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"Do icebergs last longer in fresh or salt water?"

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"Do icebergs last longer in fresh or salt water?"

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This class was introduced with the question of will salt melt ice? Everyone wasnt sure at first but we were given the opportunity to carry out the investigation and witnessed the ice melting. Temperatures were recorded at the same time and it was noted that while the ice alone was 0 degrees the salt covered ice was below 0 degrees. this statement was said to the class but o assured reasoning could be provided by the students. Another investigation was than undertaken. Water was added to each beaker. Which melted faster? The ice in the water rapidly melted while the saltwater and ice was slower. This was assumed as last time we saw that the temperature of the ice and salt was lower than the ice alone. The last part of this experiment involved the clear ice being replaced by blue dyed ice. The blue is was allowed to melt in the freshwater and the salt water while remaining not being stirred. The dye from the ice was witnessed traveling through the freshwater through convection while the salt water was not similar. The density of the saltwater caused the dye to remain at the top of the beaker as the ice was freshwater and less dense than the salt water it was in. This was clear to see as a layer of blue formed as the ice melted. I would very much encourage teaher to carry out this type of investigation with their lass as its full of inquiry and allows students to form their own opinions of what is happening.

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This class was an inquiry based class to challenge  the students to identify what colour of transparent paper would provide the most protection from UV rays for astronauts while also still being as translucent as to see through. This task consisted of groups testing the UV protection each colour of paper provided. We found green to be the most effective. This was tested using UV beads. The beads were placed in a petri-dish, a coloued piece of paper as a lid and a UV light was then shone onto the beads. The less the beads were effected by the light the more protection the screen gave. I thought this experiment was very clever and really asked the students to think as in some cases layers of films were used and not just one single paper. I thought the groups presentation of their findings at the end was a good way of monitoring understanding of the task while also integrating peer assessing into the activity. I also liked how entertaining and new the whole idea was too. I had never seen UV beads and was quite amazed by how they worked. I think this would be interesting for students to investigate this question as an extension to the task if needed. I could easily see myself doing the very same if not similar activity in a class of my own in the future its a group task that includes very much all of the required criteria to engage and provide learning to students.

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This class was a class used to emphasise the point that everything isn't always known in science and that sometimes there isn't a right answer or even an answer at all in some cases. The class began by being split into groups of 4s, each group was given a series of sealed tins and asked to identify what was inside by whatever means they thought necessary. Without opening the cases of course. Each group shook and listened to the noises made by the moving contents and tried to come up with an answer for what was inside. Each idea for each box was then posted up on the wall and then looked at by each group to see each other's guesses. Then the boxes were put away and never seen again. Some people were not happy with this conclusion as they wanted to know what was Inside. I never even considered that the answers would not have been provided at the end of the activity. I was very much intrigued by what was inside but I thought the idea of leaving the answers as a mystery was ingenious. It was a very effective and engaging way to show the students that you may not always be provided with an answer in Science. Science is all about investigating but not all investigations provide the answer that was expected or even an answer at all. I could very much see myself carry out a similar activity in a class of my own in the future I found it communicates a very valid point of science that can easily be overlooked. The second activity of the class was again in groups. This activity was a questionnaire that was to be discussed and answered by speech grouo. The questionnaire was based on animal research, "is it ethical to experiment on animals? Is it a better option to stop animal testing completely? Etc.." The questions posed on the questionnaire were topical and interesting. Many questions split out group and results in discussion so far validation for one opinion over another. This group discussion was a very important part of the lesson for me as I wasn't sure of some definitive answers. The group opinion shows helped me to develop my own and understand everyone in the groups opinions and views on the topic. I could very much see myself doing the same activity in a class. It follows up nicely from the last activity and creates a whole class discussion. Overall the topic that has an opinionated and split outlook. This allows students to understand the position of opposing students as it gives everyone a chance to explain their views.

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This week we were split into groups and given a task to complete. The task involved density as outlined on a worksheet, the worksheet was very much a structured worksheet. The task was to make an example of different density of liquids by compiling the liquids in a test tube so as each layer sits on top of one another. Most dense at the bottom and least dense at the top. The worksheet was very straightforward and challenged students to investigate which juices were more or less dense than others. A number of trials were done of the liquids to calculate which was most dense until the least dense was calculated. I enjoyed the class as it was interesting to see the different densities

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In this weeks class each group was given a set of lollipop sticks with one of three colours oainted on one end of one side. This represented an allele of a fish. The groups were then given a worksheet that was structured in its approach. Each person in the group was asked to pick two lollipop sticks and write down the genome of the fish generated. This was done until all sticks were picked. The genomes were recorded on the worksheet. Information was then given that 'all yellow fish died off' this reduced the amount of yellow alleles in the pool as yellow was a recessive allele and needs to be homogeneous recessive to be present. This was continued for 4 generations of fish with yellows dying off each time. The students were then asked to note down any thoughts they had regarding yellow alleles. We noted that eventually the yellow allele will become extinct as its reduced each generation. In the last generation compilation it's said that a disaster occurs causing camouflage to become useless and the death of all orange fish. The students were then asked to make notes now on the types of alleles still around and what make ups can be compiled now.

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In this lecture we were split into groups and asked to identify a list of best to worst indicators using different fruits. Each group talked this task hands on by crushing fruit and smearing it on a filter paper before dropping an acid and base onto the fruit and noting the colour change if any. A notable change in colour implied a good indicator. Then groups were asked to visualise their results on a poster. The Investigation portion of this lesson was a clever way to visualise the ways indicators react with Acids and Bases. It also cleverly shows how to use different fruits to make indicators. The presentation at the end of the class was a good way of assessing each groups understanding of the topic and their ability to work as a team to present their results. I could very easily see myself doing a similar if not identical activity for Acids and Bases in my classroom in the future. It ticks all the boxes, gives the students an inquiry task, group activity and an assessment in the form of a presentation of results.

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In the lecture we were split into groups and asked to answer the question 'why do plants grow better in summer?' We as a group came up with ideas why this was the case. Sunlight exposure was a common factor in each group. The question was posed as to why there's more sun in summer than in winter. Once again the groups discussed the question and came to the conclusion it was due to the tilt of the earth. We were asked to visualise this tilt with a number of instruments given to us by Robert. Groups were then asked to explain their ideas using the instruments.

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In week one we were looking at the key skills that are now important aspects of teaching Junior cycle science. We read through the handout sheet before we were split into groups and posed the question of solving the electricity problem for a small fictional island. This task went on for quiet a time as we discussed the best suited solutions in accordance with the specific tribe we were assigned. This activity was a very good example of what would be happening in a classroom in modern science labs to learn about energy resources to generate electricity.