INSC 310 – TOPIC #3 (Atoms and Molecules)

INDIRECT OBSERVATION USING OB-SCERTAINERS

Scientific Principles:

  • Direct observation: looking at the actual behavior/occurrence; the researcher is the observer
  • Indirect observation: the result of an occurrence that cannot be directly viewed in which the researcher infers what happened to cause the occurrence

1.) What was the point of this activity?

To help you understand direct observation and help you determine things that you cannot see.

2.) Explain how you would introduce this to your class.

The exact same way that we practiced in class, just using different objects such as coins, marbles or maybe even rice.

3.) Where do you see a student having difficulty with this?

The student could possibly be a visual learner and using their other senses may be difficult for them.

4.) What changes or extensions could you do to this activity?

I would start off with a clear container and then I would move to a darker container. They would begin by using all of their senses, and then eventually be limited.

 

 

 

DO YOU BELIEVE IN ATOMS (AND MOLECULES)?

Scientific Principles:

  • Atoms: the basic unit of a chemical element
  •  Molecules: Smallest part in a chemical element or compound that has the chemical properties of that element or compound

1.) What was the point of this activity?

To show that matter is composed of atoms and that different environments makes atoms act different.

2.) Explain how you would introduce this to your class?

Using steaming hot, warm, cool, and cold water and show how much of a difference there actually is.

3.) Where do you see a student having difficulty with this?

Only using warm and cool water and the students barely seeing the difference.

4.) What changes or extensions could you do to this activity?

Using different colored food coloring so that the students can actually see the contrast.

 

INSC 310 – TOPIC #2 (Properties of Matter – Part 1)

PLAYING WITH STRAWS

Scientific Principles:

  • Mass: a coherent, typically large body of matter with no definite shape.

1.) What was the point of this activity?

That mass is a state of matter even though we cannot always see it.

2.) Explain how you would introduce this to your class.

Dropping a solid object in water and watching the water level rise.

3.) Where do you see a student having difficulty with this?

Getting them to understand why certain things are the way they are. For example, how could two objects that look different have the exact same mass.

4.) What changes or extensions could you do to this activity?

I would use clear straws so that students can actually see the water entering and exiting the straw.

 

 

SINK/FLOAT ACTIVITY SHEET

Scientific Principles:

  • Mass: The amount of material in an object (Density x Volume)
  • Density: Mass to volume ratio (Mass/Volume)
  • Volume: The amount of space occupied by an object (Mass/Density)

1.) What was the point of this activity?

To show that objects can have the same volume, but different mass and density.

2.) Explain how you would introduce this to your class?

By using different objects to show if they sink or float.

3.) Where do you see a student having difficulty with this?

By only factoring in size and not weight. Children tend to think that the bigger something is, then the more that it weighs.

4.) What changes or extensions could you do to this activity?

I would expand the items used in the activity to show the different volume, mass, and density.

INSC 310 – TOPIC #1 (Size and Mass)

MEASUREMENT ACTIVITY SHEET

Scientific Principles:

  • Convert: Cause to change in form, character, or function.
  • Centimeter: A metric unit of length, equal to one hundredth of a meter
  • Inch: A unit of linear measure equal to one twelfth of a foot (2.54 cm)

1.) What was the point of this activity?

To show a bunch of different ways that you can measure something. For example, you can measure how tall someone is in both centimeters and inches.

2.) Explain how you would introduce this to your class.

I would ask a student to measure how long a pencil was in inches and then after they completed that, I would ask them to measure the exact same pencil in centimeters. Although the pencil is the same length, I would explain to them the numbers being different because they are converted.

3.) Where do you see a student having difficulty with this?

I could see them not understanding why they are coming up with different numbers while measuring the same thing.

4.) What changes or extensions could you do to this activity?

Instead of them just measuring with a basic ruler using (centimeters or inches) I would have them measuring things way bigger with a yard or meter stick.

 

 

 

VOLUME ACTIVITY SHEET

Scientific Principles:

  • Volume: The amount of space that a substance or object occupies, or that is enclosed with in a container, especially when great. The formula for volume is length x width x height.

1.) What was the point of this activity?

To show students that a container can have a different shape and still have the same volume. For example, there could be a tall glass that holds 70mL and a small class that holds the same amount. Although the look different, they both hold 70mL.

2.) Explain how you would introduce this to your class?

I would bring in a glass that is clearly bigger than another one and ask them do they think I will be able to pour of this liquid into the smaller container. After getting their answers, I will show them that it is definitely possible.

3.) Where do you see a student having difficulty with this?

I could see them not understanding the terminology. Things like, volume, liter, and milliliters may be difficult for them to understand.

4.) What changes or extensions could you do to this activity?

I would start with a solid rather than a liquid. I would take 100 cubes and have them build a shape (most likely a square and a rectangle). I will show one (square) being 10x10x10 which will equal 1000. Then I will have the other (rectangle) being 5x20x10 and that will also equal 1000. They look different, but still have the same volume.