Week 2

 

1. In the Lab this week, we were put into groups and did experiments on matter and its properties. We recorded our findings in the chart above. After our experiment, we were asked the big question, "How can we support elementary students in learning about matter and its interactions?" As a group, we investigated the properties of an object. We did this by using one whole object, then having half of that same object, and then taking them through a series of experiments. The objects used throughout this investigation were chalk, crayon, eraser, penny, wooden ball, paper clip, and foil. We began by seeing whether the objects would sink or float. We used a glass graduated cylinder and dropped the whole piece, then the half piece, and recorded our data on whether it sank or floated. After, we had to find the volume of each object. We used the water displacement method to determine the volume of our objects. We had water in the cylinder, and after we dropped the object into the water, we wrote down the number the water rose to, giving us our volume. Next, we used a scale in grams to weigh our object and find the mass. Then, we used a battery to try and test if the object conducted electricity, where we found that the paper clip, penny, and foil all conducted electricity. Finally, we were on the last experiment and tested whether the object could be attracted to metal, where we found out that only the paper clip was magnetized. After we finished our findings, a great question was asked: "Why do different materials have different properties?" In my own findings, I came to the conclusion that they're made up of different atoms or the same atoms arranged differently, causing our objects to have different properties, making the interactions different. Now going back to the big question, I believe the best way we teachers can support our elementary learners when learning about matter and its interactions is through hands-on learning activities where they can see matter and its interactions in front of them. My second idea is to make connections from what they do/learn at home to what they do/learn in school, getting our students interested and wanting to learn.

2. What I learned in the lecture

In the lecture this week, I learned the different types of properties and the two categories in which the properties are placed. These two categories are "Properties that stay the same no matter how much material there is" and "Properties that change depending on the size and shape of objects." Then we learned the difference between the properties of a material and the properties of an object. The properties of a material are what we observed in the sink/float, electrical conductivity, and magnetic force experiments, while the properties of an object are known as volume, temperature, and mass. Finally, I learned that density is a calculation, and if something feels heavy for its size, it is dense. We know the density of water is 1, so if an object is denser than water, it sinks; if an object is less dense than water, it floats. 

3. Answer questions about the weekly textbook reading:

1. What did you learn?
2. What was most helpful?
3. What do you need more information on?
4. What questions/concerns/comments do you have?

1. I learned about the variance in characteristics of properties of materials and the variable properties of objects. Throughout the chapter, many different properties were mentioned: hardness, conductivity, and boiling point. While reading about these properties, I kept getting reminded of the lecture where we talked about the difference between substance properties and properties of an object. 

2. The most helpful thing from the chapter was a better explanation of each property, giving me a better understanding of all aspects that affect each category of properties.  Also, doing hands-on experiments in the lab has been a tremendous help to my understanding.

3. Having more information on electrical conductivity, and finding a way we can still do that part of the experiment in the lab with kids in younger elementary grades.  Learning how to adapt bigger concepts for younger students.

4. How can we do the electrical conductivity experiment with 2nd-graders, ensuring it is safe for them to use?