Ecosystem in a Bottle

Ecosystem in a Bottle

I asked a small group of students to create an ecosystem in a bottle.  I was surprised 

Days	Conclusions and Hypothesis
Day 1- Today we built our ecosystem.  We put gravel on the bottom of the bottle.  Then we added dirt.  We then used plants like grass and weeds from the yard and added some water.  We placed a worm and a cricket in our ecosystem.  We covered the ecosystem with plastic and a rubber band.	We think the plants will die around four days
Day2-Everything is fine.  Condensation is collecting around the bottle.	Water is collecting in the bottle due to the water cycle.
Day 3-Everything is fine. Plants and animals are still alive.  Water is now starting to collect in the gravel at the bottom of our ecosystem	Water collecting a=in the gravel shows us how water collects underground, like in aquifers.  It shows us how water can be retrieved underground through wells.
Day 4- plants are leaning to one side of the bottle.	After further investigation.  We found that the plants are seeking the light.  This is called phototropism.  We will move our bottle around tomorrow.
Day 5-Everthing is fine.  Plants are starting to move in the opposite direction.
Day 6-Plants, cricket and worms are still alive.  Water is still cycling.  Therefore, we conclude that oxygen and carbon dioxide must be cycling also	We conclude that we have built a mini self-thriving ecosystem.  This ecosystem has allowed us to see first had the water cycle, oxygen and carbon cycle

What would happen if you had too many species in your ecosystem?

    We feel that if we had too many species the animals would die due to lack of plants and food to eat.   Too many species would consume all the vegetation and therefore decrease the oxygen resulting in extinction.

My First Colonoscopy!

Prepping for a Colonoscopy!

9:00 AM-I just woke up.  I tried to sleep as long as possible.  However, I had the worst headache ever.  I over indulged the day before.  I was eating like it was my last meal before an execution.  How was I going to make it a whole day without eating?  I thought about lying in the bed all day, but my headache got me up. 

9:30 AM-I made a cup of coffee to help with my headache.  The coffee helped a little, but it made me hungry.  I contemplated what I could drink next.  Should I drink my broth now?  Maybe I should go to the store and get some Jell-O.   I am afraid to move around too much.  I feel that it will just make me hungrier. 

10:20 AM-Still sitting here figuring out what to do.  Should I go get some Jell-O or should I make some broth?  Actually, the broth does not sound that appealing to me right now.  It is already 90 degrees outside.  Maybe I should try some Gatorade?  I think I will shop on the Internet or awhile and think about it.

1:30 AM- I went to the store to get my citrate.  I got the lemon/lime flavor, like that will help.  The lady at the pharmacy told me it might help to chill it first (yay, right).   I also stopped by the store and bought some Italian ice and Jell-O.  The Jell-O part was difficult.  The instructions say no red or purple food coloring.  Some websites even warn against orange.  That doesn’t leave very many flavors to choose from.  I had to go to the isle where you purchase Jell-O in a box.  The only refrigerated flavor was strawberry.  The only colors left were yellow and green.  I already purchased the lemon Italian ice, so I didn’t want to over kill the lemon thing.  Therefore, I purchased the lime Jell-O.  I have 4 hours to wait on that one.  When I got home I heated up some broth.  It really needed something, like salt or pepper.  I didn’t add anything though, I didn’t want to mess anything up.  I didn’t want to have to o go through this again any time soon.  I had the Italian ice for dessert.  The Italian ice was the best part of my day so far. Just over an hour to my first dulcolax pills, ugh!!

3:00 PM-Time for the dulcolax.  What have I been doing for the last hour and a half?  Laundry and cleaned kitchen.  I feel a little weak though and my headache is coming back. My headache must be stress.  I am still drinking caffeine.

3:35 PM-Feel kind of numb.  I just want to eat, I guess.  So ready for this to be over.  Hopefully, this feeling will pass soon.  My daughter will be here in a couple of hours.  Maybe this will take my mind off how crappy I feel. 

3:45 PM-I got a glass of Gatorade.  Face feels numb all over. Feeling weak.  Maybe I over did it by cleaning, maybe I need more liquids.  I will keep you updated.

5:30 PM- I had another cup of broth and I ate a whole bowl of Jell-O.  I was really hungry and eating the Jell-O was almost like eating real food.  I wanted to go ahead and enjoy it since I knew my citrate was coming at 6:00. I saw online where someone suggested a straw.  This did not work for me.  I decided the best route would be to just chug it.  The taste was like salty dirty feet.  If you could have seen my face it would have been priceless.  I thought I was going to die.  It took about 6 chugs and 20 minutes to get it all down.  Alter the last sip, I bent my head down and did not lift it up for a good five minutes.  I felt bad for all the people who will have to experience this in their life.  I kept thinking of new advancements that could possibly make this easier for people in the future.  I personally would just prefer a good old enema.  I do think the suggestion to chill the citrate was a good one.  I probably would have thrown up, if the solution was not chilled. 

 8:00 PM- The waterworks have begun.  I did increase my liquid intake.  I was having a lot of cramping.  Adding the extra water helped with the cramping a little bit.

10:00 PM-Increased my water intake.  It seems to help speed things through

11:00 PM-More water.  Started to get chills.  Too much cold water I guess.  I am going to set my alarm for 4:00.

4:00 AM-Woke up to take my last bottle of citrate.  I can’t drink water with this one.  I am dreading this.  I tried to gulp it down.  I left a little in the bottom of the bottle.  I couldn’t drink anymore.  I laid in bed for an hour and went back to sleep.

7:00 AM- I work up to head to my procedure.  I went to the bathroom, but it was not a lot.

8:00 AM-Arrive for appointment.  My daughter dropped me off. 

8:40 AM-When they called me back, my daughter was not there.  They would not do the procedure unless she was there.  I had to call my mother in law.

9:10 AM- My mother in law arrives.

9:40 AM-I have been sitting in the waiting room crying.  I just want this to be over.  I thought about cancelling, but I didn’t want to do the prep again.

9:45 AM-They finally call me back.  They put me in a room and make me strip waist down.  I have to go to the bathroom again.  This is the fourth time since I have been here.  I told the nurse I was still going to the bathroom.  She told me not to worry, they would vacuum everything out.

10:00 AM- the doctor and anesthesiologist come in to talk to me.  They both were very nice. 

10:10 AM-they wheel me to another room.  They make me lay on my side and administer the propofol.  I only` remember only a few seconds before I was out.  The next thing I remember, I was up.  The doctor came by and talked to me.  No polyps, but diverticulitis.  I already knew this from a CT scan last year.  He told me to increase fiber and water.  The odd thing is that I eat a high fiber diet.  I think an increase of water would help.

? AM- I don’t know what time they finished.  The propofol is some good stuff.  They hold my arm as II walk out.  Feeling the best I have in two days.

? AM- My mother in law takes me to me I-Hop.  My daughter meets us there.  I am still a little high on the propofol.  I drink three cups of coffee, a glass of water, two eggs and bacon.  I have some gas and grumbling, but it is not too bad.

12:00 PM-I arrive home from my ordeal.  I have to say that I am glad it will be another 10 years before I have to do this again.  However, my father in law had colon cancer and I know the importance of this test.  It may not be the most pleasant experience in your life, but if it can save your life it is worth it.

I think I will take a little nap now!

 

Advice-Drink plenty of water during your prep, try not to stress as much as I did and do not eat as much the day before your prep.  It just makes it harder to eliminate everything.

 

 

Keeping Up with Global Competition

Friedman (2010) reminds us in his article "What is Our Sputnik" that is essential for the President of the United States to focus on how to build our nation.  America is losing in the race to remain a worldwide technological leader.  Friedman also (2010) reminds us that when Sputnik was launched America's response resulted in advances in technology and a drive to excel and a motivation to become better educated.  We need to now focus on how to rebuild our economy and our country.  However, I feel we have had our Sputnik and we missed the boat.  When Asia started to take over as a technological leader, we missed our opportunity to meet the challenge.  Tapping America's Potential (TAP) is trying to meet this challenge by providing incentives to our high school graduates to obtain advanced degrees in science (Business Roundtable, 2008).   

Unfortunately, most students are still not motivated to obtain degrees in science.  I feel a good deal of students feel that science is too hard.  Students also feel they will not be able to do the math involved in science degrees.  I feel that in order to motivate and encourage our students, we need to change how science is taught in school.  Science class should be about inquiry.  Students should be conducting inquiries and solving problems using 21st century skills. At the state and national level, a focus should be on implementing fewer standards to focus on mastery, with a focus on inquiry. 

I know from my experience as an elementary teacher, that science is not the top priority in elementary school.  Now that I am a middle school teacher, I see students coming from elementary school with a predisposed  attitude about science.  Students come to middle school feeling that science is not important.  Many feel that science is a class that can be neglected.   I feel that training elementary teachers how to teach science inquiry is essential. 

  I also feel that students need to be exposed to science fairs and activities at an early age.  Clubs in elementary and middle school may also prove helpful.  Incentives to enter these clubs should also be used by states and school systems.  Students need to feel that being interested in science is a prestigious endeavor that is essential to the well being of our nation.

References

Business Roundtable. (2008). Tapping America's potential: The education for innovation initiative: Gaining momentum, losing ground (progress report 2008). Washington, DC: Author.  Retrieved from the Walden University Library using the ERIC database

Friedman, T. L. (2010, January 17). What’s our Sputnik? [Op-Ed]. The New York Times [Late Edition (East Coast)], p. WK.8.

Models in Science

Modeling Earth Science

     Students begin the lesson by first demonstrating the following vocabulary words, compression and tension.  It is important that students understand these two words before beginning the lesson.  I begin the lesson by having students roll up their play dough in a tube shape.  We first talk about the word compression.  To help the students remember this word, I tell the students to have their hands “come together and press”.  All of the students then practice compression with their play dough.  The next vocabulary word we demonstrate is tension.  The students roll the play dough in a tube.  Then we discuss the word tension.  Students then slowly put tension on their play dough and pull the play dough apart.  Once students understand these two concepts; we begin creating the faults.

Tension

compression

                                                                                                                                                                                            Students begin creating their models by making lay dough into the shape of a rectangle.  Students 

are working in groups of four.  The next step is to cut their play dough into a diagonal, using dental floss.  By cutting at a diagonal, the students are creating a footwall and a hanging wall.  The students then place their two diagonal pieces of play dough together.  We demonstrate what happens at a reverse fault that has compression.  The students slowly push their pieces together.  I tell the students to notice that their footwall looks like a sliding board.  The students then slowly slide their hanging wall up the foot wall.  Tillery, Enger, and Ross (2008) state that at a reverse fault, the hanging wall moves upward relative to the footwall.   We then describe what type of land formations could occur at this type of fault, such as mountains.  Students then draw their observations in their science journal.

     We then discus what happens at a fault with tension.  The students put their pieces together and slowly pull their pieces away.  I tell the students to relax their hands and look at what happens to the hanging wall. Tillery, Enger, and Ross (2008) state, that the hanging wall moves downward relative to the footwall at a normal fault.  Students then draw what they see at this type of boundary, such as faultblock mountains.

     Finally, the students mold their play dough into a rectangle again.  Instead of cutting at a diangle, student cut the play dough in half.  We then use these two pieces to discuss what happens at a strike slip fault.  Students then predict if this type of plate movement can create mountains.  Students draw what they see at this type of boundary.

Reverse Fault

Normal Fault

Normal Fault

Strike Slip Fault

    I feel the lesson was a success.  By using the model, students were able to visualize the faults and land formations that occur at the faults.  Perhaps, if larger pieces are used, students could visualize the landscape on a larger scale.  Braile (2000) also suggests using foam to create fault boundaries.  Braile (2000) states that foam models aid in visual understanding at plate boundaries since the models are three dimensional.  Play dough also serves as a three dimensional model, since foam can be expensive.  Students can also use the play dough to create large scale boundaries and add detail to their models.   Adding details like color for an ocean boundary or adding volcanoes and mountains to the model can increase student understanding.  Students can practice the different types of folds with their play dough,  such as anticline, syncline and monocline folds.

    Whether you use clay, paper, and foam or play dough, I feel models are an important part of the science classroom.  MacKay (2012) states that using models enhance student learning.  Models also allow students to visualize aspects of the world they may never see.  Models allow students to gain a boarder understanding of the topic and visualization of the model leaves a lasting impression on the students

     

 References

Braile, L.W. (2000). Teaching about plate tectonics using foam models.  Explorations in Earth Science.  Retrieved from http://web.ics.purdue,edu/~braile

Mackay, B. (2012). Teaching with models.  Retrieved from serc.carleton.edu/ntrogeo/models/index.html.

Tillery, B. W., Enger, E. D., & Ross, F. C. (2008). Integrated science (4th ed.). New York: McGraw-Hill.

Ask A Scientist

                                                             

  Can Diet Prevent Cancer?

I asked a scientist on the website, Ask A Scientist, if diet can prevent cancer.  Unfortunately, I have not heard from my scientist at this time.  However, there was information on the site that I found helpful in answering my question.  The article I read was, Vitamin D May be Crucial in Preventing Colon Cancer (Howard Hughes Medical Institute, 2012).  The article states that vitamin D helps to detoxify cancer causing chemicals that are released while eating high fat foods.  Vitamin D attacks the carcinogen and thus prevents colon cancer.  However, high amounts of vitamin D can cause and overload of calcium in the body.  therefore, scientist are trying to create a drug that activates this detoxification process, without causing calcemia.  

 I also searched on the Internet the answer to my question.  Researchers at the University of Iowa state that 1/3 of cancer deaths are related to diet and obesity(University of Iowa, 2012).  Researchers at the University of Iowa also state that high fiber has been found to reduce the risk of colon cancer.  Li(2012)  states that it is still not proven that a nutritious diet can prevent cancer.  However, Li(2012) reminds us that antioxidants shield cells from free radicals that damage the cell.  Therefore, eating foods that are high in antioxidants seem the best preventative measure to prevent cancer.  However, scientists and nutritionist will not say definitively that diet will prevent cancer.  They will say diet can lower the chances of  getting cancer, but never admit that diet will prevent cancer.  The reason for this is the number of people who follow a nutritious diet plan and who still contract cancer.  Maybe, the environmental factors are to blame.  My father-in-law is a prefect example.  This man ate more fruits and vegetables than anyone I know.  He also stayed aware from processed foods and preservatives.  However, he was a chemist.  He has been exposed to many toxic chemicals in his life.  In his sixties he devolved skin cancer, colon cancer and mesothelioma.  Mesothelioma is a cancer caused by exposure to asbestos. The mesothelioma eventually took his life.  He was a man that ate healthy every day of his life.  He exercised and did everything he was supposed to do.  However, cancer still took his life.  Will I continue to eat healthy? Yes    However, I will also be aware of the environmental factors that can cause cancer.  The chemicals we spray in our house each day.  The pesticides we spray on our crops.  The materials we choose to build with and decorate our homes.

References
Howard Hughes Medical Institute (2012). Ask a scientist.  Retrieved fromhttp://www.askascientist.org

Li, R. (2012). Can a nutrtious diet help prevent cancer?  Retrieved from http://www.fitday.com

University of Iowa Health Care(2012). Can your diet prevent cancer?  Retrieved from    http://www.unihealthcare.com

Presentation Tools

I have reviewed two presentation tools.  The following is a summary of each of the tools I selected.

The first presentation tool I reviewed is Prezentit.  I liked the looks of Prezentit right away.

What I liked most about Prezentit:

* The site is very user friendly. To add a new slide you just push the plus sign.

*Team members can work on the presentation simultaneously

* You do not have to have an Internet connection to download your presentation

What I did not like about Prezenit:

*The site is limited, no music or video capabilities

* I only saw ten fonts to use for presentations

The next presentation tool I reviewed is Animoto

*What I liked most about Animoto:

*The graphics are high quality

*You can upload music and videos

*You can download your presentation to a DVD, Facebook or email

*There is a video tutorial to help you create your video

What I did not like about Animoto:

*It cost 5 dollars a month or 30 dollars a year if you want to create a full

  Length video

*Free videos are only 30 seconds

Engaging in Guided Inquiry

Originally Posted on March 11, 2012

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     I began my experiment by gathering my materials.  My materials are a toy car, ruler, 1 x 4 board, tin box and books.  My hypothesis was that the greater slope and mass would cause my tin box to move the furthest.   I set my books at a height of 20 and 35 cm to create the varying slopes.  I used quarters to add mass to my car.  I first completed each experiment with no added mass.  Then I added a quarter for each experiment.  I completed three trails each time I added mass.  I continued this when I increased the slope.  The results of my experiment are as follows:

20 cm height of slope	Trail 1	Trail 2	Trail 3
No mass added to car	3.5 cm	4.5 cm	4 cm
One quarter added	5.5 cm	6.cm	5 cm
Two quarters added	8cm	7.5 cm	7.5 cm
Three quarter added	8.5 cm	9 cm	8 cm

35 cm height of slope	Trail 1	Trail 2	Trail 3
No mass added to car	9 cm	9 cm	8.5 cm
One quarter added	11 cm	11.5 cm	12 cm
Two quarters added	12.5 cm	12 cm	13 cm
Three quarters added	14 cm	13.5 cm	13 cm

     The results of my experiment confirm my hypothesis that the increased slope and mass would cause the tin box to move the furthest.   Tillery, Enger & Ross (2008) states,  it takes longer to stop something, when it has more momentum.  The increase in the slope and mass caused the car to gain more momentum as it traveled down the slope.  The students in Ms. Blight’s class realized that momentum increases with mass.  However, from my observations, I found that slope has a greater effect than mass.  When the slope is increased in addition to the mass, the distance the tin box traveled was almost double.

     If I were to conduct this experiment in my class, I would have the students change the mass of the tin box I used in my experiment.  The mass of the tin box I used was slightly greater than my car even with the added quarters.  I would have the students choose an item with an equal mass and then a much greater mass.  The students could then further test Newton’s third law of motion, “whenever two object interact, the force exerted on one object is equal in strength and opposite in direction to the force exerted on the other object” (Tillery, Enger, & Ross, 2008).

     There are so many possibilities with this experiment.  The greatest lesson I learned from this inquiry is the importance of conducting inquiry lessons in the classroom.   Just reading Newton’s laws of motion and watching videos are not a substitute for hands on inquiry.  Inquiry lessons provide students the opportunity to move toward a deeper understanding of science (Branch & Bell, 2010).  Inquiry lessons answer questions and allow for discovery among students.  Long (2011) states that inquiry lessons allow students to take ownership for their problems they create, or the discoveries that they make. In other words, science without inquiry is not complete understanding.

References

Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science & Children, 46(2), 26–29.

Laureate Education Inc. (Producer). (2012)  Newton’s Amusement Land: Race Track.  Retrieved from http://mym.cdn.laureate-media.com

Long, C.M. (2011). Designing inquiry oriented science lab activities.  Middle School Journal. Vol. 43, Issue 1, p. 6-15.