Hello!
For all notes, brainstorming materials, ideas etc on my Science Investigative Project, please refer to the SIP tab :D
Thank you!
Wednesday, May 25, 2011
Wednesday, February 16, 2011
Mystery Powder - Living or non-living?
Date: 26th January 2011
Activity: Each person is given 5 different mystery powders, and has to discern what they are, and whether they are living or non-living based on observation & experiment.
Characteristics of Living Things
- Grow
- Need oxygen, food & water
- Move independently
- Respond to changes in environment
- Reproduce
- Die
{note: What is the difference between reproduction and growing? Do things have to fulfil ALL the criteria to be considered living?}
Observations - Pre-experiment
Observations - During experiment
1 day later
Powder A - No visible change
Powder B - No visible change
Powder C - Increased in size
Powder D - Roots sprouted
Powder E - No visible change
2 days later
Powder A - No visible change
Powder B - No visible change
Powder C - No visible change
Powder D - Shoots sprouted
Powder E - No visible change
When placed in salt water for 24 hours:
Powder E - Hatches into brine shrimp (artemia)
Mystery Box!
Date: 21st January 2011
Activity: Each group is given a sealed box with a mystery object inside. They have to identify the characteristics of the object (or the object itself) based on their observations.
Observations
- Makes a thud sound against the box when shaken
Inference: It is a hard object.
- When the box is tilted slightly, the object rolls easily.
Inference: The object has a round side.
- When the box is shaken, 2 ends of the object make a small thud against the sides of the box.
Inference: The 2 ends of the object have a small surface area.
Inference: The object is cylindrical in shape.
Part 2: Swapping of Boxes with another group!
Observations & Inferences
- The object is attracted to the magnet very strongly
Inference: The object has magnetic properties.
- When shaken, the object makes regular thudding sounds against the sides of the box.
Inference: The object is hard and has flat surfaces.
- The object feels as light as a pen.
Activity: Each group is given a sealed box with a mystery object inside. They have to identify the characteristics of the object (or the object itself) based on their observations.
Observations
- Makes a thud sound against the box when shaken
Inference: It is a hard object.
- When the box is tilted slightly, the object rolls easily.
Inference: The object has a round side.
- When the box is shaken, 2 ends of the object make a small thud against the sides of the box.
Inference: The 2 ends of the object have a small surface area.
Inference: The object is cylindrical in shape.
Part 2: Swapping of Boxes with another group!
Observations & Inferences
- The object is attracted to the magnet very strongly
Inference: The object has magnetic properties.
- When shaken, the object makes regular thudding sounds against the sides of the box.
Inference: The object is hard and has flat surfaces.
- The object feels as light as a pen.
Self-Designed Mealworm Experiment @ L8!
Date: 19th January 2011
GATHERING INFO ON THE MEALWORM
Observations
- Burrowed under 2 paper towels
- Moved away from light source
- Crawled onto dark side of black & white paper
- Burrowed under plastic spoon in the container
- Moved away from puddle of water
Inferences
- The mealworm likes dark conditions
- The mealworm does not like wet surroundings
Questions & Refining of Experiment
- E.g. do mealworms prefer black or white surfaces?
- Refine this experiment by placing mealworms in a box, and put paper under the box, so the texture which the mealworm crawls on is constant.
GATHERING INFO ON THE MEALWORM
Observations
- Burrowed under 2 paper towels
- Moved away from light source
- Crawled onto dark side of black & white paper
- Burrowed under plastic spoon in the container
- Moved away from puddle of water
Inferences
- The mealworm likes dark conditions
- The mealworm does not like wet surroundings
Questions & Refining of Experiment
- E.g. do mealworms prefer black or white surfaces?
- Refine this experiment by placing mealworms in a box, and put paper under the box, so the texture which the mealworm crawls on is constant.
Thursday, February 10, 2011
Hamster Video Activity!
Date: 17 January 2011
1. Personal Observations & Questions
- The hamster is brown
- The hamster was gnawing at a white material
- The hamster was in a cage
- What was the hamster biting at?
- Why was the hamster biting at the material?
- Where was the hamster?
2. Groupwork - Sher Ting, Lauren, Chloe, Isabella & I
Observation: The white material did not tear easily though the hamster was gnawing at it
Inference: The material the hamster was biting at was cotton
3. Class Discussion
Observation: The hamster was tearing apart the cotton woolviciously
[Note: Adjectives like "viciously" are based on pre-conceived stereotypes and so shouldn't be used)
Inference: The hamster was playing with the cotton wool.
Observation: There was contact between the hamster's mouth and the cotton wool.
Inference: The hamster was spitting into the cotton wool.
Observation: The hamster was trying to rip the cotton wool.
Inference: The hamster thought the cotton wool was an enemy
OR the hamster thought the cotton wool was food
OR the hamster was trying to make a nest.
Only one group managed to make the accurate inference that "the hamster was trying to make a nest".
1. Personal Observations & Questions
- The hamster is brown
- The hamster was gnawing at a white material
- The hamster was in a cage
- What was the hamster biting at?
- Why was the hamster biting at the material?
- Where was the hamster?
2. Groupwork - Sher Ting, Lauren, Chloe, Isabella & I
Observation: The white material did not tear easily though the hamster was gnawing at it
Inference: The material the hamster was biting at was cotton
3. Class Discussion
Observation: The hamster was tearing apart the cotton wool
[Note: Adjectives like "viciously" are based on pre-conceived stereotypes and so shouldn't be used)
Inference: The hamster was playing with the cotton wool.
Observation: There was contact between the hamster's mouth and the cotton wool.
Inference: The hamster was spitting into the cotton wool.
Observation: The hamster was trying to rip the cotton wool.
Inference: The hamster thought the cotton wool was an enemy
OR the hamster thought the cotton wool was food
OR the hamster was trying to make a nest.
Only one group managed to make the accurate inference that "the hamster was trying to make a nest".
HoM Year Plan
Date: 17 January 2011
Existing HoMs
- Gathering data through all senses
- Applying past knowledge to new situations
- Thinking flexibly
- Striving for accuracy
- Listening with understanding & empathy
- Thinking and communicating with clarity and precision
- Finding humour
To be developed by mid 2011
- Questioning & posing problems
- Remaining open to continuous learning
- Thinking interdependently
- Managing impulsivity
- Taking responsible risks
To be developed by end 2011
- Creating, imaging, innovating
- Thinking about thinking
Existing HoMs
- Gathering data through all senses
- Applying past knowledge to new situations
- Thinking flexibly
- Striving for accuracy
- Listening with understanding & empathy
- Thinking and communicating with clarity and precision
- Finding humour
To be developed by mid 2011
- Questioning & posing problems
- Remaining open to continuous learning
- Thinking interdependently
- Managing impulsivity
- Taking responsible risks
To be developed by end 2011
- Creating, imaging, innovating
- Thinking about thinking
Scientific Literacy - Jane Goodall
Date: 14 January 2011
Article 1
Title: The Discover Interview: Jane Goodall
Author: Virginia Morell
Date: 28/3/07
Source: DISCOVER Magazine
Article 2
Title: Discover Dialogue: Primatologist Jane Goodall
Author: Jocelyn Selim
Date: 29/5/04
Source: DISCOVER Magazine
Identifying HoMs of Jane Goodall
1) Responding with awe & wonderment
- Jane said that she is attracted to chimpanzees because they "blur the line between humans and animals" and give you a "new respect" for chimps and other animals
2) Remaining open to continuous learning
- Even after spending decades with chimpanzees, Jane Goodall still wants to analyze more data and learn more about chimps.
3) Questioning & posing problems
- Jane Goodall questions the line between Man & chimpanzee extensively after observing the behaviour of chimpanzees
4) Persisting
- When Jane Goodall first went to Gombe, she had to wait for a few months before making contact with chimpanzees
Reflections
1) Yes, my impression of scientists has changed. In the past, I used to think that scientists had to be highly qualified graduates with multiple degrees. However, Jane Goodall is a prime example that anyone can be a scientist, as long as one has the right traits and habits of mind.
2) Some traits I would like to incorporate would be remaining open to continuous learning and persisting. I could do this by reading up and finding out more than just what is covered in class. As for persisting, I can remind myself not to give up every time I face an obstacle, and keep on trying till I've reached my goal.
Article 1
Title: The Discover Interview: Jane Goodall
Author: Virginia Morell
Date: 28/3/07
Source: DISCOVER Magazine
Article 2
Title: Discover Dialogue: Primatologist Jane Goodall
Author: Jocelyn Selim
Date: 29/5/04
Source: DISCOVER Magazine
Identifying HoMs of Jane Goodall
1) Responding with awe & wonderment
- Jane said that she is attracted to chimpanzees because they "blur the line between humans and animals" and give you a "new respect" for chimps and other animals
2) Remaining open to continuous learning
- Even after spending decades with chimpanzees, Jane Goodall still wants to analyze more data and learn more about chimps.
3) Questioning & posing problems
- Jane Goodall questions the line between Man & chimpanzee extensively after observing the behaviour of chimpanzees
4) Persisting
- When Jane Goodall first went to Gombe, she had to wait for a few months before making contact with chimpanzees
Reflections
1) Yes, my impression of scientists has changed. In the past, I used to think that scientists had to be highly qualified graduates with multiple degrees. However, Jane Goodall is a prime example that anyone can be a scientist, as long as one has the right traits and habits of mind.
2) Some traits I would like to incorporate would be remaining open to continuous learning and persisting. I could do this by reading up and finding out more than just what is covered in class. As for persisting, I can remind myself not to give up every time I face an obstacle, and keep on trying till I've reached my goal.
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