A few reflections on lab 8 from S&P:
Students did not understand what type of observations to record in the data table. If I were to re-make this data table, I would include a column for each specific observation I wanted the students to make.
Many students said the precipitate came from nowhere, rather than saying that it was formed by the chemical reaction between the iron chloride and the sodium carbonate.
It was common for the iron chloride solution to have some specks of iron in it, even after stirring. The precipitate formation is still obvious, but perhaps the results would be more dramatic if there were no solids in the small cups to begin with. One way to solve this problem and simplify this lab would be to make up an iron chloride solution before hand, and give it to students in bottles. Or, you could have students filter the iron chloride solution, which would further illustrate the difference made by the precipitation reaction (i.e. it lets you filter out something that previously went through the filter).
You’ve probably heard the one about how state troopers keep Coke in their cars to wash blood off the highway, and how Coke will dissolve a T-bone steak in two days. Not true.
I will be leading an initial use training for Solutions & Pollution on November 9 from 4-7PM, probably at JSCEE. Sign up with Kathryn Kelsey if you’re interested.
Update: I have a class that conflicts with this date and time. The workshop will either be rescheduled, or it will be led by someone else.
If you would like to download everything that has been uploaded to this site so far, get it here (zip file).
Many archived here from MadSci.org.
The following were submitted by Steve from the Middle School Science group.
Sub-Atomic Attitudes (for a mini-play students act out)
Structure of the Atom Powerpoint Presentation
This class timer can be shown on a projector screen to time your in-class activities. Has a nice beep to signal when time is up.
The new Science GLEs (Grade Level Expectations) are available in Word and PDF format from OSPI. (warning: very large 94-page file)
GLEs are detailed expectations of what will be taught at each grade level. This is possibly the most pedagogically useful document ever published by OSPI. Departments and teachers should set aside time to go through the dozens of pages of clear, well-written expectations.
Each expectation contains a task that corresponds to one of the levels of Bloom’s Taxonomy. Each page shows the strand, EALR, component, grade level, and specific examples. There is also a chart on p. 10 that shows the suggested sequence of topics at each grade level. I was surprised to see how much astronomy should be emphasized in the 6th grade, as the MSSSCP-adopted kits do not address astronomy until Earth in Space in 8th grade.
Do note, though, that the EALRs have not changed. The only major change is that the “systems / inquiry / design” symbol has been changed to “systems / inquiry / application.”
This 26-page document gives extensive detail on how to teach Energy, Machines, and Motion effectively. MS Word format. Also in PDF.
This 35 page document gives extensive detail on how to teach Catastrophic Events effectively. Word format. Also PDF.