Today's Quote:
Recap:
Yesterday we went over our pre-lab set up and the class created a Scientific Inquiry Template in their COWS. We will use this same template every time we do a lab to keep our thoughts and research organized.
The template requires 2 full pages in your COW. Across the top of both pages will be the title of the ab we are doing. For example, today's lab is titled "Peanut Investigation Lab" We broke the first page of the COW into thirds and made an inverted T one third of the way down the page. On the left side of the T we wrote: Question- This section will ask how the Independent variable will change the Dependent Variable in our experiment or investigation. The right side of the T will contain our hypothesis and we said that you can't complete a hypothesis until you have done some basic research. In the case of our peanut lab, you can't form a hypothesis s until you and your team mates know what tools will be available to you to observed your peanut. The bottom 2/3rds of the page are for Procedures and we said these will be step by step detailed instructions. (Think about the instructions for building a peanut butter and jelly sandwich examples I posted on yesterday's blog.)
The second facing page of the COW will have a horizontal lie drawn about 1/3rd of the way down the page and the top section will contain your data in the form of graphs, charts, qualitative and quantitative observations, photos, or videos. The bottom section will be used to make conclusions about our investigation ad should always begin with the statement, "my investigation supported OR failed to support my hypothesis. Then list the reasons why including evidence from your data and ALWAYS state what you would do differently if you had to do the experiment again.
After introducing the template and talking for a bit about our peanut lab, I presented an example of how to make a great peanut butter and jelly sandwich. I debriefed our results and pointed out that points were deducted for not having qualitative and quantitative data. Students should compare their results to the examples provided.
I introduced students to their homework, which was to read the NYT article on Volkswagen and then complete a Google form on the article. This is due TODAY. Note: I am aware of the problem with question #2 and the fact it would only allow you to choose 1 response. I will account for that when grading.
Today's Agenda:
Essential Question: Can we identify a specific peanut from good qualitative and quantitative observations?
Peanut Identification Lab. Students will be given a variety of laboratory equipment and 15 minutes to work with a partner and make as many qualitative and quantitative observations about a randomly chosen peanut from a bag. Then their peanuts will be placed back into the bag, mixed up, and dumped out so they can attempt to identify their peanut. No identifying marks may be made to their peanut. The Lab report sheet will be used for observations. The lab will proceed in the following order:
- put on safety goggles
- choose a peanut
- take 3 minutes to individually and SILENTLY plan out on paper what you plan to use to examine the peanut.
- Take 3 minutes to discuss as a team what tests you want to do and then bring your GROUP plan to me for approval.
- Spend 10 minutes performing your tests and recording observations. (use sticky notes in your COW and later you will go back and write your results NEATLY in the COW.
- Clean up ad return safety goggles
Tonight's Homework:
No Homework for this evening! If you are not caught up, get caught up!
Announcements:
Computers will be made available to those students who DO NOT HAVE computer access at home. Coming in at lunch because you forgot to do the homework is not a valid reason to come in and you need to be more responsible. I have students who have a real need to come in and all my lunch spaces are being occupied by those who do not adequately plan out their time. (Football practice IS NOT a valid excuse for not getting your work done)
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