Day 9 was Friday. Today is Sunday. Sorry about that, but I was whisked away to a Bruce Campbell party on Friday night, and didn’t get a chance to post about our day.
Physical Science: We finished our introduction to Claim-Evidence-Reasoning statements, by looking over “The Mysterious Death of Mr. Pheoc.” Students who were done with the CER statements got together in small groups and shared what they had. Students actively listened to their partners, jotting down differences in opinions as to what happened to Mr. Pheoc.
Students are showing that the Claim and Evidence parts of the process are mostly understood. A larger number of students struggled with the Reasoning part. In writing the CER statements, Evidence should be the facts that they can reference in either the passage they read, or the data they get in the laboratory. Statement of the Evidence does not require any supporting statements. That is what the Reasoning portion is for.
Here is the link to the Mr. Pheoc document that I posted yesterday, plus a C-E-R paragraph to go along with it. It is actually the one I write the first time I ever did one of these myself at WSST 2014 last year.
“Mr. Pheoc was poisoned by a member of his staff (Claim.) He was found face down on the floor, with a large red stain seeping out from under the body (Evidence.) Mr. Pheoc was also alone in his home that night, which was also very stormy (Evidence.) Mr. Pheoc also had poor relationships with his staff members, firing them even after long tenures of employment (Evidence.) Due to his strange behavior, and poor relationships with his staff members, it is likely that Mr. Pheoc was not liked by his employees (Reasoning.) He was alone the night of his death, so a poison in his food, along with an angry servant, could have caused his demise (Reasoning.) The red stain on the floor could have been the spilled wine, and the lacerations could have been the result of broken glass from something entering through the window due to the storm (Reasoning.)”
I have no idea what actually happened, and that is not the point of the excercise. What is important is that students are able to make a Claim about what happened, cite Evidence that will support the Claim, and then give Reasoning as to why the Evidence does support the Claim.
Chemistry: Students turned in their lab books from the Mass and Change Lab. Then they worked on an assignment that had them reflecting on the lab, and also trying to create particle diagrams that support what was observed in the lab.
This chemistry class is assessed using a SBG model, with 5 Learning Objectives for each unit. The current unit focuses on Physical Properties of Matter, with an emphasis on Lab techniques as well.
Here is a link to our class Learning Objectives. Right now we are looking at CLAB.1-CLAB.5 and PPM.1-PPM.3. These objectives were created with the help of Brad Wysocki (@MrBWysocki) of Bloomer High School, who is also a Modeling Chemistry/Physics Teacher and leader of a science share group in NW Wisconsin. We’ve been collaborating on instructional techniques and on SBG models since Grad School. A good resource to connect with.
Physics of Light: We followed up the Shadow Lab with working on light ray diagrams to show the formation of shadows, and both the umbra and penumbra. Since we didn’t really observe any penumbra in the lab, this created a great opportunity to see if we could figure out why we do sometimes get the penumbra, and why other times we don’t.
I did show that for the lab it had to do with the different light sources we used 2 years ago, to the ones we used this time around. Hopefully seeing this, in conjunction with the diagrams, will allow them to figure out how the penumbra is formed.
AP Chemistry: They took their latest quiz, which was much, much better than the first.
Extra: Why are bugs attracted to light? Find out (sort of) by watching this Smarter Every Day video. I’m a big fan of this series. If you’ve never seen it, check it out!