Yazzmenn - Science Methods

  This week in discussion, we began talking about density. Then working with our table groups to draw/write down an example and reason behind why different substances have different levels of density. We then reviewed the past activity that we completed with M&Ms and water but this time we tested how long it took for different M&M colors to fully melt into the water. We then added sugar to the water to determine whether or not this would change the reaction the M&Ms had when we put them back into the water.    Focus Questions: What did you learn this week? One thing I learned about this week was how easy it is to make understanding things like levels of density interesting. This is mainly because one question that we had to answer was why do different substances have different densities. In one example my group came up with was to use cheese to show different levels of density.  Which parts did you find clear and which were confusing? Do they think that I...

  This week in discussion, we talked about different properties of matter which include mass texture, shape, density, volume, and more. We then started our activity. We were given a bunch of different materials like crayons, erasers, wood, aluminum, and other objects. With our table groups within collected data on whether or not the different materials will sink or float, the mass they have, and how to differentiate between a big piece and a small piece, if two different pieces would have the same volume. We also tested whether the materials will conduct electricity, or be attracted to magnets.   Focus Questions: What did you learn this week? One main thing that I learned from this week was whether or not certain materials will sink or float. Some of the materials that were tested I predicted would actually sink and vice versa. For example, I thought that a paper clip would have floated, but it actually sank. Are you able to relate what you learned to what you already knew? I ...

  This week's discussion class we participated in a multi part activity. In our table groups, we worked together with our table group to answer specific questions, and create some hypotheses about different activities that we're at each table. Some of the activities included what happened when we placed M&Ms in water, comparing and contrasting and melting point of ice on word versus metal, adding baking soda, and vinegar together and more. After we completed each activity, we then had a whole class discussion about some of our findings and ideas that came up during each activity.   Focus Questions: What did you learn this week? One main point we discussed in class was the importance of making sure students are interested in what's being taught but also making the learning process fun.    Are you able to relate what you learned to what you already knew? Some of the activities we worked on I've already done in previous classes or have seen videos about. I was...

  Lab  Just listen closely to one over the process of evolution. Watch the video in class about different types of evolutions that are still seen in humans, even if they are predominant like human tails. We also talked about the homework that we did the week before and expanded our understanding of 3-D learning during a class discussion. We also participated in an activity where we use forks, knives, and sticks to collect beans. We used different utensils to act as predators, capturing our prey, which one of the beans with specific traits being the different color beans. The goal of this activity was to demonstrate the process of adaptation and natural selection within different ecosystems.   Focus Questions: What did you learn this week? I was able to learn more about 3-D learning. In the homework we were able to choose the questions that we wanted to answer so I like to date her class discussion. I was able to gain more information on what other classmates thought about...

  This week in class everyone discussed the activity we did last week which was the babyface packet. The main discussion was about mutations that can occur in DNA. They also use a mutation simulator that gives us a chance to see what happens when there is a mutation in a DNA sequence. It also defines different aspects of DNA becoming protein.    Focus Questions: What did you learn this week? While using the simulation I was able to gain a better understanding of how mutations can affect DNA and what it looks like during the process of protein / DNA  translation and transcription. Are you able to relate what you learn to what you already know? Like most, I have learned about DNA in school. In my science class we did have a lesson about what DNA is but we didn't really dive into mutations . During this week I did gain more information about mutations and how they work and some of their outcomes.  How can you apply what you learn from your teaching in the future? I...

  Lab This week in discussion we participated in more hands-on activities rather than a full on discussion. We did start class by talking about more genetic materials and vocabulary that we would need to know for the following exam. We did two main activities this week, the first one involved creating our own DNA strands out of candies. With our partners we created double helix strands that consisted of the backbone of the helixes, and then the two main types of base pairs. After we finished creating our strands, we also worked on a gene list of partners to create our baby faces. Throughout the packet, we flip a coin to determine what the dominant gene would be, which also determines how each aspect of our child would look like. After finishing the packet and creating our baby we also answered some questions about vocab and personal preferences.                                       ...