Adv Science

Charity Fair - Project Blog Post Summary:  This project was when we had to research different charities and decide which one was bested suited to our cause. Before this though, we had a debate over which charity type was more beneficial- small charities, or large charities. I learned that a lot of the money just goes to admin costs in large charities. I also learned that smaller charities are a little bit less-known, so they're more unreliable. Backward-Looking: How much did you know about the subject before we started? I chose the subject of animal abuse for Charity Fair, and before we started, I knew that a lot of animals faced daily abuse and that only a few of the abusers were sentenced to prison. I knew that some animals faced psychological trauma for years when they went to shelters and that some cases were so bad that they were euthanized. Inward-Looking: How do you feel about this piece of work? What parts of it do you particularly like/dislike? Why? What

Summary:  During this week, I learned about motion as we began our physics unit. I also learned about scalar and vector quantities- like a scalar quantity is one unit of measurement, like distance, whereas vector quantities consist of more than one unit of measurement, like displacement. SP: Planning and carrying out investigations.  I planned and carried out investigations when I completed our distance and displacement lab. I also acknowledged questions to be tested when I asked, "How does measuring from our starting point differ from when we start at our last 'end-point'?"    Image Link:  When a third grader was asked to cite Newton's first law, she said, "Bodies in motion remain in motion, and bodies at rest stay in bed unless their mothers call them to get up."

Evolution: Designer Species - Project Blog Post Summary:  This project was when we had to research different species and combine them to create an entirely new species, which would then live on an unnamed planet. Our species was an Owlinex, a cross between a kit fox, a porcupine, and a burrowing owl. What I learned about through this project was that a burrowing owl can reach a height of 7 1/2 - 10 inches and that the owl's wingspan can reach between 21-24 inches. I also learned that a kit fox is the smallest member of the dog "family". Backward-Looking: How much did you know about the subject before we started? I knew that lots of animals were connected to ancient animals, such as the burrowing owl, which is linked back to a common ancestor among birds- the archaeopteryx. I also knew that birds may be linked to another bird-like dinosaur- the Archaeornithomimus . Inward-Looking: How do you feel about this piece of work? What parts of it do you particula

Summary:  During this week, I learned about biological classification. I also learned that a person named Linnaeus proposed the idea of classifying organisms. Another thing that I learned was that scientists use cladograms to organize and classify genera of different animals. SP1: Asking questions and defining problems.  I asked questions when we were completing our "Biological Classification Guided Notes" such as, "How distantly related are the archaeopteryx and a crocodile?" I asked more questions like, "Would crocodiles be the distant relatives of birds, since they both share a common ancestor?"  Image Link:  Bird Classifications

Summary:  During this week, I learned about scientists could use comparative analogy and homologous structure to compare two species to find out a common ancestor. I also learned that caimans had five toes and that a caiman hatches from an amniotic egg. Another thing that I learned this week was that an amniotic egg was an egg filled with fluid laid on land to help the developing embryo. SP1: Asking questions and defining problems.  I asked questions when we were completing our "Who is the Closest Relative to the T-rex?" such as, "Is it possible that the T-rex might have hair?" I asked more questions like, "What was the hide of a T-rex like? Was it rough, like an elephant's? Or scaly, like a crocodile?"  Image Link:  Different Skull Comparison

Summary:  During this week, I completed the Peppered Moths guided notes, where we had to study the lives of the peppered moths ( biston betularia ) and find out why they've become the prime example of natural selection. To be honest, I'd already known a little bit about peppered moths, such as their genus and coloring, so really, there wasn't anything new for me to learn, except that the first time that someone saw a dark-colored peppered moth was in 1848, when a scientist named RS Edleston wrote it down in his journal. SP1: Asking questions and defining problems.  I asked questions when we were completing our Peppered Moths Guided Notes such as, "When the trees became polluted, did the peppered moths' color change because of how dark the trees were?", "Who came up with the idea that peppered moths were an example of natural selection?", and "What do the larvae of the moths eat?"  Image Link:  Peppered Moths Comparison (Dark

Summary:  During this week, I completed the Natural Selection Guided Notes. I learned that Charles Darwin discovered natural selection through his journey to South America to study finches. I also learned that natural selection happens very randomly and that only the organisms with the most beneficial traits will survive. SP1: Asking questions and defining problems.  I asked scientific questions when we were completing our Natural Selection Guided Notes such as, "How could mutations create information in living beings?" and "Do mutations that provide resistance to diseases, poisons, etc. prove evolution?"  Image Link:  Evolution - Skeleton Arms

Summary:  During this week, my class did two labs--one was on mutations and the other was on natural selection. While completing this labs, I learned that a mutation is a change in DNA and that harmful mutations are called "lethals".  SP1: Asking questions and defining problems.  I asked scientific questions when we were completing the lab such as, "Would it be possible for one breed to have a special mutation, inter-breed with another and then pass on that mutation, or would it be a recessive gene, with the  chances of being passed on to the offspring being very low?" Image Link:  Evolution (Berkeley Picture)

Geologic Time - Project Blog Post Summary:  This project was when we had to research different eras of the Geologic Time Scale (GTS) and create an interactive product that teaches others about the eras. There was really no limit to how interactive it was or how it was done, just as long as it was a physical product and was actually interactive (to some extent). However, while completing this project, I learned a lot about the different eras, like in the Paleozoic era, a centipede-like creature roamed the earth and stretched to be about 6 feet long. I also learned that in the Mesozoic era, most of the dinosaur genera were widespread across the three periods, with some of the last dinosaur genera being the titanosaur (the last of the sauropod dinosaurs and being one of the last of the long-necked dinosaur genera).  Backward-Looking: How much did you know about the subject before we started? I knew that the dinosaurs were some of the main species living in the Mesozoic era

WRITING ACROSS THE CURRICULUM: ERA REPORT My era is the Mesozoic era, or also known as the reptile era, since this was the time when the dinosaurs lived (plus small mammals). During this era, there were three periods- the Triassic Period (this was the period that followed the mass extinction at the end of the Permian Period), the Jurassic Period (this was the period where Pangea began to break apart), and the Cretaceous Period (the final period, meaning chalk). Many dinosaur species were widespread across it. The continents for all the Triassic and most of the Jurassic stayed together as Pangea, finally breaking apart towards the end of the Jurassic. Then, in the Cretaceous period, the continents stayed apart, with South America stuck to Antarctica, as was Australia. North America and Canada were a little closer than they are now, but Greenland remained connected to what is now Europe. The plants during the Mesozoic era were Sequoias, cycads, birch trees, and conifers. 

Summary: During this week, I learned about radiometric dating. Radiometric dating is when scientists use the level of radiation to determine the age of rocks. We looked at a Java-programmed interactive where we learned about the half-life of elements, such as uranium and carbon. Then, we used another Java-programmed interactive to find the age of fossils and rocks using the uranium, carbon, and custom settings. What I noticed while doing completing my worksheet was that the uranium setting was used for rocks and ancient fossils while the carbon setting was used for decayed or more recent fossils, and the custom setting was for objects that didn't qualify for the uranium or carbon setting. S&EP: #3 - Planning And Carrying Out Investigations.  I planned and carried out investigations when I was completing my worksheet on radiometric dating by asking identifiable questions such as "Are there other methods of radiometric dating besides using uranium and carbon?&q

Summary: During this week, I completed a lab concerning starburst, where we had to cut it up into tiny pieces (the sediments) and then mold it together under heat and pressure (the sedimentary rock) and then compress it even further to form metamorphic and then melt it even further to form igneous rock. S&EP: #3 - Planning And Carrying Out Investigations.  I planned and carried out investigations when I was completing my starburst rock cycle simulation/lab/experiment. I used the data to help me answer the worksheet questions, but to be honest,  I didn't actually have anything to do seeing as the rock cycle was really just a review. I also used the finished products from each step as a reference when I drew what it looked like in the infinitesimally small boxes provided. Image Link:  Mrs. Mathis. “Starburst Rock Cycle.” Mrs. Mathis' Homeroom - French and English Teaching Resources for Middle and Intermediate Grades, Blogger, 4 May 2015

“Rock Cycle Gizmo: ExploreLearning.”   ExploreLearning: Get Hands-on, Minds-on in Math and Science  (Cited using EasyBib .) Summary: During this week, I reviewed the rock cycle through a gizmo. Today I learned that when magma cools above the surface, it creates a specific type of rock called an Extrusive Igneous rock. When magma cools below the surface, the rock is called an Intrusive Igneous rock. I also learned that when an igneous rock goes through exposure and weathering, it breaks down into sediments which can then be compressed into sedimentary rock, which is a type of rock that can sometimes be found with the fossil of some sort of creature. When that sedimentary rock goes through increased temperature then it turns into a metamorphic rock. Once that rock melts, it turns back into magma. (When magma can be found above the surface, it is then called lava.)  S&EP: #1 - Asking Questions and Defining Problems.  I asked questions when completing the Gizmo such as: &

Summary:  During this week, I learned about different clean cities, such as Washington D.C. where a single person changed the food people ate through a restaurant that she created. This restaurant used proper, organic produce to create healthy foods. SP1: Asking testable and/or scientific questions. I communicated my findings clearly when I presented my clean city to my classmates indicating clearly that Burlington, Vermont had switched over from a coal burning plant to a biomass plant that used solar, wind, hydro, and other organic sources as fuel.  Image link:  What did one titration say to the other? "Let's meet at the endpoint ."

Summary:  During this week, I learned about environmental accords and why we need them. I also learned about clean cities (for example Burlington, Vermont). I also learned that Burlington was a place in Vermont ( so shocking, right?). SP1: Asking testable and/or scientific questions. I asked   scientific questions when we were writing our essay for our environmental accords. One of our accords was water purifying and I asked, "Is there a way to desalinate it without it costing so much money? What if we used a filtering system in the same way someone would filter out salt from water with a paper filter?" Image link:  Why are chemists great at solving problems? They have all the solutions.

Summary:  During this week, I learned more about acids such as the pH scale which determines what is an acid or a base (anything less than 7 is an acid and anything more than 7 is a base). I also learned that a base mixed with an acid creates pure water (pH of 7). I also learned about what qualified as an acid and a base through this disturbing(ly) interesting game called Alien Juice Bar (the aliens have a weird taste in beverages).  SP1: Asking testable and/or scientific questions. I asked   scientific questions when we were completing a fascinating activity with citric acid and water such as "What would happen if I poured in all the citric acid and mixed it with the water? Would it turn into such an acid that it would eat through the metal of my pencil?" Image link:  What did one titration say to the other? "Let's meet at the endpoint ."

Summary: During this week, I learned how to balance equations by adding coefficients. It was rather interesting because I learned about the different types of chemical reactions, which were synthesis (the combining of two or more chemicals), single and double displacement (in which single is when a molecule splits apart and one of the chemicals joins another and double displacement is when a molecule splits apart and both chemicals join other chemicals). We had to complete an online worksheet where we had to answer some questions and then work with our table groups to determine the type of reaction and work out the unbalanced (only once we got a balanced equation) equation. SP1: Asking testable and/or scientific questions. I asked   scientific questions when we were completing a fascinating activity with baking soda (classified as BS), iodine, water, cornstarch, and other materials. I asked questions such as, "What would happen if I combined iodine with cornstarch?&quo

Summary: During this week, I learned about the different elements including sulfur (my favorite!), magnesium, and neon. In fact, I learned that phosphorus (P) glows in the dark (it is because of oxygen — there is a chemical reaction that takes place on the surface of phosphorus, thus emitting what is described as a faint glow). Another thing that I learned was that chlorine (Cl) "burns your nostrils" when inhaled and takes on a yellowish-green tint. Another thing that I learned about chlorine was that it is a halogen, which is part of Group VIIA (known as 17). SP1: Asking testable and/or scientific questions. I asked   scientific questions when I was entering in the passwords — no, scratching in the symbol to get into the next rooms (SPOILER ALERT! It's really just the chemical sign of the element) such as, "What element could mix with sulfur and create a nuclear reaction?" or "If phosphorus is chemically bonded with argon, would that create an ato

Summary: During this week, I learned what an ion was as well as what a cation or an anion was. In fact, I learned that an ion was an atom that lost or gained electrons, which have a negative charge and orbit the atom in what our teacher called "energy levels" which appears to be a very fitting name. I also learned that an anion was an atom that gained electrons while a cation was an atom that lost electrons, so it had a positive charge whereas an anion had a negative charge. I also learned about isotopes, such as an isotope was an element with a different number of neutrons - take selenium, for example. It's mass number (the number of protons plus the number of neutrons) is 50, but that's only with 34 protons and 16 neutrons. Or it can have 55 as its mass number, but that only works with 34 protons and 21 neutrons. SP1: Asking testable and/or scientific questions. I asked   scientific questions when I was completing our energy levels (1-20) worksheet, where

I used the snipping tool to take a screenshot of the Titanic when it began to sink at the angle mentioned. Summary: During this week, I was learned how to find out the density of something using this formula: D=m/v, in which m equals mass and v equals volume. I also learned why & how the RMS Titanic sank (and the why would technically be the iceberg). I learned the how  through a class discussion, and here is what I picked up: the RMS (Royal Mail or Royal Merchant Steamer) Titanic sank when water entered a hole in the hull (which is the body of the ship) and dragged the ship down at what I could only assume was a 9 degree angle due to the placement of the hole. From there, the ship was dragged down after the stern went up as if it were to capsize. When it was halfway into the water, it snapped in half and the bow went down, breaking apart due to the sea pressure. Soon after, the stern would follow suit and break apart, from what I picked up in our class discussion. SP1

Click to activate. Summary:  During this week we completed a Javascript activity called Build an Atom, where we had to add protons, neutrons, and electrons and see what type of atom they made. When we did this, I learned that SP1: Asking testable and/or scientific questions. I asked   scientific questions when I was looking at the activity such as "Is it possible to have too many protons?" or "How many electrons does it take to equal the mass of the nucleus in an atom?" Image link:  They told me I had Type A blood, but it was a Type-O.