Science 2: Week #3

 What did I do in lab this week? 

The main question varied depending on the group. Each group was assigned a specific topic to learn about and teach us about. My group focused on the life cycle of stars. We researched how stars are born, the stages they go through, and some interesting facts about different types of stars. We then presented our findings.

What did I learn in Thursday's lecture? 

We reviewed the topics that were presented by classmates on Monday, which helped clarify what material we should focus on for the upcoming test. We discussed the Big Bang theory and some of the myths Hollywood has perpetuated. Some key points from the lecture include:

• The Earth did not originate from the Big Bang.

• Stars emit light through nuclear fusion.

• Everything in existence comes from stars that have exploded 

• There are more stars in each galaxy than grains of sand on Earth.

Textbook: 

I learned that Edwin Hubble discovered that the universe is still expanding today. If it is constantly expanding and growing now, that means it was smaller before–and likely the size of an unimaginably small particle at the beginning. I also learned the Moon was formed when a Mars-sized object named Theia collided with the Earth. Early in its creation, Earth was molten. When it collided with Theia, chunks of Earth’s crust were ejected into space. Gravity bounded these pieces together and the Moon was formed, eventually cooling and hardening into its current rocky state. 

Questions?

I’m mainly worried about the exam, especially when it comes to understanding the phases of the moon and how they affect Earth.

Science 2: Week #2

 What did I do in lab this week? 

We began class with a formative assessment, followed by group discussions to select topics for our presentations. Then, we engaged in a class discussion regarding the homework video where high school and college students shared their thoughts on moon phases. The main lab activity involved constructing a physical scale model of the sun and the four inner planets, including our moon. We faced challenges with scaling and measuring distances. Initially, our estimations were off, and we had to restart the process twice before finally getting our measurements correct. 

What was the big question? 

The central question was how to accurately represent the scale of the planets, the distances between them, and their sizes using our available resources and time. We had to ensure that the planets were not all the same size, with the sun being significantly larger. We determined the size of each planet based on the sun's dimensions, considering that each planet varies in size. This lab activity would be excellent for older elementary students, as it allows them to visually grasp the concept of scale. 

What did I learn in Thursday's lecture? 

During the lecture, we continued discussing the position of celestial points and considered the moon's position. We reviewed the answers from the formative assessment, focusing on the question, "The moon does not rotate? True or False." Most students answered false, while I answered true. The correct answer is that the moon does not rotate in the conventional sense; it always shows the same face to Earth because it rotates at the same rate as its orbit.

Textbook: 

In Chapter 12, I discovered more about our solar system, including the fact that there are approximately 10,000 galaxies in just a tiny fraction of the universe. I was surprised to learn that the Milky Way contains between 100 and 400 billion stars. The diagrams and videos were particularly helpful in understanding these concepts. 

Questions?

I have no questions.

Science 2: Week #1

 What did you do in lab this week?

We began a new unit titled Earth, Moon, and Stars. To kick things off, we took a 5-question quiz to assess our prior knowledge. After that, we tackled three questions based solely on what we already knew. How does the phase of the moon occur? What causes the seasons?What causes a lunar eclipse? I found it challenging to answer these questions since the last time I recall discussing moon phases was in 4th grade. Back then, we just had to arrange the moon phases in order but it was collaborative and I remember just getting help from peers and not understanding.

What was the big question?

While we had three major questions, we concentrated on how the phases of the moon occur and what causes the seasons. After the lecture, I learned that the moon's phases change over a 29-day cycle, and the sun's reflections alter the moon's appearance as seen from Earth. Furthermore, everyone globally observes the same phase, albeit at different times. Additionally, I discovered that the tilt of the Earth's axis while orbiting the sun causes the seasons. This tilt results in different areas of the Earth receiving varying amounts of sunlight throughout the year, which leads to seasonal changes.  

What did I learn in Thursday's lecture?

During the lecture, I learned that as educators, we need to analyze the data gathered from student quizzes to evaluate their understanding of the content. We reviewed the class results from the quiz taken in the lab. In the first question, which diagram most accurately represents Earth's orbit around the sun, only 45.5 percent of the class answered correctly. This indicates to us, as future teachers, that there is still a need for further learning.  

Textbook: I discovered that geocentrism refers to the theory that Earth is the center of the solar system. This belief was prevalent because it was supported by the church and referenced in the Bible. Figures like Nicolaus Copernicus and Galileo played pivotal roles in shifting our understanding from geocentrism to heliocentrism, the theory that places the sun at the center of the solar system.The textbook's inclusion of formative assessments, images, and videos was particularly beneficial for a visual learner like me.  

I have no questions at the moment