karlamartinezfranco.weebly.com€¦ · web view(5) science concepts. the student recognizes...

Course: TED 5319 Instructor: Dr. Pei-Ling Hsu

Summer Snack in a BagProject Report

Name: Karla Alejandra Martinez FrancoStudent ID: 80276763

A. Project Rationale

1. Project title: “Summer Snack in a bag”

2. Project objectives:The project will be a combination of formal and informal science education. According to Bell, Lewestein, Shouse, and Feder (2009) this informal science activity can cover the following strands amongst others:

Strand 2: in which students generate, understand, remember, and use concepts and explanations related to science

Strand 3: in which students manipulate, test, predict, question, observe and make sense of the natural world.

“Summer Snack in Bag” will be a two class activity in which students will experience informal science learning by a demonstration in which they will observe the physical reactions taking place in the making of ice-cream. By the end of the project students will acquire an understanding of the scientific concepts behind simple “cooking” ideas.

The Student Will Be Able To: Define endothermic and exothermic reactions Explain the transfer of energy through conduction, convection, and radiation Infer energy flow through objects Question processes of energy transfer Investigate factors that affect freezing point. Perceive the spontaneous scientific activities that occur in everyday life.

3. TEKS Alignment:In accordance to the Texas Education Agency (2010), these are the following standards that my project will achieve:

112.38 Integrated Physics and Chemistry, Beginning with School Year 2010-2011 (One Credit).

(b) Introduction (3) Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific methods of investigation can be experimental, description, or comparative. The method chosen should be appropriate to the question being asked.

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(c) Knowledge and skills(5) Science concepts. The student recognizes multiple forms of energy and knows the impact of energy transfer and energy conservation in everyday life. The student is expected to:

(E) investigate and demonstrate the movement of thermal energy through solids, liquids and gases by convection, conduction, and radiations such as in weather, living, and mechanical systems.

(6) Science concepts. The student knows that relationships exist between the structure and properties of matter. The student is expected to:

(C) analyze physical and chemical properties of elements and compounds such as color, density, viscosity, buoyancy, boiling point, freezing point, conductivity, and reactivity;

(7) Science concepts. The student knows that changes in matter affect everyday life. The student is expected to:

(D) analyze energy changes that accompany chemical reactions such as those occurring in heat packs, cold packs, and glow sticks and classify them as exothermic and endothermic reactions.

4. National Science Education Standards:According to the National Science Education Standards (1996), these are the following standards the project will focus on:

Science as Inquiry Standards (Grades 9-12) Abilities necessary to do scientific inquiry Understanding about scientific inquiry (National, Science Education Standards,

1996, p.105)

Content Standard C (Grades 9-12) Chemical Reactions:

Chemical reactions occur all around us, for example in health care, cooking, cosmetics, and automobiles.

Chemical reactions may release or consume energy (National, Science Education Standards, 1996, p.106)

History and Nature of Science Standards (Grades 9-12) Scientific reasoning and the nature of scientific knowledge is an important area to

be covered. They state scientific explanations must be “consistent with experimental and observational evidence about nature, must make accurate predictions; explanations must be logical…. [also] Because all scientific ideas depend on experimental and observational confirmation, all scientific knowledge is, in principle, subject to change as new evidence becomes available” (National, Science Education Standards, 1996, p.108)

5. The importance of the project: I designed the intervention as a two class activity because I believe that informal science learning is a great way to complement the classic science learning methods. By

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combining both a lecture (content knowledge) and an ice-cream making demonstration (hands-on activity) I wanted to cover a spectrum of teaching techniques to acquire a higher range of scientific comprehension.According to Friedman (2008), the importance of the project lies within the impact category that you want your project to tackle. For this specific project the areas of impact will be:

Knowledge: in which students will try to explain the conceptual knowledge they have learned through the course of the ice-cream demonstration. The STEM-related concept will have to do with chemical and physical transfer of energy.

Attitude: in which students may “change in their degree of respect, empathy, support, allegiance, or appreciation” (Friedman, 2008, p.46) to science. I want students to be able to enjoy the experiment and relate science to everyday activities that occur spontaneously. In this case, mainly it is the idea that daily cooking is a scientific example through the development of inquiry skills.

Overall I believe the combination of both an inquiry based hands on-activity and a content-filled lecture will act as gears for the mechanism of a student’s scientific understanding.

B. Project Design

Scientific understanding

Lecture (Content

Knowledge)

Hands-on inquiry activity

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1. Collaborator(s):

My collaborator is:Angelina Baltazar TEA- CTE Food Science Socorro High [email protected]

She will assist my project my allowing me to step into her classroom. She will be the teacher of record for the lesson plans provided to the administration at Socorro High School.

2. Age of the participants: Participants will be a combination of Juniors and Seniors. The range of ages will be teens from 16-18 years old.

3. Number of participants: I will be implementing the demonstration/experiment to 4 classes averaging from 5-10 students each. The total number of participants was 32 students.

4. Participant recruitment plan: Participants were recruited from an elective science course. This classroom examines the chemistry behind cooking so it already implements certain aspects of informal education by introducing an everyday correlation to chemical/physical concepts.

5. Timeline of activities:There will be two classes pertaining to this activity, for a total time estimating 110 minutes. Because I wish to review if the combination of formal education with an informal science demonstration will help the understanding of scientific concepts, I will use the first class period as a normal lecture where I will introduce terminology and scientific language. The second class period will be used for the ice-cream making demonstration.

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mailto:[email protected]


Class 1: Lecture (55 Minutes)1. Introduction and Pre-survey: I plan to use this time to introduce myself, my

background and the purpose of my lecture (without mentioning the results I wish to have, since I do not want students to skew any results). I will also explain that Ms. Baltazar has allowed me to grade their work and participation in the activities for a lab grade. I will also use this time to implement a pre-survey to measure attitudes toward science.

2. Bell-ringer: Pre-test in which I will ask them general questions of transfer of energy to asses any prior knowledge (See Appendix Error: Reference source not found Bell-ringer)

3. Lecture: I will do a presentation encouraging students to take notes. In this lecture I will introduce scientific vocabulary and the concepts of: transfer of heat, endothermic reactions, exothermic reactions, conduction, convection, radiation, freeze point, etc. (See Appendix 1.6 Lecture. Chapter 5: Energy in Motion)

4. Finding a variable: Using the investigation booklet students will choose a variable: i.e. salt concentration, or milk vs. cream. Ideally per class we will have at least two teams choosing salt concentration, and two teams doing milk vs. cream (See Appendix 1.3 Investigation Book Template)

Class 1: Lecture (55 Minutes)

1. Introduction and Pre-Survey (5 Minutes)

2. Bell-ringer (5 Minutes)

3. Lecture (30 Minutes)

4. Finding a variable (10 Minutes)

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Class 2: Making Ice-cream (55 Minutes) Materials and stations will be prepared by myself and Ms. Baltazar to save time. At the beginning of the class time I will give students their “Investigation Booklet” back. This is a flipbook with prompts in which students will guide themselves through the investigation.

1. Instructions: The board will have general instructions as to how to make ice-cream (See Appendix 1.4 Plastic Bag Ice-Cream Instruction Sample). Each table set up will house a team of 3-4 students depending on class size.

2. Making the ice-cream: Since the variable is already determined students will use 25 minutes of class time to develop and implement the experiment making sure to take a lot of notes with on the “Investigation Booklet”. Students will be free to set up experiments but Ms. Baltazar and I will provide hints such as measuring temperature of ice, checking consistency, etc.

3. Class discussion: Afterwards we will use 15 minutes for class discussion. Each team will be responsible for cleaning their station; subsequently they will be asked to explain their observations/conclusions in respect to the variable they chose (at this point the other teams are listening to their classmates and waiting their turn).

4. Final Quiz: Finally the students will use the remaining 5 minutes to do a final post-survey for attitude evaluation and an open ended quiz for knowledge evaluation. At the end of the class, Investigation booklets and quizzes will be picked up for evaluation (See 1.2 Appendix Final Quiz).

Class 2: Making Ice-Cream (55 Minutes)

1. Instructions (5 Minutes)

2. Making the ice-cream (25 Minutes)

3. Class discussion (15 minutes)

3. Final Quiz (5 Minutes)

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6. Materials and resources required: 1/2 cup of milk or cream ½ tsp of vanilla 1 tbsp of granulated sugar 4 cups of crushed ice 4 tablespoons of kosher salt (rock salt) 2 one-quart Ziploc bags (sandwich size) 1 gallon zipploc freezer bag Towel or mittens Spoon Thermometers Investigation Booklet Computer and projector for presentation Pre and Post Quiz Paper or Pencils

7. Plan to obtain these materials and resources: Ms. Baltazar can use school funding to pay for some of the materials needed. Because this is a food science class there exists a purchasing account for ingredients such as milk, sugar, cream. I will provide any extra materials necessary like the copies or extra pens. Because this is lab there are things that are readily available like containers for ice, the ice itself, spoons, thermometers, bags, etc.

8. Safety consideration:To avoid any freezer burns only one student will be in charge of the bag of ice and that person will be required to use a towel or wear mittens. Students will be closely monitored to make sure ingredients are used properly. Other than that, the experiment itself is relatively safe and some students should be able to taste delicious vanilla ice-cream at the end.

9. Scientific topics involved:To make sure students have the same reference, the terminology and descriptions used with correlate with the work Ward (2013). Students will review topics in:

Chemistry: Chemical Energyo Endothermic: reaction in which products have less total heat than the

reactants. o Exothermic: reaction in which energy is released, causing higher

temperature after the reaction. Physics: Matter in motion (transfer of energy)

o Conduction: transfer of heat through matter from particle-to-particle collision at a molecular/atomic level.

o Convection: transfer of heat by the motion of molecules within, such as water or air.

o Radiation: transfer of heat by electromagnetic waves.

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o Crystallization (freeze point): phase change occurring when a substance moves from liquid to the solid phase. Process that separates the solute from the solvent in a supersaturated solution and eventually forms crystals.

o Fusion: phase change that occurs when a substance moves from a solid to a liquid phase; also called melting.

o Latent heat: energy required to complete a phase change without a change in temperature.

C. Evaluation Plan

1. Formative assessments:In regards to my knowledge impact: To evaluate and tackle misconception and assess prior knowledge I will use the bell-ringer quiz as a pre-test. This measurement will let me know where the students stand prior to the intervention. The bell-ringer will be short and will only include certain terms that I will revisit on the post-test. The quiz will include the following questions:

1. Can you explain the difference between an endothermic reaction and an exothermic reaction? (Use an example)

2. What do you believe latent heat refers to?3. What is the freezing point of water? Does this ever change?

To support formative assessment I will also take a look at the observations the students will annotate in the “Investigation Booklet.” By looking at this I will mainly look for students to use terminology that they learned in the first class lecture and for the predictions and their thought process as the experiment went on. For example, to create an investigable question the students are asked to fill out:

1. The lecture stated endo/exotermic reactions (circle one):2. We are curious about:3. We wonder what would happen if

Finally, for my attitude impact I will be observing the students throughout the implementation of the project and informally evaluating the experience.

2. Summative assessments:For my knowledge impact: A final quiz will be administered in which students will be asked to use their Investigation Booklet. This quiz will contain open ended questions that will refer back to the bell-ringer and the prompts from the booklet. I want to compare the difference in scientific language and concept understanding from the first bell-ringer to this final quiz. The final quiz will include questions such as:

1. Is ice-cream making an endothermic or exothermic reaction? Explain why.2. Explain: (You may use examples)

a. Conduction b. Convection c. Radiation

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3. What do you believe latent heat refers to?4. Can freeze point and boiling point be altered? Mention an example

Extra credit:5. Did you enjoy the experiment today?6. Will you show this to a friend?

To provide evidence for the attitude impact I plan to administer a simple pre and post survey that will ask the students about the experience. I want to recreate the survey by Bartley, Mayhew, & Finklestein (2009), in which the authors tried to assess positive scientific attitudes on students who were in an afterschool program designed to teach STEM topics to minority children. In their study, the authors observed students generally “start with, and sustain positive beliefs about science” (Bartley et al., 2009, p. 95). For my intervention the survey will include the following questions (See 1.5 Student Attitude Survey):

I. How do I feel about doing scientific activities?II. Do I think there is science in everyday life?

III. Would I like to do an experiment or be told about it?IV. How would I feel about doing science as my job?

D. Project Evaluation Result

1. Evaluation Result

Knowledge:For the first impact of my project: knowledge, I implemented a pre-quiz in the form of a bell-ringer to asses any prior knowledge and after the intervention I administered a Final Quiz to assess new concepts and connect any prior knowledge from the Bell-ringer.

The results were as follows:

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0 25 33 38 50 63 66 75 88 1000

5

10

15

20

25

30

35

40

45

50

Grade DistributionSt

uden

t %

As far as grade distribution goes, the Bell-ringer had a low average of grades with most of the grades concentrated in at the 33% (out of a possible 100%) with 50% of the sample size scoring at this level. After the intervention the grades showed more variety but overall grades showed an improvement with the majority of the sample group scoring above the 50% (out of a possible 100%).

The grade distribution may not have clear evidence of content understanding; nevertheless, when we look at the data for the content understanding in regards to specific questions we can see evidence that the “Snack in a Bag” intervention allowed students to grasp new concepts.

Question Student % who answered correctly

Bell-ringer

Can you explain the difference between endothermic and exothermic reaction? 84

What do you believe latent heat refers to? 25What is the freezing point of water? Does this ever change? 22

Final Quiz

Is the ice-cream an endothermic or exothermic reaction, explain why 91

What do you believe latent heat refers to? 59

Can freeze point be altered? 59

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Explain Conduction 53Explain Convection 53Explain Radiation 50

Content Knowledge Comparison

Bell-ringer

Final Quiz

Improvement

Endothermic vs. Exothermic 84% 91% 7 %

Latent heat 25% 59% 34%

Freezing point depression 22% 59% 37%

Endothermic vs. Exothermic Latent heat Freezing point depression

84

25 22

91

59 59

Content Knowledge ComparisonBellringer Final Quiz

When comparing the average for students who understood the difference between endothermic and exothermic reactions there was an increase in the percentage of students who understood the concept from 84% in the bell-ringer to a 91% in the final quiz, showing only a 7% improvement.

In regards to the concept of latent heat there was an improvement of understanding: the bell-ringer showed a 25% of students knew the concept, whilst in the final quiz a 59% of students were able to describe the concept; showing a 34% improvement in content understanding.

Finally when we compare the results for the understanding of freezing point depression the Bell-ringer showed 22% of the students understood the concept and at the end of the intervention for the final quiz 59% of the students understood the concept, thus a 37% improvement was demonstrated.

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Attitude:In regards to the impact for attitude, I wanted to review how the students feel in regards to scientific activities. I also wanted to review if they are aware of all the scientific concepts that occur in everyday life. I implemented a pre- and post-survey, taking from the work of Bartley et al. (2009). For the survey I plan to give each “smiley face” a value; with the negative “yuk” face starting at a value of 1 and the “awesome” face having a value of 4.

So:

Yuck= 1 Meh= 2 Good= 3 Awesome= 4

The results were as follows:

Attitude Survey Yuck!= 1 Meh= 2 Good= 3 Awesome! =

4

How do I feel about doing scientific activities?

Pre 0 3 59 38

Post 0 0 41 59

Do I think there is science in everyday life?

Pre 0 6 53 41

Post 0 9 56 35

I would rather be told about an experiment than do it on my own

Pre 50 28 13 9

Post 34 41 22 3

How do I feel about doing science as my job?

Pre 22 34 38 6

Post 6 47 34 13

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Pre

Post

Pre

Post

Pre

Post

Pre

Post

How do I feel about do-ing scientific activities?

Do I think there is science in everyday

life?

I would rather be told about an experiment

than do it on my own

How do I feel about do-ing science as my job?

0 0 0 0

50

34

22

63

06

9

28

41

34

47

59

41

5356

13

22

3834

38

59

4135

93

6

13

Science Attitude Survey Yuck!= 1 Meh= 2 Good= 3 Awesome! = 4

The notable results include:

In regards to the question: “How do I feel about doing scientific activities?”, students shifted some of their views. In the pre-survey 38% felt “awesome” in regards to doing science activities, while in the post-survey 59% of students did the same, meaning there was a 21% improvement in that attitude.

For the question: “Do I think there is science in everyday life?”, the pre-survey showed 53% felt “good” about that statement; while the post-survey showed 56% felt “good” with the statement, thus leading to an insignificant 3% improvement. In the pre-survey 41% of the students felt “awesome” about the statement while in the post-survey 35% of students felt “awesome” with the statement, showing a decrease of 6% in positive attitudes.

The results for the statement: “I would rather be told about an experiment than do it on my own” there was a 50% of students who disagreed with that statement in the pre-survey, and for the post-survey a 34% of students disagreed with that statement, showing a negative result.

Finally for the question: “How do I feel about doing science as my job?” The most notable improvements were that there was a decrease from the pre-survey 22% of students completely disagreed with that the idea to the post-survey where only 6% of the students completely disagreed with that idea. In this case, there was a 16 % improvement of attitude. Also, with the same question in the pre-survey 6% of students felt “awesome”

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with the idea of science career, while in the post-survey 13% of students felt “awesome” with the idea of science career leading to a 7% improvement in that area as well.

E. Discussion

Through what I have learned this semester I have found that informal science learning is an amazing resource that teachers have to understand how most people learn and retain science. As we learned from Bell et al (2009) the majority of our learning experiences occurs outside of the classroom, and informal science learning can occur literally everywhere. We are exposed to informal science learning by television, radio, music, museums, and normal day-to-day activities.

When I was reviewing the impact and the implementation of my project I came across several resources that added a lot of insight into what I was trying to accomplish. Since I want students to be able to understand that science occurs everywhere I found an article in informal science education by Shoults and Shoults (2012) that supports the means I am using:

“[To] nurture children’s curiosity in STEM “by creating positive and safe environment at home for exploration and discovery” through, for instance, authentic tasks such as cooking, doing household chores, gardening, repairing a bike or other household object” (Shoults and Shoults, 2012, p. 25).

These ideas are similar to what Bell et al (2009), and all other informal science education researchers argue: science education can occur at any possible setting. Likewise, according to Hazzard (2012) cooking and recipes are a great way to teach inquiry because you can easily adapt ingredients as variables (concentration, swapping one ingredient for the other, etc). He explained that, at first, it can be hard for students to develop inquiry skills so that is why the instructor has to guide them:

“Request information through (e.g., “Describe your experiment,” “Describe your results,” What did you discover?” “Explain your discovery”). Assign teams to conduct different but related experiments and share the results, so each team can focus on specific questions, and the whole class covers more territory.” (Hazzard, 2012, p. 50)

Hazzard’s (2012) reasoning supports my implementation of the “Investigation Booklet” since it will prompt students in a step by step process as to how to find an investigable question. Nevertheless, when trying to implement a full inquiry lab in which students choose their own variable, I found that students were taken aback by the freedom. Most of them seemed somewhat lost and required a lot of guidance. However, in my opinion, this demonstrates that we need to incorporate frequent and intensive inquiry activities in the classroom. If we can give opportunities like these to students then over-time they will be able to think like scientist and engage in their own experiments.

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Rascoe (2010) explains by challenging students and creating an interest in them to follow-up with their questions and doubts we are assuring that they will continue a life of learning: “Science instruction must provide experiences where student’s premature theories (misconceptions) are challenged” (Rascoe, 2010, p.112) and in doing so students learn science by proving or disproving their previous knowledge.

While the experience that the students have in informal science learning sounds good in theory we need to be able to quantify the impact. The evidence is the portion of the project that solidifies whatever argument we are making. In my case, my hypothesis is that a combination of formal and informal science learning leads to a better conceptual understanding and leads to positive attitudes in science.

In regards to the knowledge impact, I was able to show an increase in conceptual knowledge from pre-test to post-test. When it came to the understanding of the endothermic and exothermic reactions, there was an improvement of 7%, in the latent heat concept there was a 34% improvement in understanding and finally the was an increase of 37% in the understanding of freeze point depression.

Through informal evaluation in the reviewing of the investigation booklet I found students still need to be prompted to use scientific language. Like I mentioned previously, students had a hard time designing an experiment on their own. In the investigation booklet some teams tried to express their ideas in the discussion, for example one team, which we will call Team A, had the question “If you add extra-ingredients will that make a difference in the ice cream?” (Team A, 2013) after the experiment they concluded: “The bag with the extra cookies did not freeze the ice-cream, maybe because of extra mass?” (Team A, 2013).

Measuring attitude became the hardest part of my project. Bartley et al (2009) utilized a survey in their study for the afterschool program to measure attitudes. I used the same questions because I wanted to compare the results. Nevertheless, quantifiably I found mostly negative results in questions 3-4 with some positive aspects in question 1 and 4. The positive impacts included a 21% increase in attitude with students feeling “awesome” on doing scientific activities. When reviewing the attitudes in regards to scientific careers a positive outcome is that there was a decrease of 16% in students who completely disagreed with the possibility of a scientific career, thus showing that students might be more open to that career path. In comparison Bartley (2009) experienced “no significant shifts on questions 1-3 and a negative shift on question 4” (Bartley, 2009, p. 95). This leads me to believe that another survey or a modified scale might have given better results.

I do believe students were engaged and enjoyed the lesson. In my informal evaluation through observations and interactions with the students I found the students were excited to show this activity to other people “I’m gonna show this to my little sister… Can I use normal salt?” (Student Z, 2013). While speaking to students I was able to have conversations with them in regards to the experiment; a lot of them seemed

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impressed or amazed that the ice-cream did churn and it was sweet. Later on, when discussing grades Ms. Baltazar was impressed and glad that the activity was a good way to incorporate a “fun” informal science activity to the class content: “I was very happy to have you in my classroom. The students enjoyed the lab very much, and the content related directly to our class content” (Baltazar, 2013).

While implementing this project I found that it is very possible for teachers to implement informal science learning activities into their teaching methods. Whilst it can be easier to stick to classic (teacher-centered) teaching styles, there is no doubt that informal (student-centered) approaches have great impact in content understanding. Like so, incorporating these type of activities leads students to feel less “scared” towards science and enjoy and understand how scientific principles occur in everyday life.

This project has opened my eyes as the possibilities that exist in science education. Although it has been challenging to implement and show evidence of these informal settings I have no doubt in my mind this is something I will like to revisit in my own lesson plans.

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F. References

(1996). National science education standards. Washington, D.C.: National Academy Press

Bartley, J. E., Mayhew, L. M., Finkelstein, N. D. (2009). Promoting children’s understanding and interest in science through informal science education. AIP Conference Proceedings, 117(1), 93-96. Doi:10.1063/1.3266763

Bell, P., Lewestein, P., Shouse, A. W., & Feder, M. A. (2009) . Learning science in informal enviroments: People, places and pursuits. Washington, D.: National Research Council of the National Academies

Friedman, A. (Ed). (2008). Framework for evaluating impacts of informal science education projects. Washington, D.C.: National Science Foundation.

Hazzard, E. (2012). Now You’re Cooking!. Science Teacher, 79(6), 45-50.

Melt the ice: Energy transfer. (2008, September). Retrieved from: http://www.arcticclimatemodeling.org/lessons/acmp/acmp_58_MatterAndEnergy_MeltingTheIce.pdf

Rascoe, B. (2010). What is heat? Inquiry regarding the science of heat. Science activities, 47(4), 109-114. Doi: 10.1080/00368121.2010.487082

Shoults, C. C., & Shoults, L. (2012). Learning STEMs beyond the classroom. Phi Kappa Phi Forum, 92(2), 25.

Texas Education Agency, (2010). Chapter 112. Texas essential knowledge and skills for science: Subchapter c. high school. Retrieved from website: http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112c.html

Ward, J. D. (2013) Principles of food science. (3rd ed, pp. 62-84). Tinley Park, IL: The Goodheart-Wilcox Company, Inc.

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http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112c.html

http://www.arcticclimatemodeling.org/lessons/acmp/acmp_58_MatterAndEnergy_MeltingTheIce.pdf

http://www.arcticclimatemodeling.org/lessons/acmp/acmp_58_MatterAndEnergy_MeltingTheIce.pdf


G. Appendixes

Appendixes

1.1 Bell-ringer

Bell-ringerStudent Name: Date: Class:Answer the following.

1. Can you explain the difference between an endothermic reaction and an exothermic reaction? (Use an example)

2. What do you believe latent heat refers to?

3. What is the freezing point of water? Does this ever change?

(Back to text above)

1.2 Final Quiz

Final Quiz Student Name: Date: Class:Answer the following.

1. Is ice-cream making an endothermic or exothermic reaction? Explain why.

2. Explain: (You may use examples) a. Conduction b. Convection c. Radiation

3. What do you believe latent heat refers to?

4. Can freeze point and boiling point be altered? Mention an example

Extra credit:5. Did you enjoy the experiment today?

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6. Will you show this to a friend?(Back to text above)

1.3 Investigation Book Template“Investigation Booklet” (These are the questions, the booklet needs to be printed and designed to be a notebook)

First, we observed b We noticed that .This reminded me of: because The lecture stated endo/exotermic reactions (circle one): A . q . We are curious about: a We wonder what would happen if : . e As a group we made the following prediction: IF: A THEN: . W ATo test this prediction we need to conduct an experiment using these materials:This is how we put together our experiment: First, we .Second, we .Finally, we a 0o Here is the data from our experiment:

Which relates back to the concept of: because it shows: aA .

Today, I learned: L (Back to text aboveabove)

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1.4 Plastic Bag Ice-Cream Instruction Sample

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1.5 Student Attitude Survey

Name:

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Circle the image that best describes what you think:

I. How do I feel about doing scientific activities?

Comments:

II. Do I think there is science in everyday life?

Comments:

III. I would rather be told about an experiment than do it on my own.

Comments:

IV. How would I feel about doing science as my job?

Comments:

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1.6 Lecture. Chapter 5: Energy in Motion

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