Lesson 1 - Monday, Jan 22 (All periods - 40 minutes)
Focus Question: Why does the temperature of the liquid in some cup systems change more than in others?
What We Did…
Students received their graded science notebooks today with Academic grades (4-0) for their CCT#1, CCT#2, and CCT #4x line (or bar) graphs and an Effort grade (5-1) for their CCT#4x entry. They also received a Veracross grade report showing their final Fall Semester Acacemic grade and a way of estimating their final Effort grade. In all three class periods, Dr. Merritt also gathered work and notebooks from students who were absent near the end of last week.
What We Figured Out…
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How We Represented It…
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Homework: —
Lesson 2 - Tues, Jan 23 (B & E) & Wed, Jan 24 (G)
Focus Question: Why does the temperature of the liquid in some cup systems change more than in others?
What We Did…
Many B period students were absent (sick) from today’s lesson, but those present learned a little bit about designing a proper scientific investigation. This involved finding a way to set up two cups with only one difference among many similarities. We called these many similarities “constants” and we tried to list 10 of them for our new investigations on our Planning and Carrying Out Investigations handout.
Too many E period students were absent (sick) from today’s lesson to follow the planned activities, so we improvised and used the time to complete homework and/ore study for upcoming tests for other classes.
What We Figured Out…
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How We Represented It…
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Homework: —
Lesson 3 - Wed, Jan 24 (B) & Thurs, Jan 25 (E & G)
Focus Question: Why does the temperature of the liquid in some cup systems change more than in others?
What We Did…
We continued our important work of learning to design a proper scientific investigation. Our main focus during this lesson was on 1) identifying “Constants,” identifying both the “Independent” and “Dependent” variables, and designing data tables appropriate for the data collection. For all of these tasks, we used our Planning and Carrying Out Investigations handout.
In G period, we found ourselves in need of a more scientific understanding of “heat” and “temperature.” By the end of our class discussion, which was rather heated (pun intended!), we heard one G period student use the term particles.
What We Figured Out…
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How We Represented It…
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Homework: —
Lesson 4 - Thurs, Jan 25 (B) & Fri, Jan 26 (E & G)
Focus Question: Why does the temperature of the liquid in some cup systems change more than in others?
What We Did…
We continued our important work of learning to design a proper scientific investigation. Our main focus during this lesson was on writing Research Questions and designing data tables appropriate for our data collection. For all of these tasks, we used our Planning and Carrying Out Investigations handout.
In B period, students had time to hear about–and begin working on–an assignment housed in the Google Science Classroom. There, students found a Google Document assigned to them and into which they have been asked to transfer the writing they had done on the Planning and Carrying Out Investigations handout.
In G period, students continued their inquiry into water particles, but more specifically, into water molecules. To help students visualize how water molecules change their behavior in the three basic states of matter–solid, liquid, and gas–Dr. M used a States of Matter simulation.
What We Figured Out…
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How We Represented It…
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Homework: —
Announcements...
The DRIVING QUESTION of our current unit is: How can containers keep stuff from warming up or cooling down?
#1 - Monday marks the start of the new (Spring) semester!
#2 - ...