jodiquiggeportfolio.weebly.comjodiquiggeportfolio.weebly.com/uploads/4/8/5/5/4855032… · Web...

ESC100 Assignment 1

Misconceptions in science can be referred to as a preconceived notion or a conceptual misunderstanding. These are cases in which something a person knows and believes is not the same as what is known to be scientifically correct.

I am going to look at 2 students’ misconceptions from Biology and 2 from Chemistry and challenge the misconceptions.

The misconceptions I am looking at are;

Biology

“Respiration and breathing are the same process” from year 8 level

and

“Plants need soil to grow” from Primary 1 level

Chemistry

“Materials can only exhibit properties of one state of matter” from Primary 3 level

and

“Volume and mass are the same” from Primary 3 level

Quigg_J_s265734_ESC100_Ass1

ESC100 Assignment 1

BIOLOGY

“Respiration and breathing are the same process.” From year 8 level

Respiration refers to cellular metabolism. (Respiration is the breakdown of food to give energy.) Breathing refers to the inhalation and exhalation of air.

YEAR : Year 8

STUDENTS MISCONCEPTION: “Respiration and breathing are the same process.”

DURATION : 1 Lesson (approximately 45minutes)

SUBJECT: Science (Biology), Literacy and Numeracy

LESSON OUTCOMES :

ACSSU150 : Multi-cellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce

ScOT catalogue terms : Plant structures and function and body systems

LESSON OBJECTIVES:

To show the students the difference between the breathing and respiration processes.Students will be able to identify the structure of the breathing system, understand how air is inhaled and exhaled. They will also be able to identify how carbon dioxide and oxygen are exchanged in the lungs and transported to and from the lungs. They will be able to understand the respiration experiment.

PREPARATION :

Get the students to complete the interactive activity at the below link to engage them and create interest in the topic

http://skoool.ie/content/SKOOOL_LEARNING/JUNIOR/sims/science/brvsc/launch.html

On completing the activity, raise questions to reveal the students conceptions on breathing and respiration.Discuss that all organisms need energy to survive and that they release energy from their food by the process of respiration. Respiration uses oxygen from the air and food, which produces the energy, carbon dioxide and water vapor. It is the function of the breathing system to exchange these gases between the air and the blood, taking in oxygen and excreting carbon dioxide.Discuss the following diagrams and raise questions regarding the parts and their purpose.



ESC100 Assignment 1

The Breathing System

Trachea/Windpipe -Passes air to the lungs. Bronchiolus - A branch from the trachea to each lungBronchi or Tubes - Small air passages which bring air to the alveoli Pleura – Membrane that covers the lungsDiaphragm - A sheet of muscle, which helps to draw air in and out of the lungs


ESC100 Assignment 1

TAKING A BREATH

When taking a breath: The diaphragm pulls downwards The rib cage expands


ESC100 Assignment 1

Lets explore breathing

MATERIALS :

A plastic bottle A straw An elastic band Scissors 2 balloons Play dough Insulation tape

METHOD :

1. Remove the bottom of the bottle2. Tie a knot in one end of a balloon and snip of the fat rounded end3. Stretch this end around the bottom of the plastic bottle and secure with insulation tape4. Put a straw in the neck of the other balloon and secure tightly with the elastic band but not so tight that the straw is crushed. The air must flow through so test it with a little bow through the straw to see if the balloon inflates.5. Put the straw and the balloon into the neck of the bottle and secure with the play dough making a seal around the bottle – making sure that again, that the straw is not crushed.The lung is finished and now for action

So before we proceed, I pose these questions;

1. What will happen?2. Why will it happen?


ESC100 Assignment 1

Hold the bottle and pull the knot of the balloon at the bottom and watch what happens.You should find that the balloon inside the bottle inflates, and that as you let go it deflates.

After we continued with the activity, I pose these questions;

1. What happened?2. Was this what I expected was going to happen?3. Why did it happen?

OBSERVATION :

As the knotted balloon is pulled it creates more space inside the bottle. Air then comes down the straw and fills the balloon with some air to fill the space. When you let go of the knot the space no longer exists, so the air from the balloon is expelled and deflates.This demonstrates how our lungs work. Air is taken in through the mouth and nose, passes down the windpipe and into our lungs. The diaphragm at the bottom of our chest moves down to create more space. As we breathe out, the diaphragm raises again. The knotted balloon represents the diaphragm and balloon inside the bottle the lung.


ESC100 Assignment 1

Lets explore respiration

Respiration is the breakdown of food to give energy.Food + Oxygen à Energy + Carbon Dioxide + Water Vapor

This reaction is called aerobic respiration because it involves oxygen. The breathing system involves taking in the Oxygen required and giving out Carbon Dioxide and water vapor.Aerobic respiration requires oxygen and can be written as a word equation

C6H12O6 + 6 O2 ----> 6 CO2 + 6 H2O (+ about 2800 kJ per mole of glucose) glucose + oxygen ----> carbon dioxide + water + energy

To check if there is water vapour present on exhalation, we can carry out a basic activity;

MATERIALS :

Mirror



METHOD :

1.Dry the surface of a mirror.2.Breath on to the mirror to produce condensation.The carbon dioxide breathed out is a waste product of respiration.



OBSERVATION :

Water vapor is released during respiration.

This activity proves that water is present in exhalation

There are two other activities that can be carried out to prove that energy is created in respiration and also that CO2 is present. The “energy activity” can take up to a week for results. I have included them but not actually carried them out.


ESC100 Assignment 1To show that exhaled air has more CO2 that inhaled air 1. Set up 2 test tubes (X and Y), both with limewater in the bottom Breathe in through tube A on test tube X. Is there a change? If so, what is it and how long does it take?2. Breathe out through tube B on test tube Y. Is there a change? If so, what is it and how long does it take?

ResultIt takes longer for the limewater in X to go milky as there is more CO2 in the air we breathe out than in the air we breathe in.SummaryWhen carbon dioxide is bubbled through limewater, it turns from clear to milky quite quickly. This experiment shows that exhaled air contains more carbon dioxide than inhaled air.To show that respiration produces energy1) Set up two thermos flasks, A and B. Flask A contains germinating peas. Flask B contains dead peas, which have been boiled. Initially, thermometers are kept in both the flasks, they show the same temperature. The flasks are allowed to stand for five days.2) Over a week, record the temperature in each flask.

B


A

ESC100 Assignment 1

ResultsThe temperature will have risen in flask A containing the live seeds, but there will be no change in temperature in flask B containing the boiled seeds. Germinating peas respire and release heat. Dead peas do not respire and do not release heat.SummaryAerobic respiration is the process by which a fuel such as glucose is combined with oxygen to produce carbon dioxide, water and energy.

VARIABLES : In the “Breathing” activity, having any air leaks will affect the working of “the lung”, therefore it is essential to make sure there are no holes in the balloons. It is also essential that the seal where the balloon attaches to the straw is tight (but not crushed) as well as the seal where the knotted balloon is attached to the bottle. Lastly the play dough that holds the straw in place has to be completely airtight otherwise not enough pressure will be created inside the bottle when pulling on the “diaphragm” (knotted balloon) to inflate the “lung” In the “CO2” activity, making sure everything is sealed properly will determine a correct outcome as well as having fresh limewater.In the “Energy” activity there are a number of things to take into consideration that can affect the outcome and final result. Proper functioning, and well-maintained equipment such as the thermometers are essential for a correct outcome. Time restraints will affect the results, as will the germinating peas. Making sure that all these factors are carried out correctly, should achieve the desired outcome.

STUDENT MANAGEMENT : Students must understand that there are certain rules that they must follow. Order and organization will make the class run smoothly. Proximity will allow the teacher to manage what is going on in the classroom. Walking around the room and standing next to students who may be disruptive will usually eliminate the problem quickly. Allow for flexibility in the lesson delivery as it progresses according to the students’ responsiveness and engagement in the topic and amend where necessary to meet the students learning needs. Write additional tasks into the activity in case your main lesson runs short or there are early finishers. Be sensitive to children with special needs.

SAFETY MANAGEMENT:

Safety goggles, gloves and a mask must always be worn when chemicals are involved. Care must be taken when using any sharp implements such as scissors. Teacher supervision is required at all times.


ESC100 Assignment 1

CONCLUSION:

The role of the Respiratory system is to keep us breathing and living becauseif we do not breathe then, we will not live and if we don't live then....WE WILL DIE!!

REFLECTION:

Were the students engaged by the content and delivery of topic?What could have been done better?What have you learnt in the lesson that you did not know before?What further consolidation of skills & knowledge is required?Have these tasks enabled collaborative approach to problem solving?Have these tasks changed the students’ misconceptions?


ESC100 Assignment 1

“Plants need soil to grow” From Primary 1 level

YEAR : Primary 1

STUDENT MISCONCEPTION : “Plants need soil to grow”

SUBJECT : Science, Literacy and Numeracy

DURATION : 2 x 30 minute lessons 24 hours apart

LESSON OUTCOMES :

ACSSU017 : Living things have a variety of external features in particular; describing the use of plant parts for particular purposes such as making food or obtaining water

ScOT catalogue terms : Plant structure and function

LESSON OBJECTIVES :

Allow children to actually visualise (a usually invisible process) how water and nutrients travel through a plant from roots to leaves to survive without the presence of soil.

PREPARATION :


http://www.crickweb.co.uk/ks1science.html#plantlabelmx

On completing the activity, raise questions to reveal the students’ conceptions on where plants get their food from, and discuss the different responses.Discuss that all plants need the basics; sun and water to survive, but do they need soil?



ESC100 Assignment 1

Lets explore whether plants need soil to survive.

MATERIALS :

Cut celery stalks with leaves attached or white flower, such as a carnation Water Food coloring (red, blue, yellow – can even mix 2 colors) Tall clear cup (or if doing group work 4-6 clear cups)



METHOD:

1. Fill the clear cups about 1/3 full with water2. Stir in 15-25 drops of food coloring, so that the water is a vibrant color3. Place the celery stalk or carnation into the cup of coloured water4. Leave for 20minutes5. After 20 minutes, check to see what has happened



ESC100 Assignment 1


6. Once discussion is complete, the children are sent back to their table to identify the part of the plant worksheet

Observations were made where the coloured water has entered and started its process travelling up the celery stalks

Observations made after a few hours, it was noticed that there was a slight shift in the colour change of the red and yellow celery, but with the blue and red celery the colour change is very evident.


ESC100 Assignment 1


ESC100 Assignment 1

SECOND LESSON 24 HOURS LATER (NEXT DAY)

1. Re-familiarize the class with what they did the previous day 2. Check the celery or carnation

When we checked the activity, I pose these questions;


1. Discuss what has happened. 2. Send children back to tables to complete activity sheet (Celery Experiment worksheet)

CONCLUSION :

The leaves of the celery (or the flower of the carnation) should have changed colour to whatever colour the water was. Water, mixed with the food color, travels up the stem of the plant to the leaves or flower. Most plants “draw up” (process called transpiration) water from soil through their roots through tiny tubes called xylem to the leaves. They use the water to make their food. If the roots are cut off, like in this experiment, then the stem of the plant “draws up” the water and provides it to the other parts of the plant, which proves that plants do not need soil to survive. A discussion about growing things hydroponically could be raised also.


ESC100 Assignment 1

ASSESSMENT :

Once the activity is complete, to make sure the children understood what happened and why, we would discuss what happened and why and then do a worksheet (which is attached “Celery Experiment”)


SAFETY MANAGEMENT:

Care must be taken when using any sharp implements such as a safety knife or scissors. Teacher supervision is required at all times.

VARIABLES : With this activity, I would say there aren’t too many factors that could affect the outcome.

REFLECTION:

Were the students engaged by the content and delivery of topic?What could have been done better?What have you learnt in the lesson that you did not know before?What further consolidation of skills & knowledge is required?Have these tasks enabled collaborative approach to problem solving?Have these tasks changed the students misconceptions?


ESC100 Assignment 1

How did the celery change?

How does water travel up the celery? I have also included some of the worksheets that were completed by the students.


CELERY EXPERIMENTDraw a picture of the celery

before you put it in the water

Draw a picture of the celery 24 hours after you put it in

the water

ESC100 Assignment 1

CHEMISTRY


ESC100 Assignment 1

“Materials can only exhibit properties of one state of matter” From Primary 1 level

“Material” – Young children usually perceive material as being fabric, cloth and “stuff” “Matter” - Young children usually perceives matter meaning a subject, issue or thing

YEAR : Primary 3

STUDENTS MISCONCEPTION : “Materials can only exhibit properties of one state of matter”

SUBJECT : Science (Chemistry), Literacy and Numeracy

DURATION : 2 x 30 minute lessons 24 hours apart

LESSON OUTCOMES :

ACSSU46 : A change of state between solid and liquid can be caused by adding or removing heat

ScOT catalogue terms : Heat, freezing and melting

LESSON OBJECTIVES

To show the students that materials can change state when they gain or lose heat energy. Because there is no chemical reaction or chemical change occurring this is a

physical change. Students will be able to predict what will happen when a particular material is heated, then cooled again. They will also be able to identify solid materials that melt when heated.

PREPARATION :


http://www.sciencekids.co.nz/gamesactivities/meltingpoints.html

On completing the activity, raise questions to reveal the students conceptions on why some materials change their state faster than others and what state they take on by adding or removing heat. Discuss the different responses.

Let’s explore that materials change state when they gain or lose heat energy.



ESC100 Assignment 1

MATERIALS :

A solid that melt easily such as chocolate or butter Heat source, such as portable cooktop (induction would be best) Saucepan Heat proof and freezer proof containers such as pyrex jug A silicon mould (optional) Access to a refrigerator



METHOD :

1. Place solid chocolate into saucepan2. Place saucepan on cooktop3. Observe what happens



ESC100 Assignment 1


Ask students what words they would use to describe the materials. Some words might include hot, cold, hard, runny, soft, solid and liquidy.After we recorded what happened and discussed the results we returned to the activity.

1. Pour the chocolate into heat proof/freezer proof container or mould2. Return container to the refrigerator3. Leave for 24 hours

SECOND LESSON 24 HOURS LATER (NEXT DAY)


ESC100 Assignment 11. Re-familiarize the class with what they did the previous day

Before we proceed, I pose these questions;

1. What do you think will have happened?

After removing the mould/container from the refrigerator we observed what has happened

On completing the activity, I again pose the questions;


Again the students were asked what words they would use to describe the materials now, and record what happened this time.

ASSESSMENT :

Once the activity is complete, to make sure the students understood what happened and why, we would discuss what happened and why, and then do a worksheet (which is attached “Before and After”)

VARIABLES : Timing, along with heating and cooling could all affect the results of this


ESC100 Assignment 1activity. These need to be controlled closely with Teacher supervision to achieve the outcome correctly


SAFETY MANAGEMENT:

Care must be taken when using any heating implements and handling any hot materials. Students should not have access to any naked flames. Note any allergies or intolerances that the students may have to the liquids and solids being tested and remind student that they are not to consume any of the samples. Students are to clean up any spills immediately. Teacher supervision is required at all times.

CONCLUSION :

The solid state of the matter, thus being the chocolate, can be changed to a liquid state when heated. It can also be changed back into a solid state by putting it into the refrigerator for a period of time, which disproves the misconception, that materials can only exhibit properties of one state of matter.

REFLECTION:

Were the students engaged by the content and delivery of topic?What could have been done better?What further consolidation of skills & knowledge is required?What have you learnt in the lesson that you did not know before?Have these tasks enabled collaborative approach to problem solving?Have these tasks changed the students misconceptions?

Before and After


ESC100 Assignment 1

Name : Date:

Explain in a few words why the solid/liquid changed?

“Volume and mass are the same property” From Primary 3 level

Mass is basically the amount of matter contained in a particular object. Mass is typically measured in kilograms (kg). Volume is essentially the amount of space that is occupied by an object. Volume is measured in cubic meters (m3).


before warming

after warming

Draw what you see

It is

I think it is a solid/liquid

Draw what you see

It is

I think it is a solid/liquid

ESC100 Assignment 1

YEAR : Primary 3

STUDENTS MISCONCEPTION : “Volume and mass are the same”

SUBJECT : Science (Chemistry), Literacy and Numeracy

DURATION : 30-40 minute lesson

LESSON OUTCOMES :

ACSIS055 : Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate

ScOT catalogue terms : Safety, Observation (Data), Instrumentation (Technology), Measurement

ACMMG061 : Measure, order and compare objects using familiar metric units of length, mass and capacity

ScOT catalogue terms : Length, Kilograms, Volume (Dimensions), Metres and Mass

LESSON OBJECTIVES

To show the students that mass and volume are different. Students will be able to understand measurement through comparing objects, for example one object is heavier or lighter than the other, or look at two glasses and say one has more water in it than the other. (Students will be able to work out the density of and object using a mathematical equation, in a follow on lesson.)

PREPARATION :


http://www.sciencekids.co.nz/gamesactivities/math/measurements.html

On completing the activity, ask the students, “Which is heavier, a kilogram of feathers or a kilogram of bricks?” The question is nonsensical, of course, since a kilogram of feathers and a kilogram of bricks both weigh the same; one kilogram! Raise questions to reveal the students conceptions on what volume is and what mass is and what their relationship is. Discuss the different responses.

Let’s explore volume and mass.

A simple activity that can be carried out is “Hefting.” “Hefting” is the balancing of an object in each hand and deciding which is the heavier or



ESC100 Assignment 1lighter. This is a good way for the students to compare the weight of objects. Everyday items found in the class could be used.

Also the students can drop different objects into a bucket of water to see which makes the biggest splash. Discuss why some things made a bigger splash than others.

Lastly, present a ping-pong ball and a golf ball to the class. They are very close in volume, but they are far different in mass. Ask the class why they think the golf ball's mass is greater than the ping-pong ball, even though they're the same size. They should be able to tell you that the golf ball is heavier because it has more “stuff” (matter) packed into it.

Another activity to differentiate volume and mass is measuring the volume of a cylinder by displacement of water.

MATERIALS :

A measuring jug (up to 1 litre) A measuring cylindrical vessel A solid object (with weight) Water




ESC100 Assignment 1METHOD :

1. Pour enough water into the graduated cylinder to completely cover the solid when it is added into the cylinder. 2. Measure the level of water (the volume) as accurately as possible.3. Add the solid “sample” to the cylinder, thus in turn causing the liquid level to increase (because of the solid “sample”.) 4. A second measurement is made, which gives the total volume of the liquid and the solid. The displacement of the water is the mass of the solid object

The volume of the solid is determined by difference:Total Volume - Liquid Volume = Solid Volume (520ml) - (440ml) = (80ml)

After we completed the activity, I pose these questions;



ESC100 Assignment 1

CONCLUSION :

So in conclusion, mass is a measure of the quantity of matter present in an object. Volume is a measure of how much space it occupies. From this we can see that these terms do not mean the same thing and are not related, from the displacement of the water in the experiment, thus disproving the misconception that volume and mass are the same.

VARIABLES : Inaccurate readings of the water levels from the measuring container can affect the results of this activity. An accurate reading is essential for a correct outcome.


SAFETY MANAGEMENT:

Safety goggles. Teacher supervision is required at all times

REFLECTION:

Were the students engaged by the content and delivery of topic?What could have been done better?What have you learnt in the lesson that you did not know before?What further consolidation of skills & knowledge is required?Have these tasks enabled collaborative approach to problem solving?Have these tasks changed the students misconceptions?

FOLLOW ON LESSON:

A follow on lesson would introduce density because the two values (mass and volume) can be related. Density relates to how much mass an object has if it has a specified volume. An equation can be used to find out the density of an object;

d = m / V.


ESC100 Assignment 1It is in this relationship that mass and volume work together to give on a sense of "how big" something actually is.

(The density equation can be rearranged to determine either the mass or the volume of a substance as follows: m = d x V and V = m/d)

The activity that would be carried out in the follow on lesson would be the 2 “Coke” cans, (1 normal and 1 diet) and putting them in a bucket of water and watch what happens.

REFERENCES :

My experiments and activities have included the “Hackling” framework, more specifically relating to the “Model of science investigation processes (Hackling & Fairbrother, 1996)” which also covers the 5E’s instructional model. My experiments also include the Primary Connections framework, which also incorporates the 5Es- Engage, Explore, Explain, Elaborate and Evaluate!


ESC100 Assignment 1The Australian Curriculum v7.0

http://www.australiancurriculum.edu.au/science/Curriculum/F-10

http://www.australiancurriculum.edu.au/mathematics/Curriculum/F-10

The “Breathing and Respiration” interactive activity was retrieved from;


The “Breathing System” diagram was retrieved from google images

Images of “Taking a Breath,” the “Respiration” Experiment and the “CO2 “ were retrieved from google images

Respiration produces energy experiment and anaerobic equation can be found at;

www.biotopics.co.uk/humans/respro.html

CO2 with lime water experiment can be found at;

www.youtube.com/watch?v=MvinIH9dZBU

The “Parts of the Plant” interactive activity was retrieved from;


Parts of the plant worksheet was retrieved from;

www.superteacherworksheets.com

The “Melting Points” interactive activity was retrieved from;


The “Measurement” interactive activity was retrieved from;





http://www.superteacherworksheets.com/


http://www.youtube.com/watch?v=MvinIH9dZBU

http://www.biotopics.co.uk/humans/respro.html


http://www.australiancurriculum.edu.au/mathematics/Curriculum/F-10

http://www.australiancurriculum.edu.au/science/Curriculum/F-10

jodiquiggeportfolio.weebly.comjodiquiggeportfolio.weebly.com/uploads/4/8/5/5/4855032… · Web...

Documents

Transcript of jodiquiggeportfolio.weebly.comjodiquiggeportfolio.weebly.com/uploads/4/8/5/5/4855032… · Web...