Briar Crain - Science Methods II

Lab: This week, our reading was about coupled inquiry. To begin class, we had a small group discussion of how the coupled inquiry article relates to the sweater article. The sweater article gives students full freedom over their learning and investigates how sweaters warm things. After several investigations, the teacher steers the students in the right direction. This is similar to coupled inquiry because it encourages teachers to allow students to investigate their misconceptions but also has teachers intervene sooner in the instigating process. Coupled inquiry also begins with a guided approach rather than an open approach. Also, we talked about the difference between climate and weather. Weather is the daily temperature and expected conditions, whereas climate is the average over thirty years. Then, we discussed evidence of phenology using bird hatching and how climate change impacts the timing of these natural events.  Activity:  Pressbook:  This week's Pressbook ha...

 In the lab this week, we began by talking about the documentary that was assigned to us. We discussed our observations and questions, which I attached below. We also learned about precipitation in Iowa using several different resources. Using the resources, our group found that Southeast Iowa has had a 5.88% decrease in rainfall when comparing the first 5 years of data to the last five years of data. We used Iowa City, Fairfield, and Mount Pleasant to compare and average our data. Additionally, we learned about how changes in temperature and precipitation impact the goldfish's chances of survival. A main theme I understood from this assignment is the Goldfinch's challenges in adapting quickly to the change and impact in their habitat and resources due to rainfall.  In the reading this week, our topic was Climate vs. Weather. I learned that climate is the weather activity that can be expected over a period of time in a particular area. Weather on the other hand includes short-...

 In the lab, we learned all about the different layers of the Earth and how we can tell how old each layer is. This includes dykes, batholiths, faults, and more! I remembered most of this information from my freshman-year Geology class. Then, we learned how different kinds of sand are made based on their smoothness and size. We did this by observing and analyzing different kinds of sand under a microscope and deciding whether they were formed by wind, water, or glaciers.  Today's lecture began with a lab about geode rock. We used buoyancy to decide whether the geode rock was hollow. I also got to crack one open! First, we used pop cans to talk about buoyancy, and the only things that floated were the sugar-free Coke, half-full Pepsi, and a can of All Day IPA. Ted also discussed the importance of bringing literature into the classroom by reading us a book. The book talked all about water displacement.  This week's readings contributed to my knowledge of the rock cycle and ...

 In the lab this week, we began by talking about what it takes to be a good teacher and create good lessons. Ted talked about the importance of formative assessments for students throughout units, as well as when creating activities and lessons it is crucial that they are high-quality and engaging students. Furthermore, using pre-assessments and analyzing how much students learned throughout the unit is incredibly important. Measuring growth and learning as a teacher is a great way to make sure the class is productive and effective for students. After talking about the importance of learning, we went into more content for the unit, which includes what the Earth is made of. Also, how convection works. Convection includes hot material rising to the surface of the Earth and then sinking back down to the core as it cools. We finished the lab by making sedimentary, metamorphic, and igneous rocks.  In the lecture this week, we talked all about volcanoes, beginning with the layers of...