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In class I learned to think more in depth about all possibilities. I learned this through our group discussions on how the alcohol got off the water and the possibilities for the camera video. Typically I try to think of the most logical explanation and accept that as fact, but it is not and it is important to think deeper about the other possibilities.

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In class this week, I really was challenged in terms of comparing my perspective as a teacher, to the perspective of young students learning within school. After each zoom session, we were instructed to create crazy hypothesis that we obviously knew were not the answer. But after being asked to create an experiment to PROVE that is isn't a viable explanation, it made us realize that just because it might be obvious to us as teachers, it is not obvious to students who are still exploring the world. We need to be able to create an environment where students can feel comfortable and confident to be able to make guesses and be able to explore the world in their own creative way.

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In class this week I learned how to get not only myself to think like a scientist but the students as well. I enjoyed working with groups on a common task to figure out the various solutions. I was able to understand how to question my future learners and get them to think outside of the box. It can be difficult to get children to think in ways that aren't necessarily straight forward but with the proper questioning and explanations it has now become much more apparent how capable the students are of getting used to using, and learning this kind of thinking.

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In class, I learned the process of getting students to think like scientists. I learned that science begins with questioning, thinking, processing, and experimenting - in any way, shape, or form. It is so important for teachers to facilitate conversations and discussions that pave way for students to think critically about the world around them. I learned that it is best to avoid questioning when trying to prove a hypothesis. I learned this when we were participating in the group discussions on the video we watched with the cameras and we had to come up with ways to prove a hypothesis (crazy or not).

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During the first class of this course, we reviewed the basics of science that most of us learned back in grade school. As a class, we learned how to view science from a child's perspective. I enjoyed this part of class because I think it's important for us to be able to relate to our students. This is important because the more we relate to our students, the better we'll be able to help them understand the art of science.

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Test: Cut out a piece of paper and pour the acetone on the piece. Then, place the wet paper in a closed Ziploc bag and make sure to take all the air out. After some time (maybe a few minutes), see if the paper is still wet or not. If the acetone/alcohol was released into the air, the Ziploc bag could be a little wet and the piece of paper would be completely dry.

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Test: We can test it by trying to ring out the excess liquid out of the paper. If liquid comes off after trying to ring it out, then we know that the liquid remained on the paper. We could also look at the paper under a microscope that had the alcohol on it and one that didn't to see if there was a difference

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Test: Try the same experiment in a cold area and see what happens. If the alcohol is still disappears off of the paper then it is not the heat that changes it. The cold area will be above freezing to avoid that being another possibility.

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Test: Similar to the "the air takes it away" testing strategy we remove all other variables that could have taken the alcohol off. If it remains on the paper, we know it was an external force that initially removed it.

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In this week of class I learned not only how to change my perspective form that of a student to that of a teacher, but to change from thinking like an adult to thinking like a child. I was very challenged to think outside of the box, but also to explain every little detail and try to not think like a college student. I liked how we were challenged to think and try to explain why something wouldn’t work instead of why it would work. I’m so used to backing up my thinking with prof of something working and it’s very different to disprove something from the start.

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In class this week I learned the importance of discussing and removing stereotypes of science whether it be how to come to a conclusion or who a scientist is. I learned this by reading and discussing "Draw a Scientist" and by coming to the conclusion of the alcohol problem on our own through process of elimination rather than just being told what was right and wrong. Actually doing the works makes the learning more meaningful and students are more likely to remember the answer and how they got there.

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In class, I learned how important it is for teachers to address these stereotypes in the classroom and how such stereotypes can negatively impact all children. I never really thought about where such scientist stereotypes could emerge from until my group talked about how a lot of what we watched (in or out of school) growing up showed the stereotypical white, male, crazy hair scientist. It is important for teachers to be intentional in what we show (videos, pictures, readings, etc.) in the class when we teach. I learned this through group discussions, the article we read, and the activity that we did when we drew a scientist.

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In class this week I learned how to get students to think like scientists. I also learned how to get myself to think like a scientist and use the right questioning methods and techniques. I enjoyed being able to work with my classmates and brainstorm ideas and thoughts. This class helped me understand ways to question my future students and get them thinking in ways that they arent used to.

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In class this week I learned the various stereotypes that are involved when it comes to describing a scientist. It was very interesting to see how myself and my classmates viewed and thought of what a scientist looks like. It was refreshing to go over a topic like this and to make everyone aware that this is not an appropriate way to think that all scientist must be males.

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Draw what liquids and solids look like and write a paragraph of how we know.

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In class we talked about stereotypes, and how that can affect students within a classroom. We each drew our version of what a scientist looked like. Most of the drawings consisted of a white male in a lab coat with glasses and crazy hair. Having this type of stereotype following someone who identifies as a scientist can have negative affects on students who don't identify with those same characteristics. Female students, for example, may feel discouraged when it comes to science because they don't feel as though they "fit the part." Students of different races and ethnicities, too, might feel out of place when it comes to science because they might follow this stereotype and assume that since they may not be white males, they do not fit the part of a scientist.

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We know what solids and liquids look like because we are exposed to them every day of our lives. Everything around us is made of solids and liquids, and they can take many different shapes and colors. Water, for example, is used on a daily basis when brushing our teeth, showering, and doing dishes. We feel it in different temperatures, and we see that it is clear and odorless. We know what it looks like because we we use it and see it all the time. We know what solids look like too because again, we see them everywhere. Solids can be anything from your laptop, to your shoe. They can be different fabrics, and materials. But overall, they can take on various forms. We know what they look like because again, we are exposed to solids everyday.

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The molecules are all touching and do not move.

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The molecules are not touching each other and are moving around.