Week 15 Lab

1. What did you learn this week?

This week I learned about better models to show that mass is conserved in chemical reactions. Initially I thought that using a balloon would be a good idea to show that mass is conserved in chemical reactions. But, I found that the gas would leak out and the results weren't the same from the beginning and the end. Dropping a small vile of baking soda into a bottle of vinegar, weighing that, and then shaking that gave better results. However, I think that the using the balloon in a lab is a good demonstration of showing that a gas is created. But, so was the demonstration of the reaction in a beaker and then the gas extinguishing a flame. 

2. Are you able to relate what you learned to what you already knew?

Yes, I knew that there would be a reaction creating CO2, which was why my group initially grabbed the balloon. In high school chemistry I remember discussing the conservation of mass, so that was a concept I was familiar with.
3. Which parts did you find clear and which were confusing?

I thought it was very clear why the gas left the balloon. But, would using an elastic to tie it off help? What other chemical reactions could we do and discuss to show the conservation of mass? 






 

Comments

Post a Comment

Popular posts from this blog

Week 13

Image
  Lab -  Climate vs Weather Climate is what you expect. Weather is what you get One middle school student put it Climate helps you decode what clothes to buy weather helps you decide what clothes to wear Climate is average over THIRTY year period Evidence from phenology Baby birds hatch when there is a peak in their food source With climate change the bugs come out earlier, but the birds are still hatching and they hatch when there is not as much of a food source–they may die Teachers misconceptions or preconceptions of a subject feed students misconceptions In a survey majority of teachers teach about climate change in their classrooms–but a significant percent are including incorrect ideas, such as the notion that today’s warming of the globe is a “natural” process The globes temperature is changing (we know this from the Earth history simulation) but “climate change” specifically means the human caused climate change and the unnatural warming from that Jigsaw Activity Group...
Read more

Week 11

Image
  Lab It is important to have students engage with their preconceptions because there is no learning unless there is cognitive dissonance Direct the review–Draw out how much kids are talking. Tell principal/reviewer to look at the conversations In an ideal classroom 20-30% of the “voice” should be teacher. But most times teachers are teaching with 50-60% of their voice. It is important to have students lead the conversation You don’t have to “move on” if students are excited then you can continue the learning Only got through at most 70% of his curriculum  If students are engaged then let them be engaged Law of superposition–the oldest is at the bottom of the rock. Soil lays down flat.  We talked about the Law of Superpoistion and the Law of Orginal Horizontality. There was an image that showed a fault line. The fault line is caused by the granite in the image which is the same age as the volcanic ash. Then we did the sand lab! This helped us determine what kind of sand c...
Read more

Week 10

Image
  The big question addressed in lab, and a description of what you did. In class we discussed “what an assessment” was. We revisited our reading “Activitymania”, and talked about the importance of inquiry based learning as it keeps students engaged. Ted talked about growth and the importance of that over getting top scores. If a kid starts at 96% and ends at 96% then there was no growth, but if a kid starts at 5% and ends at 45% there was growth. Which, is more important than no growth at a higher score. Then we got to make rocks out of starbursts! We smushed together a rock to be a sedimentary rock, then we used heat to mix another one which was our metamorphic rock, then we use a blow torch to fully melt and then tossed the “rock” into cold water to make an igneous rock.  A description of what you learned in Thursday's lecture. We began class talking about the fault lines, hot spots, and volcanoes in the world. We noticed that on the fault lines there are many hot spots–but ...
Read more