be excellent to each other & don't run with scissors


46/180 Testing Options

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.

I’m very excited to see how the students do making their battery next class.img_1091 img_1113


23/180 The Difference Between Screwing Around and Science is…

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.



15/180 Primary Sources – NYT 1879

After building the carbon filament lightbulb, we wanted to look at how Edison looked at it to make it a viable option for light (and profit). As a class, we started reading the 1879 New York Times article about his initial experiments.


Using the students’ chrome books we were able to zoom in and find and highlight the elements that he used in his experiment, this will transition into our talk about the PTE.

8/180 Light bulb build begins!

Tape, pencil “lead”, alligator clips, and some batteries. Let’s make a lightbulb, 1870s technology TODAY!

Really excited to begin this investigation with the students learning how a circuit works, how electrical energy is transformed into light (and heat!)



4/180 Giving Feedback

Learning how to give and receive feedback from and to peers and managers is a skill that has to be learned. One of the ways we are modeling this in the classroom is through Gallery Walks.

Students after having a discussion about feedback being kind, helpful and specific, got to practice by giving sticky-note feedback to their peers looking at their first engineering journal prompt.

2/180 POP!

Today in Natual Science & Engineering students had to finish their balloon pop creations, we will discuss them tomorrow in class. There were successes for sure; but the best thing was seeing students working together, listening to each other, and having fun in class.

The thrill of victory…

Balloon pop! from Heather Waterman on Vimeo.

and the agony (of temporary) “defeat”

Balloon pop! from Heather Waterman on Vimeo.

Which will lead into a great discussion of Edison’s Quote

“I haven’t failed, I have just found 10,000 ways it won’t work”


1/180 First Day of School


Great first day! Physics’ Seniors were dressed up for their first day of school parade & breakfast, and while colorful got down to business building bridges and finding direct and inverse relationships.

Natural Science & Engineering had a good start trying to construct a 3-step Rube Goldberg machine to pop a balloon. I love the Slo-mo film option

© 2023 Waterman180

Theme by Anders NorenUp ↑