In-Class Experiment

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.

We can also take into account the factor of temperature difference between the mixture of borax and the crystallized borax which had settled on the bottom of the 100mL beaker. From what I have gathered during this experiment, crystallized borax was warmer than the solution above it. This is something that could greatly vary the results of an experiment as we could have pipetted 5mL of what we believed was 45*C solution but in actuality could have been much different due to incorrect temperature measurement.

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

For my experiment, using different sugar solutions, such as sugar water that is 25% sugar, 50% sugar, etc. and I will remove the crystals after a set time and weigh them to measure amount of crystals formed. I will hold the room temperature constant and the time for the crystals to form. Materials: -A pot to boil water in -Water and sugar -Food dye

In the square experiment jacoby Kelly, Daniel Magowan , and are the participants in this experiment. These students that are being tested are freshmen and sophomores who have not already taken psychology. In order to find each of these students we went to the study hall room and asked if anyone wanted to come for an experiment. When these students raised their hands to be in the experiment they were giving their informed consent. The independent variable is Mr. Scott and the dependent variable is where each student is looking because each person could be different. During the experiment we tested four Van Wert High School students that had to wait in the hallway. Hannah Mengerink told one person to go in at a time while

Crystals were collected in a Buchner funnel, washed with alcohol, then ether, then transferred into a sample tube for storage.

Looking back at the first test trial of making the rock candy, there is plenty of room for improvement. To start off I would change the type of jar we are using into a taller, more slender one. This way we are able to see the crystals form better onto the wooden stick, as it was hard to see what was happening when we observed them. After reading the article about the crystals growing in the caves of Mexico, I believe that we can improve the experiment through the temperature. In the article it talks about how the crystals grew into giant sizes due to the temperature being very hot and consistent. So, if we were to put the crystal experiment into something else, it would be a container that will insulate the heat, like a thermos. The thermos

1. Develop hypotheses predicting the effect of pyrite and coal on the acidity of water?

This experiment has been split into several mini-experiments and procedures with the whole purpose serving to teach basic laboratory techniques. To begin, the first experiment requires the use of a meter stick or ruler which is then used to measure a lab notebook’s width and length in both inches and centimeters. Following this, convert these measurements into millimeters and meters using dimensional analysis, then finally calculate the area of the notebook in cm2.

In the video, “A Class Divided,” the video shows a teacher from Iowa named, Jane Elliot who wants to teach her students the importance of discrimination. During her experimentation, she starts off her lesson by asking questions such as, “What is brotherhood?” “What is discrimination?” and “How are we supposed to treat people who look different than us?” Elliot then proceeds to ask her class if they would like to know what it feels like to be discriminated. Her emphasis in this experiment is to show how it felt to be discriminated. Elliot was inspired to do this experiment when she was listening to the television the night after they assassinated Martin Luther king. She kept hearing the news reporter say things like: “who will look after your people?” and “How will your people manage?” After this she knew she had to explain to her class in a way they will understand. Elliot decided to divide the class into two categories: the brown eyed kids and the blue eyed kids. At first the blue eyed kids were the superior race while, the brown eyed kids were the lower race. Being the inferior race meant that they had to wear blue collars around their necks in order to differentiate their eye color. Of course, the brown eyed kids had restrictions. They could not play in the playground, they could not befriend nor socialize with the blue eyed kids, and etc. The kids had a chance to walk in

The participants were 21 (19 female and two male) undergraduate students enrolled in a general psychology laboratory class at a small Midwestern university. The participants were selected by convenience sampling, and they received a grade for participating in and completing the experiment. Each participant completed the experiment, and the participants were separated into two groups. The first group consisted of 10 participants that listened to music first, whereas the second group consisted of 11 participants that conversed with the passenger first. The experimental session lasted approximately 1 hr and 30 min.

For the Career Laboratory/Interactive Lab assignment, I selected tow Interactive Lab activities to critique. The two activities were the card sort and career matching game. I chose these two activities because I recently did an assignment on qualitative assessments and I was curious on how I would answer. I also wanted to see if my answers will be relevant with my career that I’m in now and the career that I’m trying to pursue.

The students in the fifth-grade classroom where I taught the two-day science lesson seemed to understand the objectives of the lesson fully. Throughout the lesson, I offered multiple opportunities for discussion and critical thinking from when the lesson first started, and until the lesson ended. During the first day of the lesson there was a section of it where the students had to debate or argue against one another if they thought they were incorrect with where they were placing their sort card. The student who wanted to debate against the placement had to present his or her own reasoning and evidence as to why the card should not have been placed there. I made sure to get every student involved with the card sort even if they did not debate against other students, he or she still had to present their own reasoning why they placed the card under the specific heading. All of the students during this time seemed to be highly engaged, and had no difficulty debating whether something was correct or incorrect. For the second day of the lesson when the students were asked to share their Venn diagrams most of them wanted to share what they had written or drawn on their diagram to the whole class. When we had our

Classroom observation is a main approach of teaching research. Scholars or researchers use video to record the real whole class and observe the teachers and students’ actions, words and the efficiency in the class. Though the observation, they analyze what approach is more suitable. This paper will select video 5 and video 3 as the material to do the classroom observation. Different aspects such as teachers’ responds, questions, instructions notes and students’ behavior will be addressed to analyze the efficacy of this class.

It is really amazing how excited students get with the possiblity of using the computer in the classroom to assist them with their lesson. The teacher added that she uses it as a reward system, stating how affective it is in maintaining order and control in the classroom. Students knew how to navigate, go to various websites that were related to the lesson and create a folder in which to put their assignments in.