Monday, 15 Sept

Objective: evaluate performance of ice cube protectors; outline scope of unit 1

Agenda:

Welcome and overview
1. Learn a little more about your classmates
  1. Does your ideal day have lots of unstructured time or lots of planned activities?
  2. When making a tough choice, do you rely on logic or gut feeling?
  3. Would you rather tell a small lie to protect a friend's feelings or tell them an uncomfortable truth?
Priming the pump
1. Respond to the following prompts in your notebook.
  1. Some ice cube protectors were very effective. List four or more characteristics of effective protectors.
  2. Some ice cube protectors were less effective. List four or more characteristics of less effective protectors.
2. Discuss your responses with your tablemates and the class.
Evaluate your ice cube protector documentation
1. Your instructor will provide a printed copy of the rubric for your class.
2. Self-evaluate using this form
3. Provide constructive criticism for your peers
  1. Use a different color ink or lead and write your comments on their rubric
4. Deliverable Submit your work and complete this reflection in this form due Monday, 15 Sept <1900 PDT (7 p.m.)
  1. Create a sharing link with commenting privileges for your documentation. You'll be prompted to paste it in the form linked in agenda item 3.d
  2. Reflect on your learning
  3. Submit the completed paper copy of the rubric to the appropriate folder
Review course syllabus
Review unit 1 plan
Summarize and review next steps.

Homework:

Due <Monday, 15 Sept <1900 PDT (7 p.m.): If you have not already done so, complete and submit your Ice Cube Protector documentation and reflection [see agenda item 3]

Tuesday, 16 Sept

Objective: define different levels of academic and community engagement

Agenda:

Welcome and overview
Priming the pump
1. Individually
  1. Describe characteristics of academic environments that make you want to contribute.
  2. Describe characteristics of academic environments that make you want to engage in challenging learning.
  3. Think of a time when you went "all in" or actively engaged with and help build positive community. What was the situation? What was your role in making the situation positive?
  4. Think of a time when you disagreed with someone in a significant way? How did you handle the situation? In retrospect, would you handle it differently now? If so, how?
2. Share your responses with your tablemates
Review levels of engagement
1. We will refer to these levels periodically in this class and others. Paste the diagrams into your science notebook
2. Pick one ACADEMIC level and one COMMUNITY level. For each, respond to the following prompts
  1. What helps / causes you (or others?) to get into that level?
  2. What does it look like, sound like, feel like to be in that level?
  3. Recommend two or more strategies help transition to more productive zones (or to stay in productive ones)
3. Share your responses with your peers.
  1. Systems: facilitate the conversation and keep it on point
  2. Science: probe for deeper answers
  3. Operations: find the slide that corresponds with your table from your class: 3rd p 4th p 5th p 6th p
    Use this graphic organizer to capture key ideas
  4. Communications: be prepared to summarize those ideas with the entire class
4. Repeat steps B & C for COMMUNITY engagement
Next steps and closing

Homework:

Nothing official. Be curious about something.

Wednesday, 17 Sept

Objective: design an experiment to test how different factors affect how dye spreads in water

Agenda:

Welcome and overview
Individual reflection
1. You are responsible for your behavior. What helps you get to the engaging and building community levels? What about the driving and investing academic levels?
2. You are responsible for your behavior. What are some barriers that prevent you from getting to those levels? How do you get unstuck?
3. What can you do to help others get to those levels?
Explore how a single drop of dye spreads in water
1. Operations: pick up beaker, water, bottle of dye. When the water as settled, add one drop of dye. Observe, undisturbed, for 2 minutes
2. Science: Consider using your camera to capture slow-motion video; consider having someone else capture it in time-lapse
3. All: note your observations; sketch a three-panel model showing what happened
  1. moment of impact
  2. after a short while
  3. after a long while
4. System: facilitate a conversation about what your team noticed
5. Communications: be prepared to share key ideas
Define energy in a scientific context
1. Attend to brief presentation
2. Record the definition in your notebook
Investigate model #1 of energy: in what ways is spreading dye a useful model for energy spreading in the universe?
1. Preparation
  1. Operations
    1. Make a copy of this lab report template. Save it to your 2025 - 26 > Science > 1 Thermodynamics folder
    2. Share it with your team
  2. Others
    1. Navigate to your Google drive.
    2. From Shared with me, find the lab report template
    3. Create a shortcut to add it to your 2025 - 26 > Science > 1 Thermodynamics folder
2. As a team, answer the questions in the template.
  1. Guiding question: How do particles of ink spread in fluid?
  2. Choose an investigative question:
    1. How does temperature affect rate of spreading?
    2. How does concentration affect rate of spreading?
    3. How does height of column affect rate of spreading?
    4. How does [manipulated variable of your choice] affect the rate of spreading?
  3. Make a prediction: "As [manipulated variable] increases, the rate of spreading will [increase, decrease, or remain unchanged] because...
    1. For an object or particle to change direction or motion, an unbalanced force MUST act on that object or particle.
    2. For molecules of dye to spread, unbalanced forces in the water (and elsewhere?) MUST be acting on those molecules
    3. If dye spreads faster in some beakers than in others, there MUST be unbalanced force(s). What force(s)? Why do some beakers have more of that (those) force(s)?
  4. Identify relevant controlled variables and safety precautions.
  5. Design experiment
Time permitting, conduct experiment [see Thursday]
Next steps and closing

Homework:

Due Thursday, 19 Sept <start of class: Prior to conducting the experiment, your team will need to have a completed procedure and prediction. If you have not already finished these steps, do so.

Thursday, 18 Sept

Objective: observe and report how dye spreads in water under various conditions

Agenda:

Welcome and overview
Confirm that your team is prepared to conduct the experiment
Conduct the investigation. Consider comparing your findings with the data below.
1. Sample data for temperature vs. speed of spreading
2. Sample data for concentration vs. speed of spreading
3. Sample data for column height vs. speed of spreading
Summarize WHAT happened.
1. Qualitative: use words
2. Quantitative: use numbers
Offer a tentative explanation WHY it happened
1. For an object or particle to change direction or motion, a force MUST act on that object or particle.
2. For molecules of dye to spread, forces in the water (and elsewhere?) MUST be acting on those molecules
3. If dye spreads faster in some beakers than in others, there MUST be more force. What force(s)? Why do some beakers have more of that (those) force(s)?
Deliverable Complete the lab report
Work individually to create an initial conceptual model that summarizes what happened and offer a tentative explanation why it happened.
1. Create an initial model that DESCRIBES what happened
  1. Sketch three panels for low value of manipulated variable @ moment of impact, after a short while, after a long while
  2. Sketch three panels for high value of manipulated variable @ moment of impact, after a short while, after a long while
2. Be prepared to share your model with your peers in class tomorrow
Next steps and closing

Homework:

Due Friday, 20 Sept: Complete your conceptual model

Friday, 19 Sept

Objective: articulate how dye spreading in water is like energy spreading in the universe

Agenda:

Welcome and overview
Share your responses with your tablemates.
Refine your model
Add microscopic views to your model to EXPLAIN (tentatively) why it happened
1. What additional energy is present in one situation but not the other?
2. Review these conventions. FORTHCOMING Use may use the template or create your own.
Create a team consensus model
Next steps and closing

Homework:

Nothing official. Do something to make you smarter, your community better, or both.