Macy Blum's Blog

This week, we explored the particle model of matter by revisiting experiments from the first week of the lab. To start, we refreshed our understanding of particle characteristics by creating models of solids, liquids, and gases and examining how their particles are arranged. Next, each group was given a question to answer, such as "Where did the water on the can come from?" or "Why does ice melt faster on metal than on wood?" My group focused on investigating why ice melts faster on different surfaces. We used simulations to explore this, and we learned that metal is a good conductor of heat, while wood is not. This difference is due to the structure of particles in each material. Metal has tightly packed particles with little space for air, whereas wood has many air pockets between particles. For ice to melt, particles from another substance need to transfer heat to the ice, causing its particles to move. The metal, with its packed particles, can transfer heat more...

Density Info M&M Investigation (Air temp water) Hot water Cold Water This week, we explored the behavior of matter and density through hands-on experiments. One activity involved predicting whether small or large dice would sink or float in water. Without direct instructions, we used tools provided to calculate the dice's densities—both were over 1, so we concluded they would sink. We also created models to explain density, which pushed us to think critically about how to visually represent our understanding. We began learning about particles by experimenting with how M&M colors spread in water. Each group designed their own method to investigate whether certain colors spread faster. This open-ended structure encouraged creativity, but it was sometimes challenging to know if we were measuring the right things. Still, the freedom sparked curiosity and led to a range of approaches across the class. From the textbook, I learned that atoms are always moving and interacting. T...

  What did you learn this week? Although I was sick this week and wasn’t able to attend class, I was able to catch up by reviewing the slides posted on ICON and talking with my table mates. From that, I learned about different experiments we can do with future students to help them develop an understanding of matter. Even though matter can be a complex topic, we broke it down into smaller concepts like sink or float, volume, mass, magnetism, and electricity. For each object we observed, we conducted simple tests to explore those properties, making it easier for students to visualize and understand each phenomenon. How can you apply what you learned to what you already know? I remember doing similar experiments as a kid, like testing whether things float or sink, or whether something is magnetic or conducts electricity. What’s different now is that I understand why these things happen. For example, I learned that mass can be a factor in whether something floats. I also learned ho...

  What did you learn this week? This week, I discovered that when you place a can of Diet Coke and a can of regular Coke in water, the regular Coke sinks while the Diet Coke floats. Although I'm not completely sure why, my group guessed that regular Coke might have more sugar, which makes it heavier and causes it to sink. We also thought Diet Coke could have more carbonation, which is made of gas, helping it float. How can you relate what you already knew to what you learned? This week, we did an experiment where we mixed baking soda and vinegar in a sealed bag. While watching the reaction, it reminded me of when I was younger and did a similar experiment—seeing all the fizz and bubbles and remembering the strong smell. Back then, I never noticed how the mixture changed. This time, I observed that after the reaction, the mixture became thicker, and the baking soda and vinegar separated. What questions do you still have? One thing I'm still curious about is why a plunger wo...

This week in lab, we focused on reinforcing our learning from the past few weeks in preparation for our cumulative exam tomorrow. We participated in a simulation demonstrating natural selection and evolution. In this activity, each group member represented an organism with with a specific trait, symbolized by different utensils. These traits either helped or hindered our ability to pick up beans (prey). After each round, the organism with the least favorable trait, determined by collecting the fewest beans, was allowed to switch to a different trait (utensil). By the end of the three rounds, we used our collected data to evaluate the hypothesis we had formed before the simulation. This activity illustrated the process of evolution, as the most beneficial traits became more common over time. It provided me with a clearer understanding of natural selection and evolution, making it a valuable learning experience. The simulation effectively demonstrated how natural selection and evolution ...

  What Did You Learn This Week? This week, we revisited the babies we created in last week’s activity. We learned that dominant genes have a 75% chance of being inherited, while recessive genes have a 25% probability. Additionally, we discovered that dark skin color is linked to the dominant gene, which is directly passed down from the parents. This relates to genotype , the combination of alleles an individual has for a specific gene. The genotype influences the phenotype , or the physical expression of traits—such as skin color in this case. How Can You Apply What You’ve Learned to Your Future Teaching? I can incorporate what I learned into my future classroom by having students participate in the same simulation we used. This activity demonstrates how DNA codes for proteins, allowing students to observe how codons (sequences of three nucleotides in DNA or RNA) encode specific amino acids. The simulation also illustrates how mutations can occur, impacting genetic traits. This ...