Science Semester 2 DSLO Reflection

           During the second semester of Science, we covered two main units: Chemistry and Physics. In Chemistry we learned all about phase changes of matter, particles, Kinetic Theory of Matter, calorimetry lab, Law of Conservation of Matter, limiting Reactants, balancing equations, and more. In Physics we are learning about simple machines, levers, mousetrap cars, wheels, and trebuchets, gravitational forces, mechanical and speed advantage etc. I have really enjoyed this semester a lot because Chemistry intrigues me the most and Physics is something I haven't at all learned about yet.

Collaboration

           Collaboration is probably one of the most important skills to develop in today's world, and this semester in science we have really honed those skills. A bulk of our activities were partner activities where we've had to collaborate with each other and conjoin our ideas into a group solution. One ideal example of collaboration was when we were doing the Design to Cool Soda activity, we worked in partners to formulate a group plan on how we best can lower the liquid's temperature. I learned a lot from working on this with my partner (Sriya) because I was able to add my knowledge and she was able to add her knowledge about which materials are the best thermal conductors and insulators.

           Collaboration is a skill that applies so well to the outside world, yet this semester of Science was able to incorporate that skill into its experiments through partner work and peer review. Another activity that was good with collaboration was the Crater Lab because we worked with a partner to observe how the change in height or mass of an asteroid affects the mass of ejecta when the ejecta is different materials (rice, coarse sand, fine sand). We needed good coordination and planning to keep our procedure organized, efficient, and accurate.

Critical Thinking

           I feel like this semester's Science has really pushed us the most in the direction of critical thinking, which is why it's the easiest to write about. Collaboration and critical thinking are like the ying-yang of values in our life, which I've observed science has touched. One of the most evident activities might be the Air Pressure Demonstrations Follow-up because we had to observe the demonstrations the teacher showed and explain our thinking of how it connects to particle theory. This hones our skills to apply situations to what we're learning and critically thinking about our unit and how it applies to our real world.

          I also feel critical thinking is the basis for all the DSLO's. From critically thinking and understanding our topic, we gain knowledge and questions that shape our inquisitive Character and that we later solve with our partners, building on Communication and Collaboration as well. We also learn cultural competence because when critically thinking we are more aware and we can connect the situations in Science to our life. Another activity that showed Critical Thinking was the Investigation 3.1 Analysis Questions because as you can see we basically take our knowledge about particle theory and critically think to answer analysis questions that apply it to situations.

          All in all, I feel this semester was yet again a successful one and one that helped me build on my strengths and weaknesses as a learner. It was wonderful to learn new things (physics!!) and explore others I was interested in (chemistry!!). It is really thought provoking how Science class can cover the DSLO's that shape our identity as a student at SAS and it really makes me enjoy Science more and appreciate its impact on our life.

Science DSLO Semester Reflection

        This semester, we have learned a lot in science. Through, worksheets, online/physical simulations, experiments, games, visual interpretations, and more, we have been able to explore our units of basic science skills and heredity. What we have done in science class reflects on the Desired Student Learning Outcomes of SAS. Some that I can directly connect to are communication, collaboration, and critical thinking. 

Communication       
        Throughout this semester in science, we have communicated our understanding in many ways that aren't just verbally. On a regular basis, we are given online worksheets to complete as an introduction or follow-up for an activity. In science, we are basically always communicating our understanding, be it through the result of an experiment, through entry tasks, or even verbally during discussions. During partner activities, we are expected to share our ideas and conjoin them into one answer. Our opinions can even differ, and that makes the communication with our partner more positive and flexible. Examples of communication needed would be like when partners made a model of the mitosis and meiosis process.

Collaboration

        Collaborating was definitely an integral part of science class. To start off, we would frequently get new seating arrangements with different partners to work with, and that ensured that students collaborate and work well with everyone. Science class even challenges the collaboration to a new level, where partners can have a difference in opinion and they have to join both opinions into one answer. Very often we conduct experiments and Lab assignments that involve a partner- but we don't only work with partners.

        Individual and self-paced work time helps the student individually process the lesson, and display their understanding and opinion freely. Science class has a fine balance of a collaborative and individual module. Examples of activities involving collaboration would be like the Cow Eye Guided Reading because we had to work with our partners to do the guided reading and combine our hypotheses. Another collaborative activity would be the DNA Extraction Lab. That involved a step by step process that required the communication and collaboration of partners in order to extract the DNA out of the wheat germ.

Critical Thinking

        Critical Thinking was definitely a part of the science curriculum. In Science class, we would be expected to show our critical thinking skills by asking questions involving deeper-level thinking and ability to transfer knowledge from class. In tests, there is an "Exemplary" section that requires applying what we have learned in different situations. There are also reflection questions in the class activities to help us critically think about the activity and how it's helping us better understand the unit. For example, in the Bunny Simulation Activity there were reflection questions to reinforce our understanding of Natural Selection.


        All in all, this semester of Science has used Communication, Collaboration, and Critical Thinking as DSLOs to help us grow and meaningfully connect to these values. Exploring these DSLOs has helped me understand how the Science curriculum is truly meaningful and unique in helping us successfully enrich our learning. Connecting Science to the SAS DSLOs has just made me look foreward even more to the next semester and how that learning will connect to such major values.
 

My Ecological Footprint

THIS IS MY ECOLOGICAL FOOTPRINT

THIS IS MY DAD'S ECOLOGICAL FOOTPRINT

Plant Experiment

Link to Plant Graph

                03/30/16                                                                                                

                                                                                                                         







                  04/5/16












                  04/11/16

Compost Making a Difference

Westside School is trying to solve the problem of diverting tens-of-thousands of pounds of food scraps from the landfill each year. The Compost Club keeps a lead person to take on the recycling duties, so that the composting process can start. They estimate the amount of worm bins to keep the food waste running smoothly. They then raise funds for the school or business through their fundraising efforts, and install the system when the funding is secure. The Compost Club even shares a school-wide lesson called "Recycling Changes Everything". This is meant to raise awareness teach skills for students to learn and understand. The club encourages the schools to sell the compost, and aren't surprised when they earn $1,000 annually! All in all, The Compost Club has solved the problem of the food waste, providing fresh, rich soil in return, and earning money for making a difference.

Gravity

How do the objects represent gravity?

Some objects are denser because of their mass, therefore have a greater gravitational pull. Others are less dense because their mass being less, therefore have less gravitational pull.

What would the heavier and lighter objects represent in our universe?

For example the sun is denser because or a greater mass, which is why it has a stronger gravity which pulls the other planets around to make an orbit.

Does the size matter?

No size doesn't matter, what matters is the mass, if an object is smaller in size, but is heavier, the gravity will still be stronger and heavier.

What about the mass?

The mass does matter, since how dense the object is, depends on how heavy it is. Heavier objects with a greater mass will be denser therefore have a stronger gravitational pull.

Write a sentence to summarise the law of gravity. 

The heavier the mass, the more the gravitational pull.

Planets and Solar System

Planets and Solar System

Planets/Sun	Diameter in Kilometers	Distance from the Sun in Kilometers		Number of Moons	1 Rotation (Hour)	Orbit Sun (Earth Days)
Mercury	4,878	57,910,000		0	1,408	88
Venus	12,100	67,000,000		0	5,832	225
Earth	12,742	93,000,000		1	24	365.25
Mars	6,792	227,936,640		2	25	686
Jupiter	142,984	149,600,000		67	10	4,380
Saturn	116,464	1,426,725,400		62	11	10,585
Uranus	50,000	2,870,972,200		27	17	30,660
Neptune	49,200	4,500,000,000		14	16	60,225
Pluto	2,370	3,670,000,000		5	156	90,520
Sun	864,938	0		0	587.28	0

Planets and Solar System
Planets/Sun	Diameter in Kilometers	Distance from the Sun in Kilometers		Number of Moons	1 Rotation (Hour)	Orbit Sun (Earth Days)	Weight on each planet	Age on each planet
Mercury	4,878	57,910,000		0	1,408	88	14.7	52
Venus	12,100	67,000,000		0	5,832	225	35.3	20
Earth	12,742	93,000,000		1	24	365.25	39	12
Mars	6,792	227,936,640		2	25	686	14.7	6
Jupiter	142,984	149,600,000		67	10	4,380	92.1	1
Saturn	116,464	1,426,725,400		62	11	10,585	41.4	0
Uranus	50,000	2,870,972,200		27	17	30,660	34.6	0
Neptune	49,200	4,500,000,000		14	16	60,225	43.8	0
Pluto	2,370	3,670,000,000		5	156	90,520	2.6	0
Sun	864,938	0		0	587.28	0	1055.8

Why is the weight different in each planet?

Weight would be different in each planet because of the difference in gravity. The planet with less gravity would make me lighter, and vice-versa.

Why would my age change on different planets?

My age would change on different planets because their time is different from that of earth's. For us, a year would be a different amount of time for another planet. That is why 12 years for my age on earth would be a different age for another planet. It takes each planet their own amount of earth days to orbit the sun, like for earth it's a year.