Darwin's analogies of the roads and waterways. That really made sense!
Today's potato lab was pretty cool. I enjoyed getting back in the chem lab to do those fun experiments! It really made me miss being a chem major! However, the math we were doing was a bit over my head, which is ironic since I teach math and not science! (Jr. high math, however...in which we don't deal with lambda, natural logarithms or e!) I enjoy listening to and trying to figure all of the math out, but I'm glad I'm not being forced to take a test on it at the end.
Great day!
Today's potato lab was pretty cool. I enjoyed getting back in the chem lab to do those fun experiments! It really made me miss being a chem major! However, the math we were doing was a bit over my head, which is ironic since I teach math and not science! (Jr. high math, however...in which we don't deal with lambda, natural logarithms or e!) I enjoy listening to and trying to figure all of the math out, but I'm glad I'm not being forced to take a test on it at the end.
Great day!
Impressions...
We're in this together, right? ...teachers helping teachers solve problems, create better learning environments in their classrooms, find more ways to engage the variety of learners, from the resistant to the compliant...I have enjoyed listeningto the instructors and to others who have shared their expertise...I am still finding my mistakes in the labs I think are due to my not getting the lab read before I start. I will keep striving. The labs are appreciated tools today(and before)!! I have already been thinking of how to put this flood of info and help to good use.
I am looking forward to the Predator-Prey lab Thursday.
I am looking forward to the Predator-Prey lab Thursday.
Wednesday's Post
Hi
Circuits
In a series circuit the bulbs are all connected together and the current is shared. The bulbs do not show equal brightness.
In a parallel circuit all the bulbs draw an equal amount of power and they light up with equal brightness.
Current is just like almost everything else in nature - it will always follow the path of least resistance.
Radioactive Decay
I liked this lab, and I learned a lot. I have actually never used a Geiger Counter and a radioactive sample. It absolutely amazes me how mathematics can be used to show relationships and how things in the world have mathematical patterns! What a powerful way to teach - science and math together. I finally see an application for all that calculus!
Enzymes
This lab was a bit harder for us. We had some trouble with the graphs. Again it will never cease to amaze me how mathematics and graphing can used to show complex relationships.
Thank you for showing us - so many applications of mathematics in our world. We and our students need to see this relationship!
Betsy
Circuits
In a series circuit the bulbs are all connected together and the current is shared. The bulbs do not show equal brightness.
In a parallel circuit all the bulbs draw an equal amount of power and they light up with equal brightness.
Current is just like almost everything else in nature - it will always follow the path of least resistance.
Radioactive Decay
I liked this lab, and I learned a lot. I have actually never used a Geiger Counter and a radioactive sample. It absolutely amazes me how mathematics can be used to show relationships and how things in the world have mathematical patterns! What a powerful way to teach - science and math together. I finally see an application for all that calculus!
Enzymes
This lab was a bit harder for us. We had some trouble with the graphs. Again it will never cease to amaze me how mathematics and graphing can used to show complex relationships.
Thank you for showing us - so many applications of mathematics in our world. We and our students need to see this relationship!
Betsy
In my own words, Light Bulb Circuits
When current increases, brightness increases. Greater resistance (with more bulbs added in a series) reduces current flow, which reduces brightness equally. In a parallel circuit bulbs are always equally bright unless one branch has more bulbs, which means that branch has more resistance, which means the bulbs in that branch are not as bright as a single bulb in another branch would be. Am I correct? Do I have it?! ...if not, help, please...anyone :)
Wed post
To answer the question. The relationship between brightness and current. The greater the current the brighter the bulbs burn. When in series, the bulbs split the current and will progressively burn less bright because the current is split between all the resistance ( bulbs). When in parallel, the bulbs burn equally bright because they draw an equal amount of energy from the battery and thus pull equal amount of current creating and equal amount of brightness in each bulb. The series battery will last longer although bulbs burn less brightly, the parallel bulbs will burn the battery out faster because they simultaneously "draw" more power from the battery.
Kim B
Kim B
day 3
This was a pretty good day. In talking about the electricity this morning, it was nice to hear that others sometimes have problems getting their students to do "problem solving" thinking. We do the series(all in one line) and the parallel(independent lines), but I have not put the two together with my students, and would like to try that this year to challenge them a little more. Also, this will give them a reason for understanding fractions since most of my kids strongly dislike fractions. Using the excel program for the graphing is getting easier and helps to have the visual, which with the tablets we have will make the graphing a little more interesting for my students and hopefully help to hold their interest.
Wednesday's work.
As we knocked off a resister in the complex circuit from the parallel branch that was in series it increased the current through the other one left therefore it will probably burn out due to too much current. Simple paths of resistors of the same value will be equally lit. They all receive the same current (all of it). A bulb connected in series to two others connected in parallel will Be brighter because it gets all the current whereas the other 2(parallel ones) get half the current and will be half as bright. The greater the current means more power.
Over all the day went great. These prep and information given by the facilitators was great. It is always nice to hear and see that next step above of what we see and give our students so we can relate and understand more fully ourselves.
Our graphs this afternoon went pretty well. I think it would fun to figure out where the top of the bell graph would be for the enzyme vs pH. I know it isn't 7 but it might be a fun tool to compared more than one enzyme with the kids.
Over all the day went great. These prep and information given by the facilitators was great. It is always nice to hear and see that next step above of what we see and give our students so we can relate and understand more fully ourselves.
Our graphs this afternoon went pretty well. I think it would fun to figure out where the top of the bell graph would be for the enzyme vs pH. I know it isn't 7 but it might be a fun tool to compared more than one enzyme with the kids.
The discussion on circuits was very helpful. Yes, the voltage decreases as more bulbs are hooked in series, making the bulbs all dimmer but the same brightness. When bulbs are hooked in parallel, it does not decrease the voltage and both bulbs burn brightly.
I liked the lab on enzyme activity in the afternoon, so much so that I plan to use it in my classroom. I answered the questions with my lab partners and turned them in with my graphs on Thursday. I have enjoyed all of todays activities.
I am gaining a very fair grasp on graphing in Excel... I definitely want to incorporate using Excel in my classroom and show our math teacher this information. I'm excited.
I liked the lab on enzyme activity in the afternoon, so much so that I plan to use it in my classroom. I answered the questions with my lab partners and turned them in with my graphs on Thursday. I have enjoyed all of todays activities.
I am gaining a very fair grasp on graphing in Excel... I definitely want to incorporate using Excel in my classroom and show our math teacher this information. I'm excited.
Current in a series vs parallel circuits
The current is greater if the same resistances are used. in a parallel circuit compaired to a series circuit. I think I forgot this for yesterday in the rest of my blog.
Wednesday's Homework Assignment
Hi All,
Another great day. We are all getting the picture of how mathematics can be understood very well as we apply them to science concepts and experiments.
For tonight, please blog about not only your impressions but answer the discussion questions and put the concepts in your own words from the questions at the end of the handout on circuits here.
...making bulbs brighter than the others.
Hint: The current will split proportionally to its resistance, meaning that in a parallel branch with two series resistors in one branch and a single resistor in an other branch (like combination circuit 3)twice as much current will flow t through the branch with the single resistor. since it has one-half of the resistance as the other branch which receives one third of the current.
Also, Dr. Koppang would like you to answer his questions on the handout of this afternoon's lab. Also, discuss the graphing process that you did today.
Have a restful evening and we will see you in the am.
Another great day. We are all getting the picture of how mathematics can be understood very well as we apply them to science concepts and experiments.
For tonight, please blog about not only your impressions but answer the discussion questions and put the concepts in your own words from the questions at the end of the handout on circuits here.
...making bulbs brighter than the others.
Hint: The current will split proportionally to its resistance, meaning that in a parallel branch with two series resistors in one branch and a single resistor in an other branch (like combination circuit 3)twice as much current will flow t through the branch with the single resistor. since it has one-half of the resistance as the other branch which receives one third of the current.
Also, Dr. Koppang would like you to answer his questions on the handout of this afternoon's lab. Also, discuss the graphing process that you did today.
Have a restful evening and we will see you in the am.
Gedanken question and Wed's answers
To answer the question. The relationship between brightness and current. The greater the current the brighter the bulbs burn. When in series, the bulbs split the current and will progressively burn less bright because the current is split between all the resistance ( bulbs). When in parallel, the bulbs burn equally bright because they draw an equal amount of energy from the battery and thus pull equal amount of current creating and equal amount of brightness in each bulb. The series battery will last longer although bulbs burn less brightly, the parallel bulbs will burn the battery out faster because they simultaneously "draw" more power from the battery.
Kim B
Kim B
Wow Tuesday was full many great hands-on experiments. I fun playing in the light lab. I really like how we are working with all these graphs. Now when I am teaching my students about graphs I can go across the content area and perhaps ask my science teacher to incorporate the same things in his class as well as I bring his material into my class.
Tuesday - July 7 - Thoughts from Betsy
I really enjoyed the day today. I learned so much. I never understood why we needed to learn logorithms and derivitives! The derivitives lab was especially interesting. The applications and using the Excel to graph has been fantastic! Thank you.
Our computer and lab equipment did not want to function yesterday, but with a lot of help we got it to work. The electricity and circuits lab was really interesting. I actually never could figure out electricity, and we got it to work!
One more note, I can now post to the Blog!
Our computer and lab equipment did not want to function yesterday, but with a lot of help we got it to work. The electricity and circuits lab was really interesting. I actually never could figure out electricity, and we got it to work!
One more note, I can now post to the Blog!
Day 2
Yea! I can finally blog. Today was very trying because I had great difficulty getting this whole thing to work. This is the second time I am typing this because the first time it didn't post because of my stupid internet. Well, here goes a second time. Overall, I really enjoyed the day. Many things were familiar to me but the concept were reinforced and this gave me a better understanding of electricity especially. The new thing for me was the calculas portion. I have never taken a calculus class so at first I was intimidated by the whole idea. Finding out the pattern for the derivatives was fun and was easy for me to follow. I think I could use this technique to explain it to others even though I am not a math major. The motion detector activity was not new to me but is was good to refresh my memory about this. The lab that I found most rewarding was the one concerning Ohm's law. The relationship between resistance and the slope of the line was something I never explored. I think this would be very applicable to students and something that they could comprehend with great ease. The use of the christmas lights and batteries is a type of lab that I have already done with students. I especially like the exercises dealing with determine the order of brightness for a group of bulbs. This greatly reinforced my understanding and I feel more confident with series and parallel circuits. One thing that should be stressed is that you should make sure your directions are clearly written before attempting a lab. I have never worked with photogates so this was something new for me.
Tuesday, July 7, 2009
Day 2
Today was filled with confusing calculus jargon and two labs. I do not know if or when I had a calculus class. Some of the information was not too bad but some of the information I did not understand at all.
The labs were not to bad. No matter if you are a university teacher or a high school teacher, I think it is important to do a lab before you have your students do the lab. Doing the lab first will save time in the long run as well as being prepared in all aspects of the procedure.
The circuit lab is a common lab that all 3 of us lab partners have done before. I liked the pictures of the circuits and bulbs. I thought this would to have the students do before doing this lab. One way that I have done a similar lab is to have pictures and have the students copy the picture by doing it and then describing what happened. I think it would work well to have the students think about what happens before they actually do the physical work. Alot of graduate level classes discuss developing scientific processing and scientific thinking. I think these pictures can foster scienctific minds.
The labs were not to bad. No matter if you are a university teacher or a high school teacher, I think it is important to do a lab before you have your students do the lab. Doing the lab first will save time in the long run as well as being prepared in all aspects of the procedure.
The circuit lab is a common lab that all 3 of us lab partners have done before. I liked the pictures of the circuits and bulbs. I thought this would to have the students do before doing this lab. One way that I have done a similar lab is to have pictures and have the students copy the picture by doing it and then describing what happened. I think it would work well to have the students think about what happens before they actually do the physical work. Alot of graduate level classes discuss developing scientific processing and scientific thinking. I think these pictures can foster scienctific minds.
Tuesday's Activities
This has been a long day for me. As soon as I got back from Vermillion today, I had to go to a family prayer service for my brother-inlaw who passed away from cancer. I will be missing class on Wednesday afternoon to attend the funeral. I finally have found time now to sit at the computer to reflect on the day.
I enjoyed the velocity and acceleration activity and the graphing. I plan on applying the graphing to a project that I do with my 6th graders and the High School Physics class. I have the 6th graders design their own race cars and then we do a competition. The High School Physics class assests in collecting the data. I would like to take this once step further this year by making graphs of the data.
The motion detector lab was fun and my students would enjoy collecting this data and graphing it as well. We did find that one of my partners is a little shakey when collecting his motion!! The electric circuits was a refresher course and I like the idea of the Christmas lights. Probably the most frustration of the day was the printer not working and not being able to print off our graphs.
I enjoyed the velocity and acceleration activity and the graphing. I plan on applying the graphing to a project that I do with my 6th graders and the High School Physics class. I have the 6th graders design their own race cars and then we do a competition. The High School Physics class assests in collecting the data. I would like to take this once step further this year by making graphs of the data.
The motion detector lab was fun and my students would enjoy collecting this data and graphing it as well. We did find that one of my partners is a little shakey when collecting his motion!! The electric circuits was a refresher course and I like the idea of the Christmas lights. Probably the most frustration of the day was the printer not working and not being able to print off our graphs.
Tuesday's Trials
I really enjoyed the linear motion and the derivative experiments. It has been a very long time since I've seen this but Ashley was a huge help in repeating it until I got it. Thanks, Ash. I'm really enjoying the graphing in Excel. I can see the use of that in soooo many things for middle school math and 6th grade science! The last lab we did with circuits is actually done in 6th grade science and I like that the materials can be easily obtained. We do basic acceleration in 6th grade science but I now can add the math more readily. I enjoy the labs today and it went quickly. My brain is definitely being challenged and I'm looking at things through new 'eyes'. I look forward to Wed. I'm nervous about log functions and radioactive decay!
Tuesday's Electrofying and Enlightening Experience
I thought today went extremely well. I liked the Calculus review. Some of my Physics' students are also in AP Calc. and they often share their experiences with me on the calc ways of finding velocity and acceleration. Last year 9 of my students chose to go into Engineering(my son being one of them) and I heard back from several on the calculus connections. It is about 50-50 on the count of which method they would rather use. I think it is nice to give them experiences in both. I do a lot of circuits toward the end of my physics course. We do series, parallel and combinations that contain many nested circuits. I also enjoyed the tracking of velocity and acceleration with the photogates. Great Day!
Thanks Darwin
Thanks Darwin
How does current vary in a series vs a parallel circuit?
Dr. Ezrailson,
In a series current is the same through each component.
In a parallel circuit the current of each component is summed to give a total current.
In a series current is the same through each component.
In a parallel circuit the current of each component is summed to give a total current.
Thanks for a great two days!!
I would like to thank everyone for a great two days of work! Those of you who are not coming back next week please keep in touch. The rest of you I will see on Monday for the "One room schoolhouse" I would encourage you to try something new the first month of school relating some of the concepts you learned this week. Look through activities and lessons you are already doing and see if there is some math that you are "missing" that you can add. If you are not comfortable with Excel, keep working with it and soon you will be an expert! Your kids will be able to fill in the blanks. It is easy to be intimidated by the math or technology and as a teacher we feel like we need to know everything. This is not the case and if we are not learning new things ourselves then we are not stretching our minds enough in the classroom. Instill that sense of curiosity in your students through modeling it yourself. Thanks again for everything and I deeply thank you for your commitment to the students of SD. It is easy to see that all of you are doing amazing things in your classroom and never doubt that your extra effort pays great dividends for you students. If you ever need anything or have questions, please feel free to email me at paul.kuhlman@k12.sd.us. I will be thinking of you all while in Nashville!
Dr. Ezrailson: Light, Brightness and Distance
I greatly appreciated the pre-lab instructional introduction. It was a good reminder of the relationship of intensity to distance. That inverse relationship, I=P/Area should have been verified by experimental results.
Preliminary Questions
The power passing through the inner sphere should be greater than the power through the
outer sphere. The surface area of the larger sphere sould be exponentially larger than the surface area of the smaller sphere, so the intensity will be inversely proportional to 4X the distance (r) squared, reduced much faster in the larger sphere.
Analysis
A natural log graph with our data should have yielded te graph & equation of a line with the coefficient (slope) of X being the power of r in the intensity equation. Our data deviated more than necessary, following an inverse function but not inverse square function. This deviation could have been effected by several errors. It was hard to measure the position of the light sensor until we followed the suggestion of another lab group which helped us allign the light source and measure on the same level. There were probable intensity misreads. I did not read through the procedures before starting & did not wait for intensity values displayed to stop changing before a "keep". Finally, we had conputer problems so we did not take/have time to rerun the lab in a dark room--which would have produced better intensity data. I appreciated this lab in its entirety! After thinking of the analysis I needed for this blog comment, I realized I refreshed and learned a lot. This equipment and this lab's sections & extensions promote principle learning and good math & computer practice for students.
I greatly appreciated the pre-lab instructional introduction. It was a good reminder of the relationship of intensity to distance. That inverse relationship, I=P/Area should have been verified by experimental results.
Preliminary Questions
The power passing through the inner sphere should be greater than the power through the
outer sphere. The surface area of the larger sphere sould be exponentially larger than the surface area of the smaller sphere, so the intensity will be inversely proportional to 4X the distance (r) squared, reduced much faster in the larger sphere.
Analysis
A natural log graph with our data should have yielded te graph & equation of a line with the coefficient (slope) of X being the power of r in the intensity equation. Our data deviated more than necessary, following an inverse function but not inverse square function. This deviation could have been effected by several errors. It was hard to measure the position of the light sensor until we followed the suggestion of another lab group which helped us allign the light source and measure on the same level. There were probable intensity misreads. I did not read through the procedures before starting & did not wait for intensity values displayed to stop changing before a "keep". Finally, we had conputer problems so we did not take/have time to rerun the lab in a dark room--which would have produced better intensity data. I appreciated this lab in its entirety! After thinking of the analysis I needed for this blog comment, I realized I refreshed and learned a lot. This equipment and this lab's sections & extensions promote principle learning and good math & computer practice for students.
Tuesday labs
This morning was a welcome relief being able to identify the rule to find the derivatives after yesterday afternoon's class. Even though my algebra kids will not be to calculate these, I will give them the first part of the polynomial and it's derivative to have them come up with the rule when we are working with exponentials. (I like introducing them to information they will use in future classes for no other reason than exposure. Hopefully hearing it once or twice will help them remember it later in their classes.) When we work with monomials with negative integers I can bring it up a second time.....just to challenge those that are always a bit ahead!
The other lab that was useful (for my own knowledge) was the last one. I think I finally get parallel circuits! I guess one of those instances where I've been exposed and hearing it for the hundredth time....it sunk in! I will share the Christmas light idea with our science teachers, however. I'm glad I finally have a use for all those strings that I just can't throw away because they must be good for something!!
The other lab that was useful (for my own knowledge) was the last one. I think I finally get parallel circuits! I guess one of those instances where I've been exposed and hearing it for the hundredth time....it sunk in! I will share the Christmas light idea with our science teachers, however. I'm glad I finally have a use for all those strings that I just can't throw away because they must be good for something!!
Tuesday, July 7th
I enjoyed the lab that we did this morning over velocity and acceleration. I teach a lot of Math classes, and my undergraduate major was Math, so I enjoyed working with the derivatives. I really enjoyed using the Excel spreadsheets to come up with the derivatives for the functions that Dr. Keller gave us. Actually, I have done a similar activity in my Pre-Calculus class, with a few slight differences.
In my class, we go throught the discussion of what a derivative is, and then we look at the definition of a derivative. I go through a few example problems where the students and I use the definition to find the derivative of some functions. Then I give each student a different function such as f(x)=x^2 or f(x)=4x^3, and they have find the derivative of their functions using the definintion. Then each student writes their function on the board next to its derivative. Then we look at the different derivatives, and try to come up with the rule that can be used to find the derivative of a function. I realize that the way I do it, we aren't using Excel, but it sort of uses a similar method to come up with the rule for finding derivatives.
I also enjoyed the labs that we did this afternoon dealing with electricity and circuits. I could see how those labs could be used in a Physics or Physical Science class. I think that students would enjoy at looking at the parallel and series circuits, as well as how voltage and current are related to each other.
Have a good evening everyone! See you on Wed.!!
In my class, we go throught the discussion of what a derivative is, and then we look at the definition of a derivative. I go through a few example problems where the students and I use the definition to find the derivative of some functions. Then I give each student a different function such as f(x)=x^2 or f(x)=4x^3, and they have find the derivative of their functions using the definintion. Then each student writes their function on the board next to its derivative. Then we look at the different derivatives, and try to come up with the rule that can be used to find the derivative of a function. I realize that the way I do it, we aren't using Excel, but it sort of uses a similar method to come up with the rule for finding derivatives.
I also enjoyed the labs that we did this afternoon dealing with electricity and circuits. I could see how those labs could be used in a Physics or Physical Science class. I think that students would enjoy at looking at the parallel and series circuits, as well as how voltage and current are related to each other.
Have a good evening everyone! See you on Wed.!!
From Monday's labs...
I really enjoyed getting back into the lab today after a long absence. It took me right back to the good old CHEM 112/114 days.I enjoyed both labs and thought they were equally simplistic yet important as a foundation for future knowledge. I felt like we did a pretty good job on our labs all things considered.Our unknown metal ended up having a density of 6.4 g/mL +/- .3 g/mL which I thought was pretty good. Our water density turned out really well too with a density of .97 g/mL +/- .02 g/mL calculated and 1.00027 and R=.9999543. We did however have a bit of trouble with the light lab. It seemed like our first 2 data points skewed the data, but if we took them out, we had a perfect line, so all wasn't lost.I agree with others that the lights should have been off. I think of it as "light saturation" you can only force so much light into the same area (through natural means of course). It was a fun easy to complete lab and I enjoyed learning to use Excel for linear regression analysis in this way. I can definitely see myself putting it to use in the classroom (if I ever get there ;)
July 6, 2009 8:25 PM
July 6, 2009 8:25 PM
Electricity/Velocity...fun yet complex.
I thought that both labs were very interesting and could potentially be useful in any classroom from demonstrating simple concepts to evaluating complex calculations. The biggest problem I see with any lab is the time issue. It seems like we are all so busy just trying to figure out what to do and how to do it that we rarely have time to reflect upon what it is we are actually doing and even more importantly why. I was trying to think to myself today about how in the heck I could relate some of this to real life things that kids know about and the fading in and out Christmas lights were the only thing I could come up with at the time. I think reflection after the fact is extremely important. This will be something I will definitely instill in my students. Just getting them thinking about when they might have experienced something similar or might see something that relates to what we are doing will be a tremendous help.
For Example, with the velocity lab I was thinking what would any student find particularly interesting about that and that made me think that maybe that is how cops do speed traps? I'm sure any high school student would find that intriguing. I think finding basic examples will be more important for students than anything. What do you all think and how do you go about coming up with examples?
For Example, with the velocity lab I was thinking what would any student find particularly interesting about that and that made me think that maybe that is how cops do speed traps? I'm sure any high school student would find that intriguing. I think finding basic examples will be more important for students than anything. What do you all think and how do you go about coming up with examples?
Electricity, NOT as easy as it looks..
I do quite a bit of work with my students on electricity, and it seems a lot easier than it is. Ya-I know it's only a three variable expression, but applying ohm's law to complex circuits can be a challenge and tricky. I feel as a teacher, it's one of those topics that can really twist one's brain and quickly become frustrating for the student that's not sure they should be in your class. It's also one of those topics that you will have one or two students thinking this is the easiest thing we've covered. Get those students to help you with the rest of the class. Personally, I really enjoy teaching electricity because it leads into several career choices and provides a challenge for both teacher and student. Please let me know how the rest of you feel.
Electricity
I thought the electric labs today were very useful! Everything that we did today could easily be used in a high school classroom. The graphs were a great way of showing how the variables are related to each other. Of the topics that I cover in Physics, electricity is my weakest. Mainly because I usually do it at the end of the year and it is usually covered in a condensed form. The activites were very simple, yet were great for explaining how series and parallel circuits work. Using the graphs was a very good representation of how voltage and current are related.
Tuesday July 7'09
OK, I made it in; after many trials and help from others. Thank you Paul. Today was very productive. I felt lost this morning, but Patti B was right on top of things helping me along. I was better equipped to work on the topics presented this afternoon. I really enjoyed the motion detector and the relationships between electricity, resistance and slope of the line. That was a new way to use graphing to connect resistance and voltage. I liked that our results were so accurate and were very easy to see that the slope at about 10.24 was the same as about the 10 ohm resistor etc. for the other resistances. Dr. K was of great assistance to me as well to day. He spent some one-on-one time with me and really helped me increase my understanding of some math concepts that just hadn't clicked. Darn that "new math " anyway........ Ha Ha !!
No, seriously.... it was a very good and productive day.
See you all tomorrow.
No, seriously.... it was a very good and productive day.
See you all tomorrow.
"Gedanken" Questions for Tonight
Hi All,
Another great day of learning and patience. Please think about how the light lab electric circuit labs and the mathematical relationships and concepts behind them were expressed on the graphs. Also, be sure to ask questions and make comments as you need to. See you, tomorrow for another day of fun and frolic!
Another great day of learning and patience. Please think about how the light lab electric circuit labs and the mathematical relationships and concepts behind them were expressed on the graphs. Also, be sure to ask questions and make comments as you need to. See you, tomorrow for another day of fun and frolic!
Light, Brightness and Distance
Our experimental data was not what we expected. Our power regression fit does not quite match up with our experimental data. Our data shows that as you increase the distance of the sensor from the light source the intensity decreases. Although the intensity decreases our experimental data does not follow an inverse square law.
A few of factors may explain why our information was a little wacky. First, our sensor was probably too close to the light source during the first two trials. They were exactly 760.0 which our group believes is the maximum measurement for this probe. Therefore, the first two measurements were not valid. Second, ambient light sources around the room needed to be reduced. This could have been done by shutting the overhead lights off or perhaps at least shading the probe. Lastly, our distance measurements may have been slightly off due to the fact that the light source was hidden in the black box.
A few of factors may explain why our information was a little wacky. First, our sensor was probably too close to the light source during the first two trials. They were exactly 760.0 which our group believes is the maximum measurement for this probe. Therefore, the first two measurements were not valid. Second, ambient light sources around the room needed to be reduced. This could have been done by shutting the overhead lights off or perhaps at least shading the probe. Lastly, our distance measurements may have been slightly off due to the fact that the light source was hidden in the black box.
OK.....Trying to be calm about this.....but this computer unavailabilty is FRUSTRATING.......Just breathe, Just breathe........
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ok, now I am ready to talk about the class. First, it sure is nice to visit with others and their assignments in their careers. It is good to know that in this state they expect everyone to do SO Much for so little. It has been 25 years for me to do any upper level math, but I have every confidence I can do it, just a little rusty. I like the labs so far......I Have learned to do some very useful excel functions that I did not know were available. So I do plan to use that information in the future.
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ok, now I am ready to talk about the class. First, it sure is nice to visit with others and their assignments in their careers. It is good to know that in this state they expect everyone to do SO Much for so little. It has been 25 years for me to do any upper level math, but I have every confidence I can do it, just a little rusty. I like the labs so far......I Have learned to do some very useful excel functions that I did not know were available. So I do plan to use that information in the future.
First Day
I was a little overwhelmed with the first day. I has been a long time since I have taken an upper level math class. I also have never blogged before, so am learning lots of new things. My lab partners have been great in helping out.
For the lab itself, I enjoyed doing the lab and learning about how to set it up in excel,(which is new to me also!) and see how the graph was made. Our data fit fairly well, with a slight slope at the end. It was not the inverse, more linear, we just had more problems toward the last couple of readings. This would work well with my Earth Science students when we do our astronomy unit, but I would have to design something different since we don't have the equipment. Any ideas?
For the lab itself, I enjoyed doing the lab and learning about how to set it up in excel,(which is new to me also!) and see how the graph was made. Our data fit fairly well, with a slight slope at the end. It was not the inverse, more linear, we just had more problems toward the last couple of readings. This would work well with my Earth Science students when we do our astronomy unit, but I would have to design something different since we don't have the equipment. Any ideas?
Monday, July 6, 2009
Day 1
Our first day was filled with registration, discussion, a density lab, discussion, and a light and brightness lab. I am extremely excited to be working with two intelligent science teachers from the Irene/Wakanda School District. I will be the high school special education teacher in this district for the upcoming school year. Getting to know these teachers in a summer class is beneficial for all of us.
Light, brightness, and distance lab analysis
We placed our points 2 centimeters apart. The further we went down the board, demonstrated a power regression and less brightness. Our equation aggrees with the model and our data but our data does not follow an inverse square function. Our data was more linear than inverse.
Our results may have been different if we would have blocked the light allowing it to be more intense in one area. We also could have shut off the room lights and blocked all other window light, allowing for only the light in the machine to show.
Our first day went well and I look forward to discussion and learning more tomorrow.
Light, brightness, and distance lab analysis
We placed our points 2 centimeters apart. The further we went down the board, demonstrated a power regression and less brightness. Our equation aggrees with the model and our data but our data does not follow an inverse square function. Our data was more linear than inverse.
Our results may have been different if we would have blocked the light allowing it to be more intense in one area. We also could have shut off the room lights and blocked all other window light, allowing for only the light in the machine to show.
Our first day went well and I look forward to discussion and learning more tomorrow.
1st Day Lab Activities---Lori Suess
Density Determination for Liquid and Solid Samples: I really liked doing this lab. I do something similar but this gives a different tweek to using Excel and graphing data. I would have to get some different metal samples to use because we do not have any samples like these in our lab. I was wondering where you got the different metal samples?? Also, how many different metal samples would you recommend to use in a Middle School Lab setting? For middle school, I do like the repetition of the data collecting---3 samples---this allows them the chance to make sure they are collecting their data correctly. I also use the water displacement method in labs for volume. This would be more practice for them. I would have them record the mass, volume and density because this is something I already do in labs. I don't know if I would go into the Standard Deviation----it would depend on the level of the students that I have in a particular class and if they could handle the math calculations at this age.
Light, Brightness and Distance: In this lab our calculations fit what we expected to happen except at the very end we did have a different reading due to getting closer to a outside light source that was affecting the data. I have used some of the Vernier products before so was familiar with the basic set up. We did have to change our first Lab Quest because it wouldn't collect the data---possibly due to a low battery charge. Once we got it working the lab went fine. I think I could use this lab in Earth Science when I talk about stars and Absolute and Apparent Magnitude. It would be useful in comparing the intensity of stars and how distance affects the light we see from earth.
This 1st day was enlightening--teaching an old dog new tricks!! The math was a new challenge because I haven't used some of the calculator options before. That is why I have friends in the math department!!!! Keep crunching those numbers!! LSuess
Light, Brightness and Distance: In this lab our calculations fit what we expected to happen except at the very end we did have a different reading due to getting closer to a outside light source that was affecting the data. I have used some of the Vernier products before so was familiar with the basic set up. We did have to change our first Lab Quest because it wouldn't collect the data---possibly due to a low battery charge. Once we got it working the lab went fine. I think I could use this lab in Earth Science when I talk about stars and Absolute and Apparent Magnitude. It would be useful in comparing the intensity of stars and how distance affects the light we see from earth.
This 1st day was enlightening--teaching an old dog new tricks!! The math was a new challenge because I haven't used some of the calculator options before. That is why I have friends in the math department!!!! Keep crunching those numbers!! LSuess
Great First Day!
Thanks, everyone for being patient and persistent as some technical bugs were worked out, etc. It was a great day for the presenters and I hope you got a lot out of the great discussions, labs, activities, etc.
FOR HOMEWORK: Please post your impressions, questions, answers to the lab questions and your comments. You could divide each portion of the day into separate paragraphs, if you'd like.
Dr. Koppang would like you to work up your data for the density lab.
Dr. Ezrailson would like you to discuss your results for the light lab -- especially about your data -- what went as you expected and what surprised you. Discuss, also what you would change in your method/techniques if you should do this experiment, again.
We look forward to reading your posts and to tomorrow's activities.
Have a great evening.
FOR HOMEWORK: Please post your impressions, questions, answers to the lab questions and your comments. You could divide each portion of the day into separate paragraphs, if you'd like.
Dr. Koppang would like you to work up your data for the density lab.
Dr. Ezrailson would like you to discuss your results for the light lab -- especially about your data -- what went as you expected and what surprised you. Discuss, also what you would change in your method/techniques if you should do this experiment, again.
We look forward to reading your posts and to tomorrow's activities.
Have a great evening.
Sunday, July 5, 2009
Welcome to the USD Summer Short Course One: The Horse before the Cart: Science Problems Driving Mathematical Understanding
We will meet Monday - Friday July 6-10, 2009 on the University of South Dakota Campus. Monday morning, we will get started in Akeley 125 to do introductions, register, do paperwork, etc. See you there!
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