Friction

Intuition on static and kinetic friction comparisons: Why static friction is harder to overcome than kinetic friction
Static and kinetic friction example: Thinking about the coefficients of static and kinetic friction

Mendeleev for a Day

Pictures of completed "Mendeleev for a Day" activity.  

The above are my 3 year old's best guess where things are.  He pointed to the first piece in "the blue" row when I asked him what was missing.  He also said there were 2 in each of the top rows.  I did the math for him.  

For all interested who complete this activity submit photo to paul-barnard@uiowa.edu

IEPs and Accomodations

Finally getting to that last post.  Are there any students who do have IEPs in the block that I observe?  Yes, there is one student.  What sort of accommodations?  After talking with the special education teacher and seeing the IEP, the is to be given more time for heavy writing tasks.  The student is also to be given all notes relevant to the class.  If asked for, materials can be read to the student.  All writing tasks that are considered "heavy" are to be done on the computer.  

This class does have some writing, so on the larger projects like scientist biography, power plant reports, I imagine this student did get extra help and/or time.  Also, I have seen the "accommodated" test in which the teacher reduces the number of questions on writing it out type problems and the number of responses by one on multiple choice (usually the misleading or most distracting foil) leaving the student still needing to do the basics of the concept and have to chose between a right answer and popular misconceptions.  

The special ed teacher did inform me that the teachers are very good about providing the notes.  It is generally the student who loses them or forgets to pick them what.  What happens then?  In the emergency, it is printed off for them to use.  Generally there is a spare copy or left over from the initial handouts so the student is provided the information needed to comply with their IEPs.  

Technology in the Classroom

Welcome to technology in the classroom where once again, we try to see what can be manufactured forced upon us and hopefully it will help students learn.  Observations on what I saw that people would consider technology: There is a single computer, an Apple laptop that is the teachers hooked to a pair of speakers and an Epson projector.  There is a cart full of iPads in the school that can be reserved for specific days.  By chance I did see that there are Vernier probes but I'm guessing that is limited to just the teacher and a select few other computers in the school.  While this school has a state policy of no cell phones out during class, there is soft enforcement of this rule and one student did look up the term "sublimation" to see that it was real.  The enforcement comes when a student is using the phone more for a distraction than as a tool to find information.  

Other tech that is tech but is not so obvious.  There are white boards and magnets holding up papers.  Each student has a calculator, pencil, paper.  There is the lab equipment from fish tanks, beakers, laser pointer, light boxes, DC current boxes, etc that I have observed.  Technology exists, it just isn't always Star Trek but it isn't necessarily Grog the Caveman bashing a stone down on something either.  There's a spectrum and it runs pretty wide in this classroom.  

Safety First

"And remember, safety first!" Miss Jenny Sodor Construction Co.  Thomas and Friends

Welcome to the obligatory science class topic on safety or how not to lose your eye, or in this case a student's eye get sued and have to test your liability shield of your union and district.  I joke, but to me, safety has been there hand in hand since I started back in the mid-90s whether being the goggle-guy, helping with waste disposal, or serving professionally as the contact person for EHS to do audits on things like fume hoods (*cough cough Neal*), chemical inventory, biohazardous wastes, or even radioactive material pick up and disposal.  At any one point in my career I probably was responsible for more EPA, DOT, and DOE regulations than anyone possibly realized.  But today it is about the school and what is done.

First let's talk about general safety.  The school is locked.  You can't get in except through a buzzer at the front door.  You must sign in at the office (well you don't, but they'll run after you if you skip that step).  Backpacks are banned given the reason of being a fire hazards.  Student traffic in the halls is kept to a minimum.  Attendance is taken so the location of students is known.  

Room Safety Features

The room is divided in half.  The cabinets are all locked.  The prep room is where the actual chemicals are stored long term. There really isn't anything beyond some hydrochloric acid in there, and that is diluted (~3M?) and that is taken from the upstairs 11th grade chemistry class.  Most everything is household or kitchen items.  Inventory is informal.  Orders/MSDS are received as needed.  There is a master gas control in the prep room and another emergency gas shut off iin the front "teacher"s bench.  Goggles are required when chemicals are in use in the back half of the room (law).  Most everything is flushed down the drain due to very dilute.  

There are three doors (2 to the hallway, 1 to the preproom) if needed for escape.  There is a fume hood (about where the camera is located for the picture above).  There is also a safety shower and 2 eye wash stations on the first bench on the left and right sides.  

Current Events II: HHMI Puts out Call for Proposals

The Howard Hughes Medical Institute (HHMI) has put out a call for proposals for funding the training of STEM teachers according to a new report.  This is going to be an expansion of an already existing program, National Math and Science Iniativive (NMSI) UTeach program.  This is essentially a pilot program that Texas-Austin started.  It sounds very similar to the way thigns are done in the TEP here at Iowa however.  

What makes this my science education article?  It is the fact that it is all about the training and results.  They talk about retention rates in the pilot program of close to 70% in math and science where the normal attrition rate is 50%!  Now that is something to look at.  Of course, why is it that a four year degree and a teacher ed program works while something like Teach for America gives 50% rates?  

Impressive things to me is HHMI.  They don't throw money at things unless you get results on somethings.  I have seen HHMI labs (and pilfered their supplies when they weren't looking shhhhhhhhhh) they are all about compliance, hoops, publishing, graduating, and "achieving".  

Troubling facts to me about this whole thing.  Doing anything that originated in Texas.  NCLB.  'Nuff said.  Bill and Melinda Gates Foundation haven't found enough underqualified people in the classroom yet.  The Dell foundation is gonna be broke soon.  Exxon and Lockheed Martin obviously are in it as a pipeline to fill their workforce, but for all the evil they do they at least are stepping up and saying math and science are important (even if used against us).  

Student Observation

This was the week that creeped me out the most as an adult.  To litterally stare or observe one single minor for 90 minutes, even to try and observe their behavior just isn't exactly easy for a 36 year old to do with respect to 14 year olds.  I lucked out in that it was a test and not a typical class period.  I felt I could best observe a student or two without them feeling that I was staring through them to figure out what was going on in their very active hormonal driven brains.  I observed one male student who I sit right beside.  

To aid me I made an ethogram, which is used in behavioral biology.  I essentially observe for a given time, choose relevant major behaviors, and than go back and re-observe and record the amount each of those behaviors occurs.  

Behavior	Staring	Pen Cap Closing	Notebook closing	Notebook flopping	Other
Occurrences	6	7	8	15	7

Staring: Blindly staring off test paper for more than 10 seconds
Pen Cap Closing: Taking cap of pen, putting it on
Notebook closing: Taking out notebook, looks up information, closes it
Notebook flopping: Taking closed notebook and flipping it over
Other: Behaviors observed not found to be repeated.

The student is easily distracted, staring off into space.  He frequently places the cap on and off of his pend.  He's distracted by the hallway traffic even though he is on other side of the room by a window (which is out to a field).  His notes are transferred because the handwriting in the notebook doesn't match the writing on the test.  I do know that he is a good drawer.  The artwork on certain structures they are being tested over is not as good as his own work that I have seen him do and other students have asked him to reproduce for their notes.  His handouts/assignments are disorganized and really slowing him down.  He does use the assignments to model and find similar problems for his test.  Drawing ray diagrams seems to give him more focus as all behaviors except test taking seem to go away.  His nose starts to run, but he returns quickly nad gets right back to work.  He appears confused (facial expression).  He does seem to fold his hands in prayer/mediation as if that will enable him to finish/know the answers.  He does have an internal clock begins asking how much time with about 15 minutes or so to go in class.