A paste in for the reference section of our engineering journals on important vocabulary associated with circuits. Students can also test themselves on quizlet.
How does this happen? It’s the middle of November, next week is Thanksgiving!
Natural Science & Engineering Students have done a great job building Balloon Pop devices and Ruler Cars.
Their grown in scientific writing is measurable, their explanations are clear and they continue to add more evidence to their assertions. I’m very proud of the growth that they have made, they are working very hard and it shows.
This week we will start to build the carbon filament light bulb, one of the most “MacGyver” things we do this year. Thanks to Mr. Glenn for this awesome drawing of the set-up.
After investigating different electrode/electrolyte combinations, we began a discussion about building our battery. The goal will be to have enough cells in our battery to power a LED.
This share & compare exercise was an excellent way to discuss in context, magnitude, electric potential, and connecting with our prior class investigation, building an incandescent lightbulb.
Somehow the month of October has come and gone!
Today we are working on a new build, “Building a Battery from Everyday Objects” Students prepped one of the materials for this build recently, and we discussed the process and the observations that they made during the process. These qualitative observations will then lead into our discussion of chemical reactions.
Then after whiteboarding their observations we created a group document in Google Docs, allowing students to go back and reflect on observations that they either missed or failed to initially document.
And sometimes that writing it down takes more than one try. Writing with detail isn’t easy, and is something that needs to be refined and practiced.
Today after a first attempt at the Engineering Journal Reflection prompt “Edison and You” we took a second attempt in adding more detail to our original work.
It was an individual prewriting exercise as well, but we did it again today in a group, Venn Diagram: Edison & You. This time on whiteboards, we traveled from whiteboard to whiteboard editing, elaborating, and clarifying others ideas on this assignment. After which spent time rewriting the part of the prompt that needed more detail “Compare and Contrast the Work Edison did Creating a Light Bulb and Our Work Creating a Light Bulb”. Each color on the whiteboard was information from a different group.
We modified the traditional Venn Diagram shape from circles to overlapping squares so it would be easier to write details.
After building the lightbulb using a carbon filament, we read about his experiments to enhance the ability of platinum to withstand high temperatures needed for incandescence.
It was an article that had difficult and unfamiliar vocabulary, so as a class we broke it down in the following way:
- Identified vocabulary that was unfamiliar, entered the words into a Google form
- Researched “top 30” words as identified by the classes using a Lib Guide created by WHS Library
- Created a custom glossary for the article
- Divided 6 key paragraphs and re-wrote them in small groups using the student created glossary
- Incorporated feedback on rough drafts through shared Google Doc
- Presented the “before” and “after” results
Students did a great job decoding the work and (hopefully) learned the value of working in groups when trying to read a difficult text.
Sometimes there are things you just can’t do as a demo or an investigation with your students. This is one of them! Thanks HeadSqueezers for making this video so we “Don’t try this at home”
All classes were quizzing today, but we had some professional time after school to discuss how the students we teach become successful (in life, not just on paper) when they leave high school.