What Is The Selection Of Content Materials And Activities

In the last test, we had to test out a mystery powder (powder A, B, C), in its own separate test tube, in order to solve the Sherlock Holmes Mystery. Our group had powder C. When we mixed water in the mystery powder, it did not dissolve. When the litmus paper was put into the test tube it turned blue. When the vinegar was mixed it bubbled/foamed up. When we mixed the iodine solution, there was no reaction and the solution turned to a dark brown/black color. When we mixed in the baking soda there was no reaction and it turned to an even darker color.

I elicited and built upon student’s response to promote thinking and develop understanding of science concepts through questioning to get student think critically about what they did at each station and how it fit together what we see happen outside the classroom. it can be seen in the video clip 2 lesson 4 minute , it can been seen in the video that students are actively engaged in answering questions and are willing to give their insight into situation. In video clip 1 The students watch a video about the chemistry of carbon. and while the students watched the video there were a list of the question that each students need to answer it, and one of these questions was asking about “what the protein are made off “This provided students

Corresponding to the previous experiment, this week’s experiment measures the participants’ ability to conduct basic, fundamental laboratory procedures. These procedures revolve around scientific measurements of volume, mass, and density. Unlike last week’s activity, this week’s experiment had a few modifications. In addition to distilled water, saltwater and an unknown substance were added. There was a total of five substances to choose from; Hexane, Methanol, Ethyl acetate, Ethylene glycol, and Dichloromethane. Part C, the unknown liquid number was four, which the average density was 0.789 gmL-1, and from looking at the chart the unknown identity was methanol. Part A, the temperature of the water was 20 oC, which was in front of the class,

Change in color once chemicals were combined (experiments b,c,d,e,f,g,h,j,l); Precipitate formation (experiments g,j,l), and formation of gas bubbles (experiment a).

The Chemical Baggies Lab demonstrated to students how certain chemicals cause diverse chemical or physical changes depending on what substances were mixed together in a designed controlled experiment. During the process of this experiment, almost identical observations were made about different combinations of chemicals that had at least one substance in common. For example, the frequent observation that was made throughout the experiment was that heat was felt. Even though there were distinct chemical combinations, there was one substance that generated a certain observation or characteristic, such as a mixture has to comprise of the phenol red for there to be a color change, which was learned from this lab. Also, calcium chloride

I looked at what the uses were in everyday life and compared it to how the mixture reacted. For example, citric acid is used in sodas, the mystery mixtures had bubbled resembling soda, so I made an inference that the two correlate and that is why we used citric acid as one of your first experiments.

The method of the presentation is putting the materials on the round table. Then call the children to sit around the table. Tell the children we are going to make Oobleck. Before doing the presentations is asking the children if we mix corn starch and water is it going to be liquid or solid. Then let the children predict. Show the children how to make the Oobleck. After when the children have their predictions on the Oobleck let the children make the Oobleck. after they are done making the oobleck let the children touch the oobleck so they can observe if the oobleck is liquid or solid when they touch it. Then ask children if the Oobleck is liquid or solid when they touch it.

Furthermore, while students were touching and experimenting the mixture, I was around them asking questions such as, what do you think? Is ooblick solid or liquid? How can you tell? Can you roll the substance into a ball? How does the substance feel? Or describe in your own words how does the substance look like. The strategy of asking meaningful questions while students were exploring the mixture made the learning experience more meaningful. Before writing the driving question on the board I played a YouTube video of the book by Dr. Seuss, called “Bartholomew and Ooblick.” It was a long story. Hence, it made it difficult to keep students fully engaged. Next time around I plan on renting the book and reading to students. I enjoy reading to children and I’m a very interactive reader, so that won’t be a

When Kate and I showed up to set up our new classroom before the new school year, and we discover the people before left a group of chemicals unlabelled. So to not waste supplies, we as experienced chemists must determine their identities so we can use them. My partner, Kate and I must identify a set of unknown chemicals with the knowledge we acquire by testing a set of known solutions and seeing if they form precipitation reactions, if yes what color do they turn. We will known if combining the solutions creates a reaction if one of the products is in a solid state. To determine the identities, we must conduct an experiment.

Mrs. Sorrell’s AP Chemistry: August 2015- May 2016. The big idea 3: chemical reactions were a blast for me. I enjoyed how the teacher engaged the students in labs that corresponded with this topic. During labs, I understood the different chemicals and the reactions from the mixtures. This chemistry class was imperative for the preparation for the projects, labs, tests, and the AP exam. These projects, labs, tests, and AP exam gave me the tools needed to tackle challenging problems in this chemistry class and take these challenges beyond the classroom. Learning how to apply the basic concepts of chemistry into the most complex problems of chemistry and learning how to solve the tasks was demanding for me. I learned how to become more independent

Then that morning we worked on trying to replicate the Mystery Mixture and trying to replicate that. Then as that class went on then a few more people got confident with their mixtures that they had. Then than we also had a dissection that day to find out what all of the class think that they can do net to find out then they said what about putting water or some other substance to it. Then Mrs.Riorsion said I’ve got some water that the class can use so that is what we can use to see what that can

Conversely, it was not going well at the start of the activity because Jenny tried to create mixture colours then the mixture colours became dark coulours which could not see whether the second layer was sits on the bottom layer. This mistake would not happen in the future as I will show the children the way to do this activity and they can practice by themselves. At last, it is important to find an experiment that children feel interesting so they would engage within the experiment. In contrast, students will fail to learn if they feel disinterested, tired and scared in a science inquiry

The group leader used instructional strategies such as direct instruction and demonstration. She did not give clear step by step instructions consistently, nor did she review the rules about the foods and the materials that participants were going to use. The objective of the lesson was not clear, since the activity was entitled “Why Do Apples Turn Brown?”, but the participants did not have apples to test. The group leader asked open-ended questions throughout the observation, but missed opportunities to connect the participant’s ideas and reinforce scientific concepts that she introduced to

In the first experiment, each group of students was given 2 sample vials, 20 mL of vinegar, and 4 mL of vegetable oil. Also weighed out using weight boats was 0.3g of cornstarch and 0.3g of modified food starch. Using a pipette, the student added 10 mL of vinegar and 2 mL of vegetable oil to each vial. Both vials were labeled and shaken vigorously for 20 seconds. Observations were made and recorded, as shown in Table 1. After this, the students obtained 2 more vials and added the same amount of vinegar and vegetable oil to each one. Guar gum was weighed out into two separate containers, then 0.2g was added to one vial, and 2.0g was added to the other. The students once again shook

By creating this lesson I have learned that when it comes to science experiments, students should be able to make their own observations and come to their own conclusions in order to explore science for themselves. Allowing our students to preform their own experiment allows concepts to emerge, rather than having a teacher throw the information at the students. However, I also learned that students need a basic foundation of the material before diving into an experiment. This lesson seemed easier to teach than the math