Science 2: Week #8

 What did we do in lab?

The three main topics we discussed at lab this week was the Iowa Goldfinch, Climate Data, and Coupled Inquiry/SWH. We discussed more about how we know the Iowa Goldfinch is in danger. We looked at data about climate and weather. We also looked at precipitation data and changes over time in America. And we looked at habitat changes around the world.

What did we do in lecture? 

We talked about climate science, and how society views climate change. We also talked about the history of climate warming and people who go against global warming. The climate of the ocean impacts the climate of the region it’s near. Air mass: large volume of air that takes climatic conditions to other areas. Both play a role in climate. The higher the altitude, the colder it will be. We looked at glacier retreats around the world. Southeastern United States will be submerged underwater with only Greenland melting but the whole world will be affected as melting continues.

Textbook: We need to be clear on the science behind climate change. Although the majority of science teachers cover climate change in their curriculum, one survey found that 30% of teachers “tell students that the current warming ‘is likely due to natural causes'” (Mooney, 2016). As teachers, it is up to us to help our students access accurate scientific information and prevent misconceptions. I thought this statement from the book was very interesting because climate change from human impact is very important to teach young children.

Questions? 

I currently have no questions 

Science 2: Week #7

 What did I learn in lab?

This week in lab we used whiteboards to share our thoughts about the documentary we watched “Before the Flood”, we changed into multiple different groups and shared our thoughts. Our table each picked a region of Iowa to research how climate change affects the American Goldfinch Iowa state bird. We had to use calculations to figure out some statistics to make an inference about the affects on the birds and what the future may look like for these birds. 

What did I learn in lecture? We had a test this week

Textbook: Before the Flood, presented by National Geographic, features Leonardo DiCaprio on a journey as a United Nations Messenger of Peace, traveling to five continents and the Arctic to witness climate change firsthand. He goes on expeditions with scientists uncovering the reality of climate change and meets with political leaders fighting against inaction. He also discovers a calculated disinformation campaign orchestrated by powerful special interests working to confuse the public about the urgency of the growing climate crisis. With unprecedented access to thought leaders around the world, DiCaprio searches for hope in a rising tide of catastrophic news.

Questions?

I don’t have any questions currently, I am eager to get the test done. 

Science 2: Week #6

 What did I learn in lab?

This week in the lab, we began learning about chemistry and matter, along with how they go together. We did not get many answers this class as to why things happen, but we had lots of engagement in answering questions and working hands-on. We worked in groups to rate through stations where we made predictions and tried to make sense of these science experiments.

What did I learn in lecture?

I learned that Iowa has a state rock, the geode, which has a crystal-like interior when cut open. We also experimented with different types of soda in water to understand water displacement. Initially, I assumed all soda cans would sink in water due to their weight. However, in lecture, we learned that the amount of sugar in the soda affects whether it sinks or floats. For example, root beer sank in the water, but diet cola floated. I also learned that water displacement is a method used to measure the volume of an object based on how much water is displaced when the object is submerged. The amount of water that rises or spills out shows the volume of the object. Additionally, I found out from a story we read that jewelry isn’t made from 100% gold because it would fall apart; it needs silver for stability.

Textbook:

Questions?

I don't have any questions

Science 2: Week #5

 What did I learn in lab?

We began lab with a formative assessment on rocks, asking the big question: What is a rock? Afterward, we discussed assessments in groups, considering how we evaluate students and what their results tell us about their learning. This led us to reflect on our own education and think about how we might change it for our future students. In class discussions, we recognized that sometimes we just study to get an A on an exam, but this doesn’t mean we’re truly learning, engaging, or challenging ourselves with the material. Next, we moved to a hands-on activity where we recreated the formation of different types of rocks. As shown in the picture below, we created two examples each of sedimentary, igneous, and metamorphic rocks. Sedimentary rocks form through compression, igneous rocks through melting and cooling, and metamorphic rocks through heat and pressure.

What did I learn in lecture?

This week, we focused on the sea floor and the movement of tectonic plates and ocean ridges. We learned that the ocean basin becomes older as you move from the middle of the Atlantic toward the African coast. However, the sea floor doesn’t spread at a consistent rate over time. While we can calculate an average movement over a century or a year, the results vary because the rate isn’t constant. In lecture, we also learned that sea floor spreading is measured in millimeters per year (mm/yr).

Textbook:

In this week’s chapter, I learned why compasses always point north—it’s due to the flow of liquid metals in Earth’s core, which creates the planet’s magnetic field. I also learned that most of Earth’s volcanoes and earthquakes occur in the Ring of Fire because of tectonic plate movement along this boundary. Additionally, there are three ways a volcano can form: through converging tectonic plates, diverging tectonic plates, or over a hot spot. For example, the Hawaiian Islands were formed by hot spot volcanoes.

Questions?

I have no questions at this time

Science 2: Week #4

 What did I learn from lab?

In this week’s lab, we are discussing geologic time and using an Earth viewer tool. We started by examining how a 100-year-old coastline can impact presidential elections, noting that parts of the southern United States were underwater at one point in history, following what we call the “blue line.” As a class, we then placed various events on a timeline, ranging from the creation of the moon to the appearance of humans. This visual exercise helped us understand just how long it took for Earth to evolve into what it is today. It also addressed the misconception that Earth formed right after the Big Bang. Now that we’ve learned more about our universe, we can better understand how to place these events in order. When all of Earth’s formations are laid out on a timeline, we see that humans have only been part of it for around 2 million years.

What did I learn in lecture?

Test

Textbook:

The textbook explains Earth’s timeline, starting from its formation 4.67 billion years ago. Earth was covered in ice about three different times in its history, and many believe that volcanic eruptions under the ice helped melt it. Later, the supercontinent Pangea broke apart to form today’s continents. Scientists, including Wegener, support the existence of Pangea because fossils have been found spread across different continents, indicating that animals could once move freely between them when they were all connected.

Questions?

I currently don't have any questions