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Sunday, May 22, 2011

Melting Icebergs Experiment

This week in the course we needed to complete an experiment on our own.  I loved doing the experiment, I felt like I was a college student again!  After reading through the entire assignment, I found that when reading through the procedure, I thought I had done the experiment before and so I didn't read the whole procedure. I realized that my students probably think the same thing and so they don't read the procedure of written out experiments either.  :)

Anyway, I did collect some very interesting observations throughout the experiment.  The experiment made me think about how the ice was melting and how it connected to real ice caps.  I noticed that there were tons of air bubbles in the ice which escaped as the ice melted.  It made me think about how ice caps must do the same thing and that the volume that the air takes up in the glacier must be less when it melts so how can sea levels rise? I thought about would the sea levels actually shrink when they melt, but then I realized that not all glaciers were in the oceans and that they were on land.  (Kind of a silly thought). When I added water to the glass cup and the ice floated to the top, the surface tension made the water bubble up like a dome, but as it melted, it didn't change.  Which makes sense according to the principle of displacement from Archimedes.  :)

Then, of course, I added some water, and the water of course overflowed.  This made me think more about how the glaciers melting from Greenland or other areas around the world are adding to the "cup" or the sea level of the Earth.  That for me was a scary moment that it could in fact occur that the sea levels do rise, but how is science going to fix this?

There are many things that could occur if the polar ice caps melt though that we need to think about.  One thing is the gulf stream being affected and another is the amount of fresh water being mixed in with salt water. The salinity of the water will decrease which may effect algae and other organisms who require a specific salinity in the water.  Another thing would be the density of the water being affected, salt water is heavier, so that would mean the fresh water would stay on top more naturally until mixed by wave action.  The gulf stream may shut down and not carry the cold water away from the Arctic or the warmer waters from the equatorial area of the planet and many animals would be affected because the food sources would not be there where they expect them to be.  Also, with watching the ice melting in the cup, after being lumped together, they began breaking away and the force from breaking apart, made them float apart. That can't be good for the gulf stream either. 


The polar ice caps are a concern, but glaciers should be more of a concern around the world which are located on land because they have not displaced the sea water yet until they reach them.  Is there any way that we could collect this glacial water and use it? Are scientists thinking of this yet?  What are governments doing around the world about the melting of glaciers?  There is a lot of water being dumped into the oceans and seas from the melting glaciers and the storms are getting worse.  Nature is changing, the question is: How will we adapt or will we?  From this one experiment, so many questions and so many thoughts have been provoked.

In the fall, my 6th grade students found that the temperatures of a cup of water with crushed ice gets much colder faster but also warms up faster than a cup of water with ice cubes.  This was an experiment we did when we were investigating how the size of ice (glaciers) would affect the oceans temperatures when they melt.  They realized that the surface area is a big factor in how fast the ice melts and the drop in temperature.  This experiment would have been good to show them as well to show them that the melting ice in the ocean does not affect the sea level, but it's the water running from the land that will.

After thinking about this activity, I remembered a video that my son found and put on his Glog about Glaciers back in the fall.  Here it is. It's quite interesting if you want to have a look.  It's a video from Sky News.

Sunday, May 15, 2011

Reflection on the STEM Strategies Lesson Plan

The planning process this week was not really different from the constructivist approach I normally use when planning my units or lessons. However, at the school where I work, we have unit planners we must have complete prior to any unit that we teach.  We complete the planners by Backwards Design and know what the students need to know by the end of the unit, so this was similar to this lesson plan format.  At the International School where I work,  we only need to use the International Baccalaureate curriculum for Middle Years Sciences and there are only concepts of science there to choose from which are basically the unifying themes that the National Standards and Benchmarks Online describe.  We do not use state or national standards for designing the curriculum.  I knew what I wanted my students to learn by the end of the unit according to the IB program, but trying to find one set of standards which would support the lesson was much harder.  So, I used two. It was really hard to decide on which standards I could realistically cover in a lesson.  So, I used the Maine Learning Results for my lesson because I am familiar with them and a few of the National Standards. The Maine Learning Results for Science were revised in 2007 to reflect the STEM approach to teaching science and so I thought it was much better to focus on them.  My lesson was quite complex and would need more than a week with the students if I am to carry out the 5 E's Strategy for planning.  It seemed to me that I was planning more for a unit rather than a lesson.  So, it took a really long time.  In my prior course, the 5 E's were not included on it, but it seemed that I was just repeating myself in that section anyway.  I normally plan with the 5 E's in mind anyway because the professor I had at my old university insisted that we use it and the IB Program also requires the 5 E's strategies for planning a lesson.  Since this is a new component to me on the Lesson Plan Template, I think it would have been really helpful to use it first to make a smaller lesson and then it would have been easier to incorporate into the lesson plan template.  It seemed that there were a lot of things to think about on this assignment, with Historical Perspectives, Unifying Themes, STEM Strategies, and the 5 E's.  If I were to implement this lesson, I would need to be able to collect all the materials and have enough class time for students to complete their personal inquiry investigations regarding speed and the roller coaster they will design and build to express Newton's Laws of Motion and potential and kinetic energy. 

Tuesday, May 10, 2011

The Necessity and Promise of Online Learning

I found this link while searching the internet. It is about the growth and effectiveness of online learning. The middle school that I work at has implemented for the first year a one to one laptop program.  It has gone very well, but there are multiple concerns that have come up throughout the year that we are addressing.   Both an educator of science and a mother to three children, I have experienced online learning in multiple facets. 

http://plpnetwork.com/2011/04/27/the-necessity-promise-of-online-learning/

Another link that may be interesting to you is PBS-Frontline.  Very informative for educators as well as parents. 

http://www.pbs.org/wgbh/pages/frontline/digitalnation/living-faster/digital-natives/are-they-as-savvy-as-they-seem.html?play

Finally, Internet Safety Guidelines for Parents
http://www.sciencebuddies.org/science-fair-projects/internet_safety_guide_SB.pdf

Enjoy! I hope they are helpful in some way.