A.4.3 When investigating a science related problem, decide what data can be collected to determine the most useful explanations.
During the first experiment in this class, I had to figure out what would be the most important data when it came to if hot water or cold water freezes faster. I decided it would be the amount of time it took for the water to be completely frozen, rather than just seeing which was more frozen after an hour. If I had done it the other way, I would have gotten incorrect results; the cold water froze faster at first, but took longer than the hot water to completely freeze.
B.4.1 Use encyclopedias, source books, texts, computers, teachers, parents, other adults, journals, popular press, and various other sources, to help answer science-related questions and plan investigations.
In eighth grade science, we had to team up with classmates and make a Rube Goldberg Machine for a project. We ended up making a contraption that could feed goldfish. This involved much research and planning. We had to get help from our instructor as well as our parents to complete our machine.
C.4.4 Use simple science equipment safely and effectively, including rulers, balances, graduated cylinders, hand lenses, thermometers, and computers, to collect data relevant to questions and investigations.
In my Plants and People biology class last semester, we did an experiment where we made ethanol with apple cider, sugar, and yeast. For this we had to measure out the correct amount of apple cider using graduated cylinders, and we had to measure the sugar with a scale. We also recorded our data in Microsoft Xcel when the experiment was all done.
D.4.3 Understand that substances can exist in different states – solid, liquid, gas.
The first experiment in this chemistry class dealt with freezing water. The water started out as a liquid, of course, and ended as a solid, ice. It also involved boiling water, which turns the water into steam, a gas. We also had to find a video online that describes the different states of matter, and how the molecules act in those different states.
E.4.4 Identify celestial objects in the sky, noting the changes in patterns of those objects over time.
In eighth grade science, we spent a brief time learning about the constellations and the phases of the moon. Over a period of a month, I believe, we had to keep a journal on the moon. We had to go outside and observe it at night, drawing what it looked like and identifying the phase. Then we were able to see how the rotation of the earth and moon effect which side of the moon we see and how we are able to predict which phase the moon will be in at what times.
F.4.3 Illustrate the different ways that organisms grow through life stages and survive to produce new members of their type.
In elementary school, I believe it was fifth grade, we did an experiment that involved growing beans. I remember planting them and watching them sprout, finally seeing them grow. We took note about the different stages the new plants were in, and I believe we learned about plant reproduction as well.
G.4.4 Identify the combinations of simple machines in a device used in the home, the workplace, or elsewhere in the community, to make or repair things, or to move goods and people.
In Plants and People, we learned a lot about the carbon cycle and how modern agricultural techniques are contributing to it. We learned about how food in grocery stores are transported there from rather far away places. It takes a lot of fuel to get them there. We also went to a local farmer’s market to see the difference between local and nonlocal produce.
H.4.2 Using the science themes, identify local and state issues that are helped by science and technology and explain how science and technology can also cause a problem.
As I stated earlier, in my Plants and People class we talked a lot about the carbon cycle. This is an obvious example of how science can be great and terrible. Of course, fossil fuels have let us travel and develop wondrous new technologies; however, they are also harming the earth. On the other hand, finding alternative fuels is something science can do to right these wrongs.
1. Technology is ever-changing, so these new standards include lots of new types of technology. Another different thing about these standards is the way they are divided. The old standards are divided into 4th grade, 8th grade, and 12th grade. The new standards are K-12.Â
2. In order to do many things in science the students must also be learning or have learned other disciplines like math and literacy. The students must be able to read and write in order to read about scientific reports and experiments, as well as write notes on their own experiments. They also need to be able to have an understanding of math in order to use scientific formulas and do chemistry equations.
3. I think a challenge for teachers would be how complicated the standards are. They are very thorough, and perhaps some would be overwhelming for the students at such a young age. Teachers would have to find a way to relate rather tough concepts to children.
4. I think the new standards allow for students to be taught more about science at a younger age. I think it’s a good idea to start more science younger, as children are very hands-on, and they may have a lot of fun with certain labs. It would be awesome for them to go outside and spend some time identifying plants, for example. I think the new standards allow for many opportunities for teachers to better engage students in the learning of STEM fields, but I do still think it may be difficult to relate some of the more challenging concepts to young students.
