Lab Investigation

science -inquiry concepts. In the video clip from lesson 4,minute Students will work together to form hypothesis, observe ,follow procedure ,collect and analyze data, write a conclusion. This lab has four stations, with each stations student were dealing with situation involving phenomenon that they see outside of the classroom, likely on daily basis. so, with each station the Students can be seen using data and their observations as evidence to explain why they were seeing this real-world phenomenon. then students need to answer the lab analysis questions that also connect them with real world. video 2. Furthermore, to help students construct their explanations, I asked questions that push students to make connections to the real world. For example, in video 2, minute , I ask students why organic compounds dose not conduct electricity ? and how about if we try using water and salt ?

If the students test how far the the stretching ability of the different type of plastics can go (dry-cleaning bag, kitchen wrap, sandwich bag, grocery bag) and you added the weights in order for the plastics to be stretched, then the plastics will stretch longer than there original size.

Through this standard, teachers will engage all students in science by setting goals for students that correlate to state and national standards. Through various strategies (i.e. learning activities, instructional settings, technology) students will achieve the goals set by the teacher and fair assessment strategies will be used to determine if the goals were met. Through the use of laboratory/field settings and various technology, students will demonstrate their knowledge and understanding of science. Teachers will also design lesson plans that provide opportunities for active inquiry in which students can collect and interpret data in order to develop and understand various scientific processes. Fair assessment strategies will also be used to evaluate students and their preconceptions and understandings that have been

That is another great companion in Project 2061. The Science Literacy Maps is an interactive tool for teachers and learners to explore specific science concepts. The maps illustrate connections between concepts as well as how concepts build upon one another across grade level. Maps shows resources for the concepts including related AAAS Project 2061 Benchmarks, assessments, misconceptions, and Next Generation Science Standards (NGSS). Boxes are the big ideas that students need to know. They are placed in grade bands and ideas are connected with arrows. Maps are good for examining big ideas and their connections. It allows users to see the progression of students understanding, identifying student learning difficulties and what we know about students learning according to

Students will use their results to connect the concepts from the lab to the real world. In the extension activity worksheet students are asked to determine where the energy of the pendulum bob come from. Students will gather information from the lecture and use strategic thinking and reasoning to explain how energy is used to move the pendulum and where the energy is from. This level of thinking will help students make real word connections because students can extend their thinking by also considering how other objects that they use on a daily basis use kinetic and potential energy.

1.1 Descriptive, formula based understanding of the underpinning natural and physical science and the engineering fundamentals applicable to the practice area.

The labs was about sliding surfaces and frictional force. The measurements were in Newtons. There was different sliding surface, table top, waxed paper,paper towel, fine paper and coarse sand paper. You will have to measure with a spring scale. You will have wood blocks to slide over the five surface. You will have to do it 3-4 times and average it. The main thing is learned is how the sliding surfaces creates frictional force.

This lab will test the relationship between the spring constant, k, from Hooke’s Law and the change in applied force resulting in displacement. Using two different methods, part one and two of the lab will determine the spring constant, k. In part one we will hang different masses from the spring so that we can alter the amount of force acting on it. After applying these weights, one can measure the displacement caused by this action. Hooke’s equation will yield a straight line graph of F (weight) versus x (displacement). The slope of the graph will yield the spring constant, k. In part two we will be using the oscillation of the mass on the spring as an example of SMH. By graphing the oscillation, we can

As you would expect there is an emphasis on physics in the video which might be complicated for some students. To help the students to put the subject into an overall context and assist them to prepare for the writing assignment we used the chart as attached. Perhaps would be good if we all use something the same/similar in the classroom - correcting for the spelling mistake in "Boundless"!

In today?s traditional science classroom, teachers are the givers of knowledge and present the required information in either a lecture or presentation method. Students are expected to sit quietly, take notes and retain the information for the test at the end of the unit. When student do engage in science activities, they do not often connect the concept with the activity with causes a lack of student understanding and retention. This unit will explore ways to create a inquiry-based science classroom that will allow students to engage, explore, explain, elaborate and evaluate scientific concepts.

Each and every day, you are faced with having to make split-second decisions, and the need to solve random problems that you encounter. To reach those decisions and work those problems out you are subconsciously using the scientific method. Apply the steps of the Scientific Method to two situations that could occur in your everyday life. Use the scientific method in the first scenario provided by your instructor to solve the problem at hand.

The purpose of this Lab was to investigate Newton’s second law and the relationships between: Force and Acceleration, and Mass and Acceleration. Newton’s Second Law states that any object that experiences a net or unbalanced force will undergo acceleration. Newton 's second law of motion describes the relationship between force and acceleration. If you increase the force applied to an object, the acceleration of that object increases by the same factor. For Mass and Acceleration the net force on an object is equal to the mass of the object multiplied by the acceleration of the object.

The last few days is rooted in applying all these new concepts in a laboratory experiment that results in the students supporting argumentative claims based on data-driven evidence and justification.

(2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to:

There are different methods to teach science. Before adopting any strategy teacher must consider some important points. Before starting any lesson teacher must assess student’s previous knowledge about the topic. Give a short description of the topic and link the new concept with the information that students already knows. Allow students to take part in the class discussion and help students to find the correct answers themselves.