Standard 1
SP 1/1: I can ask questions that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information.
SP 1/2: I can ask questions to determine relationships, including quantitative relationships, between independent and dependent variables.
SP 1/3: I can evaluate a question to determine if it is testable, relevant, and the interpretation of a data set.
Projects/Labs:
Semester 1:
Milk in Motion:
http://nothingyouneedtoknownows.tumblr.com/post/79140032361/milk-in-motion
pGlo Lab:
http://nothingyouneedtoknownows.tumblr.com/post/69851975882/pglo-lab
Semester 2:
Enzyme Lab:
http://nothingyouneedtoknownows.blogspot.com/2014/05/enzyme-lab_26.html
Cell Respiration Lab:
http://nothingyouneedtoknownows.blogspot.com/2014/05/cell-respiration-lab.html
In the Enzyme Lab and the Cell Respiration Lab I was able to ask questions and predict what was going to happen in our experiments. We used our knowledge on enzymes and cell respiration to conduct two hypothesis. For the enzyme lab, we think that different fresh fruit is going to have a different reaction with the collagen because they have different kinds of enzymes. For the yeast lab, we think that the heating plate will create the most carbon dioxide.
Standard 2
SP 2/1: I can develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system
SP 2/2: I can develop and/or use a model (including mathematical and computational) to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems.
Projects/Labs:
Semester 1:
Protein Synthesis Blog:
http://nothingyouneedtoknownows.blogspot.com/2013/12/protein-synthesis.html
Oral Cancer Project:
https://docs.google.com/document/d/1X3y6zyUxJ2gWPuj-ECteZlnH6m3oUWqbVHc3T8KTm0I/edit
Semester 2:
Forensics Quiz:
http://nothingyouneedtoknownows.blogspot.com/2014/02/forensics-quiz.html
The Forensics Quiz demonstrates this standard because using the muscular and skeletal models I found, I visualized the situation more clearly and understood the external and internal part of the body. I also applied these skills to find different scenarios. Using the model and drawings, I was able to see more clearly how the organs could have been affected and what damages could they lead to. Then I was able to hypothesize three possibilities of the victim’s death.
Standard 3
SP 3/1: I can plan an investigation or test a design individually and collaboratively to produce data to serve as the basis for evidence as part of building and revising models, supporting explanations for phenomena, or testing solutions to problems. Consider possible confounding variables or effects and evaluate the investigation’s design to ensure variables are controlled.
SP 3/2: I can plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly.
SP 3/3: I can make directional hypotheses that specify what happens to a dependent variable when an independent variable is manipulated.
Projects/Labs:
Semester 1:
Milk in Motion Lab:
http://nothingyouneedtoknownows.tumblr.com/post/79140032361/milk-in-motion
pGlo Lab:
http://nothingyouneedtoknownows.tumblr.com/post/69851975882/pglo-lab
Semester 2:
Enzyme Lab:
http://nothingyouneedtoknownows.blogspot.com/2014/05/enzyme-lab_26.html
Cell Respiration Lab:
http://nothingyouneedtoknownows.blogspot.com/2014/05/cell-respiration-lab.html
In the Enzyme Lab and Cell Respiration Lab, we understood how both labs worked, conducted our own hypothesis, and tested them out. We planned out what kind of materials we were going to use and what kind of method we were going to use to test it. In the Enzyme Lab, we used different fruits as materials, with the regular jello as a control. In the Cell Respiration Lab, we used a number of different materials, and planned out the experiment accordingly.
Standard 4
SP 4/1: I can analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
SP 4/2: I can apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific questions and problems, using digital tools when feasible.
SP 4/3: I can compare and contrast various types of data sets (e.g., self generated, archival) to examine consistency of measurements and observations.
Projects/Labs:
Semester 1:
Oral Cancer Project:
https://docs.google.com/document/d/1X3y6zyUxJ2gWPuj-ECteZlnH6m3oUWqbVHc3T8KTm0I/edit
Semester 2:
Transpiration Lab:
http://nothingyouneedtoknownows.blogspot.com/2014/05/transpiration-lab.html
In the transpiration lab, we were able to interpret results from the data we collected. There were different results from different plants and conditions. With the experiment stimulation, we were able to see how different plants reacted to different temperature, light and air using a photometer. The amount of water vapor collected varies in different kinds of plants. According to the data, we know that wind has the greatest effect on the amount of water during transpiration. With a higher level of wind, the transpiration increases because the wind blows away water vapor from the plant causing a higher rate for transpiration. At last, we could interpret from the data that different species of plants transpire at different rate because their leaves and pores differ in size.
Standard 5
SP 5/1: I can use mathematical, computational, and/or algorithmic representations of phenomena or design solutions to describe and/or support claims and/or explanations.
SP 5/2: I can apply ratios, rates, percentages, and unit conversions in the context of complicated measurement problems involving quantities with derived or compound units (such as mg/mL, kg/m3, acre-feet, etc.).
Semester 2:
Forensics Quiz:
http://nothingyouneedtoknownows.blogspot.com/2014/02/forensics-quiz.html
In the Forensics Quiz I was able to determine which organs were damaged by using mathematical measures for the entrance wound. With these measurements I was able to eliminate some organs and figure out the cause of death. Then I was able to accurately demonstrate the passage of the bullet, and hypothesized 3 scenarios of how the death could have taken place.
Standard 6
SP 6/1: I can make a quantitative and/or qualitative claim regarding the relationship between dependent and independent variables.
SP 6/2: I can apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects.
Projects/Labs:
Semester 1:
Milk in Motion Lab: (SP 6/1)
http://nothingyouneedtoknownows.tumblr.com/post/79140032361/milk-in-motion
pGlo Lab: (SP 6/2)
http://nothingyouneedtoknownows.tumblr.com/post/69851975882/pglo-lab
Semester 2:
Animal Behavior Lab:
http://nothingyouneedtoknownows.blogspot.com/2014/05/animal-behavior-lab.html
In the Animal Behavior Lab, we were able to show the ability to construct explanations from the experiment we designed. The goal of the experiment was to test the pill bug’s behavior in different environments. My partner and I decided to test them according to the moisture and darkness of the environment. We designed the experiments by having 2 chambers, one with a wet filter paper and one chamber with a dry filter paper. We then put 10 Pill Bugs and recorded their activity every 30 seconds. In the second experiment, we replaced the filter papers with a brown paper and a white paper, and also recorded their activity every 30 seconds. We constructed a data table for the the results and we found out that the pill bugs had no preference for color but favored the wet side more The reason is because those environments are most similar to their original environmental conditions and such animal behavior is called a taxis response.
Standard 7
SP 7/1: I can evaluate the claims, evidence, and/or reasoning behind currently accepted explanations or solutions to determine the merits of arguments.
SP 7/2: I can make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge and student-generated evidence.
Projects/Labs:
Semester 2:
Oral Cancer Project:
https://docs.google.com/document/d/1X3y6zyUxJ2gWPuj-ECteZlnH6m3oUWqbVHc3T8KTm0I/edit
In this project I have evidence from the research that I have and have engaged in arguments by arguing the drug’s viability.
Standard 8
SP 8/1: I can critically read scientific literature adapted for classroom use to determine the central ideas or conclusions and/or to obtain scientific and/or technical information to summarize complex evidence, concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
SP 8/2: I can compare, integrate and evaluate sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a scientific question or solve a problem.
SP 8/3: I can communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually,mathematically).
Projects/Labs:
Semester 2:
Reflection on the year:
http://nothingyouneedtoknownows.blogspot.com/2014/05/for-sp-8-and-9.html
Standard 9
SP 9/1: I can demonstrate the ability to evaluate my own learning, recognizing areas of strength and weakness, and be able to describe the next steps for improvement.
Projects/Labs:
Semester 2:
Reflection of the year:
http://nothingyouneedtoknownows.blogspot.com/2014/05/for-sp-8-and-9.html
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