September 23rd

Today in science class we measure the amount acidic acid was in different types of fruits (lemons, oranges, limes, and grapefruit), and different types of fruit juices (lime juice, white and pink grapfruit juice, and lemon juice). We found that when we added vinegar to baking soda there was a reaction between the two, it foamed and fizzed. When we added water to the baking soda, the water just absorbed the baking soda; the baking soda almost dissoved. We found that juice holds the most acidic acid, not the actual fruit. We labeled which fruit juices were the most acidic and fizzed the most, 1. lime juice, 2.vinegar, 3. white grapefruit juice, 4. pink grapefruit juice, and 5. orange juice. We tested the acidic amount with our reaction tubes and found results for this area as well.

September 18th's Class

Today in class we discussed nutritional meals and how we can benefit from eating healthier. We did an interactive technology activity, where we were able to make our own healthy meals. The program gave the amount of fat, protein, and carbohydrates in certain food items, and we had to make a healthy meal using the given food items. It was interesting to see how much fat content and carbs are in all of the foods that we all eat so much. In college it is so hard to eat healthy, when we are always in a hurry and just grab something that is quick and easy.

September 16th, 2008

In today's class, we took a couple of notes about content and processes. Content is observations, facts, and theories that students are expected to learn. Processes are scientific skills, that students are expected to master. We also made a safety game that we would be able to use in our own class room.

September 11th's Class

Today in class we talked about scientific knowledge and what it means to us. With out scientific knowledge we are wholely dependent on other's as experts. We also talked about the four reasons to teach science. Science is an expertise that can improve the quality of life, it provides a foundation for the development of language, and logic and it helps build problem solving skills. A new paradigm points toward a kind of science education that differs substantially from what occurs in most science classrooms today. We also talked about a couple of different sceintific terms, like hypothesis, scientific claims, and facts.

Ashley Sik

Hot Hands and Temperature Probe Response Time

Manager- Amanda
Recorder- Ashley
Reporter- Brandon
Equipment manager- Carrie

Hot Hands
In this activity we were asked to find room temperature (in Celsius), and then wrap our palms around the temperature probe. We each did this. Our results were as follows: Amanda- 33.8 C, Brandon- 28.6 C, Carrie- 30.1 C, and Ashley- 29.8 C. Our average rate of temperature was 30.575 degrees Celsius. Amanda's temperature was 3.7 degrees higher than Carrie. Amanda also had the hottest hands.

Temperature Probe Response Time:
In this activity we put a temperature probe in ice cold water (by adding ice cubes) and waited for 100 seconds, at a 100 seconds the temperature probe recorded the temperature at 41.2 degrees Fahrenheit. We were then asked to quick switch it over to hot water for 20 seconds. The temperature probe recorded the temperature after 20 seconds in the hot water at 94.8 degrees Fahrenheit. When we graphed our results we had a curve in our graph. We were also asked why time was plotted on the horizontal line and why temperature was on the vertical line. Time is plotted on the horizontal because it is our constant and temperature is our variable. Our last answer was 20 seconds.