Students began the day with an entry task asking them to reflect back on the potato catalase lab from before the break, locate and/or recall how temperature was affected by the reaction, and then to use science thinking to come up with a “why” statement. Students successfully reasoned through the idea that the increased temperature observed during the reaction was attributed to the net release of energy from the bonds breaking from hydrogen peroxide and reforming to produce water and oxygen. Students were then introduced to the vocabulary terms of exothermic and endothermic. After the entry task, we briefly reviewed the Unit 2 calendar, clearly noting the scheduled quizzes, project deliverables, and dissection week. Students were then treated to a job posting showing the clear market demand for individuals skilled at dissection. Students were then released to:
- Work with their lab group to complete and turn in the lab report
- When finished with the lab report, repeat the potato catalase experiment with fresh potato, baked potato, and frozen potato.
We wrapped up the calendar year with students working with their groups to write the conclusion section of the potato catalase lab report. The picture below provides guidance for writing the conclusion. When finished, students shared their lab report with the teacher and turned in their individually completed paper graphs.
We continued our work from yesterday, with students re-grouping to share the data from the lab (and creating T-charts of the data) and using it to create graphs using graph paper. Students then analyzed the graphs to answer questions about what the data demonstrated. The analysis questions were intended to help prepare students for the types of questions they might see on the Biology End Of Course Exam in May, as well as deeper questions that better reflect the thinking of highly capable high school students. For example, students were pushed to describe the enzyme’s rate of activity (the rate of change in their graph). Students have learned how to calculate the slope of a line in algebra, but it is not necessarily a concept students readily apply to biology. Students who finished continued working on their lab reports using the Chromebook, creating digital versions of their data tables and a few even created graphs in Google Sheets and copied them over to their Google Doc lab report. Students will finish the lab reports tomorrow.
Students continued the process of writing up their egg lab reports using the school Chromebooks. Notes from the white board are pictured below. Students will have one last day to use the Chromebooks tomorrow. Students who finish early should “share” their report, written in Google Docs, with me. In return, I will share access to the student egg lab data from all four of my biology classes (open in Google Sheets). Students should analyze the data for trends, patterns, and consistency, using the spreadsheet to organize the data and calculate average mass from similar experimental conditions. Want to see our class results? An Excel spreadsheet containing annonymized student data can be downloaded here.
Students used the school Chromebooks to begin typing up their Egg Lab lab reports. Special thanks to our substitute, Mr. Burke, and I look forward to seeing the work students accomplished when I return to class tomorrow.
Today marked the end of a long road through the process of conducting, documenting, and formally writing up a scientific experiment. We spent the day in the computer lab typing up lab reports. Students officially have until the end of the school day tomorrow to get their report to me (email preferred) for inclusion into their semester 1 grade.
Today students were tasked with completing their graphs, analyzing their graphs for patterns or trends, and then writing the Analysis and Discussion sections of their lab reports. We started class with an entry task designed to help students identify possible sources of experimental error possible impacts of those errors on their experimental data. We assembled a class list of those errors which can be located within the slide deck for today. Students received a Discussion Section Organizer worksheet to help them write the discussion. We will be in the computer lab in room 235 tomorrow to finish writing the reports. Reports must be turned in by the end of the school day on Friday for credit.
Students were tasked with completing their lab report Introduction sections and creating a graph of their data. Previously, students were instructed to write their own Introduction sections. However, given the time constraints, students were encouraged to collaborate today and create one strong Introduction section per lab group. Prior to collaborating, students reviewed one particularly strong Introduction section written by one of my students. After completing Introduction paragraphs, students worked with their lab partners to create at least one graph of their data. Many students used class time to work on the classroom computers, with encouragement to use Microsoft Excel as the graphing program.
With the short Friday, students were directed to spend their time on one of the following activities:
- Peer editing lab report
- Continue typing lab report
- Check grades in Illuminate
- Check folder for missing work
- Print out missing work
The semester ends January 23, the same day lab reports are due. There is no school Monday, January 19, in honor of Dr. Martin Luther King, Jr.
We spent the day in the computer lab today. Students were tasked with typing their Introduction, Materials, Procedure, and Data Tables into their Baggie Garden lab report. We will be back in the computer lab one last day next Thursday, so students are encouraged to continue typing up their report outside of class.