https://padlet.com/thn181/dzeto6loggo9eq5b en-us 2020-09-14 16:55:40 UTC 2024-09-15 04:23:01 UTC hello@padlet.com https://padlet.net/icons/png/1f604.png thn181 https://padlet.com/thn181/dzeto6loggo9eq5b/wish/744893284 From this week, we’ve learned how to create a scientific model to visually represent abstract theories and concepts. By physically drawing out the ideas separately, we can easily understand how the process works.  For instance, from Week 1’s class, we learned that alcohol can move on its own, thus disappearing from the paper. However, by creating a model to explain its movement, we further understand that the molecules and temperature play an important role in the alcohol’s movement. Here, we had an opportunity to brainstorm the mechanism behind the chemical actions for alcohol as well as sharing our drawings with other groups so we can learn new information from one another. Next, we also learned about the various stereotypes of scientists and helpful ways to involve all students in science and show that everybody can be a scientist. We learned this from reading the article that Professor Zisk provided us in the beginning of this week’s class, breakout group discussions,and group collaboration. Specifically, we proposed alternative ways to present science in the classroom such as studying all races and genders in science instead of emphasizing only the popular aspect of science. By doing this, we can open the students to a more open and inclusive perspective to the world in general just not science. Here, they can learn that not just old, white males can become scientists but anyone can as long as they put their heart and mind into doing what they love.]]> 2020-09-14 16:55:48 UTC https://padlet.com/thn181/dzeto6loggo9eq5b/wish/744893284 thn181 https://padlet.com/thn181/dzeto6loggo9eq5b/wish/796597752 For this week, we had a chance to review the important properties of solids, liquids, and gases that we first learned since elementary science class. We learned this through watching experimental videos where they showed the movement of solids, liquids, and gases. For instance, we watched a video on how the amount of liquid remains the same but the container in which it's poured in changes. This supports the property that liquids take up the shape and space of the container that they are occupied in. Furthermore, we also learned the difference between volume and density through watching the factors that affect density (i.e. volume is a component that affects density of an object). We learned this by watching a video of a classroom lesson where the teacher shows the students that the more people are packed together in a closet, the more density there is because there is less volume. ]]> 2020-10-01 23:21:10 UTC https://padlet.com/thn181/dzeto6loggo9eq5b/wish/796597752 thn181 https://padlet.com/thn181/dzeto6loggo9eq5b/wish/819816913 2020-10-11 16:49:41 UTC https://padlet.com/thn181/dzeto6loggo9eq5b/wish/819816913 thn181 https://padlet.com/thn181/dzeto6loggo9eq5b/wish/822171337 For this week, we learned 2 important ideas: Newton's laws and the 8 science and engineering practices. To start, we learned Newton's first law through the example of the falling ball where the ball remains falling at a constant speed until it comes in contact with the ground and stops its motion. Newton's second law is demonstrated through the car collision where the truck crashes into the car. Since the truck has a much greater mass than the car, it causes the car to accelerate in the car's opposite direction. Moreover, we had an opportunity to explore and define science practices and its applications in a real-life classroom. For instance, a good teacher must lead the experiment by providing guiding questions and curiosity to students rather than leading the experiment without hands-on projects. This way, students can learn new knowledge through their own explorations which help them grasp onto the information much better. ]]> 2020-10-12 16:33:30 UTC https://padlet.com/thn181/dzeto6loggo9eq5b/wish/822171337 thn181 https://padlet.com/thn181/dzeto6loggo9eq5b/wish/864046327 For this week, we had an opportunity to discuss and ponder upon phenomena in our planet. Particularly, we gained much insights into why we have night and day due to the Earth's spinning on its axis around the Sun. It's also important to learn eh truth because young children tend to mistaken that the sun and moon rotates around the Earth when in fact, it's the opposite. Moreover, we had a chance to develop a lesson plan to educate students on the different phases of the moon and how the solar system works through observing how the light reflects on the moon by walking around a lightbulb with Styrofoam board. Here, students will learn the names and appearances of moon phases through observing how the shape of the moon changes across 28 days. By participating in the hands-on experience with the Styrofoam board, students will learn for themselves how the moon is expected to look like in each phase.]]> 2020-10-27 01:05:48 UTC https://padlet.com/thn181/dzeto6loggo9eq5b/wish/864046327 thn181 https://padlet.com/thn181/dzeto6loggo9eq5b/wish/873805544 In order to have a full moon, we must have light reflects the complete shape of the moon back to Earth. Here, the Moon moves its orbit so Earth is between the Moon and the Sun where the Moon is opposite the sun as viewed on Earth. 

2 questions:
1) Where are the locations of the moon, sun, and Earth when the moon is not visible, half visible (half moon, and full moon?
2) Describe the cycle of the moon across the 28 days. ]]> 2020-10-29 16:10:33 UTC https://padlet.com/thn181/dzeto6loggo9eq5b/wish/873805544