7th Grade Science Experiment

The Mythbusters observed the myth that driving whilst talking on the phone is as dangerous as driving drunk. They formed their hypothesis that driving on the phone is as dangerous as driving drunk. Then, they tested their hypothesis. They created an experiment that would have participants drive a car through a course three times. Each time a participant went through the course, they experience different conditions. The first time, both participants drove through the course normally. This served as the control group for the experiment. The second time, participants were asked questions over the phone while they completed the course, and, the third time, they were drunk when they drove through the course. Throughout the experiment, there were several independent variables in place to ensure that only one variable was being tested.

On March 15th 2018, I volunteered at the Science Olympiad being hosted at Kutztown University. At this event, I helped with an activity called “Write it, Do it.” This activity had students form group of twos to work together. One student would see an object made of random objects and then write down instructions on how to build it without any diagraphms. They would have 25 minutes to do this. Then, the other student would be in another room and be given their partner's instructions. They would then have 20 minutes to build the object based on the instructions. My job was to help hand out supplies, help time the students as well as direct them, and make sure that students did not use their cellphone during this event.

Procedure: Using distilled water, premeasured containers and objects determine displacement of fluids and density of objects. Use ice and heat measure temperatures in Celsius, Fahrenheit and Kelvin.

Students will carefully observe acts of aggression and prosocial behavior on television, report their observations, and analyze their data to draw conclusions.

When analyzing the IR spectrum of Ruthenium complex with DMSO, the prominent peak is presented at 1105.54 cm−1. This peak indicates that S=O bonded in DMSO. For DMSO, the frequency is around 1050 cm−1. From our spectra obtained for DMSO where the S=O peak is at 1017.65 cm−1. Since the bond appears at a higher frequency, this shows that the bond is strengthened by the reaction. This indicates that when the copper metal was combined with DMSO, it bonded with the Sulfur atom. Combining ruthenium with sulfur atom caused it to donate a pi electron as a back donation.

C. An unknown, rectangular substance measures 3.6 cm high, 4.21 cm long, and 1.17 cm wide.

For this scenario, I am a general education 6th grade math teacher, at the amazing campus of Our Lady of the Lake Middle School. The school that I work for has 8 periods each day, and I teach 6 out of those 8 periods. The classes do range for each period, but I roughly have 23 students in each class and with a diverse set of students; Hispanic (50.1%), White (40.8%), Black (4.8%), two or more races (3.1%), Asian (1%), and Pacific Islander (.2%). At Our Lady of the Lake Middle School the student’s population is broken down to 46% females and 54% males that attend the school. Socioeconomic details for the school is broken down to; eligible free lunch (43.3%), eligible fore reduced lunch (8.2%), and ineligible for free/reduced lunch (48.5%).

According to article, “In a high-quality program, there is a focus on developing healthy and strong human relationships (p. 40). The program takes place in Condor Elementary School. They used the cafeteria to give them a snack, and make Woven Baskets for children in Protective Services. They had plenty of space to do their project, there were many tables and benches for them to openly do their work, as well as move around. They had a 12-child/2-teacher ratio, which facilitates the supervision of the children. They provided all the material (had plenty of them). They also had board games, plenty of art supplies, and books. In addition, they were provided with outdoor physical activities.

6. The majority of students have had a bad experience in "group work" in high

Sugar in Coke Lab Report Sheet: Raghed Odeh 10/18/2017 Provide a brief statement of the purpose of this activity and explain the idea behind a calibration curve (this can be done before class and valuable insight can be gained by watching the “weblets” (online prelab lectures available in the course content of D2L). The purpose of this lab is to determine the amount of sugar (in grams) in a can of coke, learn how to make solutions quantitatively and learn how to make and use a calibration curve. A calibration curve is used to understand the instrumental response to an analyte and predict the concentration in an unknown sample. As long as a function is known, the curve can be made.

In the past few weeks, the 6B Science class has been amazed by the acts of the newly hatched chickens, “Bulbasaur” and “Nugget.” These two chicks have tussled playfully, attacked aggressively, slept peacefully, and munched and drank contently. They have really been a constant source of excitement to the classes.

3. Read and record the amount of water in the cylinder. Don 't forget to look at the bottom of the meniscus for your recording.

During this experiment, our concluding data almost perfectly validates Lavoisier’s law of conservation of mass, with only one oddball being the mass of the combined baking soda and vinegar after the chemical reaction. This oddball may be explained by a small spillage of baking soda that occurred just before the trial. Besides this one oddball, our data clearly states the both before and after the chemical reaction, the mass of the combined reactants remained the same. If we had more time to conduct this investigation, we might have added more than three trials, possibly with different amounts of each reactant to further analyze the reality of this law. We also would have attempted assessing this law by using the FAC’s room and finding the mass

Science Lab Essay Light is everywhere. Surviving without light now days would be difficult. If we shine light at various transparent objects of varying density, the light will bend more when it moves through an object of greater density. I need to know how light behaves as it passes through objects of varying densities because I am stealing the painting of Mona Lisa. I will need to know how to deactivate the lights around the painting.

Findings in this study were assessed used various measures with varying scales. For example, the variables “teacher support”, “depression”, and “involvement in school-based activities” were assessed using ordinal scales and this is apparent because they use numbers to rank nominal categories. Whereas, “academic aspirations” is assessed with a nominal scale; the responses are groups that cannot be used to compare other responses. In psychological research, we are interested in understanding what causes things to happen. So in response, we make suggests of possible explanations and then we measure the effect they have during an experiment. To understand whether our suggests were correct, we use an alpha level. The three most common alpha levels are .05, .01. and .001, which represent 5%,