Ask a Scientist

Immunotherapy
I read an article regarding immunotherapy where T-cells are removed from a person and then genetically altered to fight certain diseases then returned to the body. 
My question is that since there are some health conditions that cause the T-cells to clone themselves, could we collect these extra t-cells and create a vaccine?
As of this time, I have not yet received a response from Askthescientist.org.

Heat

For my investigation, I chose to use aluminum foil, saran wrap, and a styrofoam plate.  I used things that are commonly found in the kitchen since we wanted to keep the water hot.  There are many times I need to keep food hot while waiting for my husband to get home from work, so I wanted this experiment to also be useful.  I expected the foil or the saran wrap to keep the water hot.  The winner was the aluminum foil!  I think this is because it has a reflective surface and also because it conducts heat better than saran wrap.

If I were trying to keep hot dogs hot, I would think that if we started with the same temperature as the water that they would be cooler than the water after 30 minutes.  I think this would be the case because there is more surface area exposed to the air (even when covered) than the water.

21st Century Tools

The topic I chose for trying a 21st Century learning tool was Properties of Light.  For this lesson, I would like to use a Webquest.  Here is the link:  http://www.can-do.com/uci/lessons99/light.html .  This is a webquest that asks the students questions but also gives them the resources (links) to find the answers.  It also has a demonstration on refraction that can be used during class.  The students are then required to use drawings to show details of one of their experiments.  This webquest also has activities regarding color blindness.  This site will also let you experiment with a prism and see an image shimmer.
A prism can also be used in the classroom to follow up on this concept.  This webquest has many vocabulary words related to light and waves and will create a more scientifically literate student.

Guided Inquiry - Large and small objects

     For my guided inquiry, I chose to answer the question "What is the effect of large objects colliding with smaller objects?".

     When determining the methods for this investigation, I first decided to roll the marbles on a smooth surface.  My first thought was to use the larger marble to roll it into the stationary and smaller marble.  This resulted in both marbles moving in the same direction; however, the smaller marble continued to roll faster and farther than the larger marble.  I tried the experiment five times with the same result.  I then rolled the smaller marble into the larger, stationary marble.  This result had a more visible effect than the other way.  When the smaller marble struck the larger marble, the smaller marble stopped and the larger marble rolled farther away.  Once again, this was repeated five times with the same effect.  As an afterthought, I decided to see what would happen if both objects were moving when they struck each other.  This time, the larger marble stopped very quickly and the smaller marble moved very fast in the same direction the larger marble was initially moving.  

     When using marbles, I also discovered that the direction the marbles moved in partly depended upon the angle in which it was struck.  As a conclusion, the round surface area of the marbles and the force upon which the marbles are rolled will have a direct effect on the results when they hit at an angle to each other as opposed to straight on.  It is also very difficult to roll two marbles, each toward the other, and have them strike in a straight line.  To improve the challenges, I would recommend performing the experiment enclosed in box tops so the marbles will not be going all over the room.  I think that the students should find that happens on their own and then prompted to solve that part of the challenge.  Some students will fire the marbles way too hard and someone could get hurt.  Students will have to wear appropriate safety equipment, including safety glasses, and be reminded to roll the marbles gently.

     In addition to trying to roll a marble in a straight line, I faced other challenges.  One of those challenges was that the marbles rolled super fast on the vinyl floor in the kitchen even when rolled softly.  It happened so fast, it was difficult to record the results.  Therefore, I attempted the same experiment on the carpeted floor and it slowed the marbles down some so I could better see the outcomes.

     I would like for my students to reflect upon their methods and conclusions and write about a real world example.  In this writing, I would like them to apply what they have learned about Newton's Law and what impact it has on their daily lives.  I think it would be more beneficial to the student to come up with their own real world example rather than having me give them examples.  When students reflect upon an investigation and consider real world examples, they will come up with examples that have specific meaning to them.  Therefore, this increases their engagement and learning as well as the retention of the knowledge gained from the investigation.

Friction Inquiry Lab Reflections

       Due to the fact that I have been out on medical leave since January and will be out for a few more weeks, I conducted this lesson and lab with my 10 year old son.  He is in the fourth grade and this is why I chose a fourth grade standard.  Although, I also think the students in my moderately disabled class would very much enjoy this lesson and be able to participate fully.  Not to mention the variety of textures for sensory.  My son very much enjoyed this lab and especially the discussion on roller coasters.  He was also able to make the connection to vehicles and types of tires and driving surfaces.  He also talked about snow chains and ice on roads even though we live in a climate that doesn’t get much winter precipitation.  My son always asks lots of questions, so this was a perfect unit for him.  We started off with the movie on friction and played the online game.  With both of these, he was totally engaged.  I tried to get my younger son to participate as well, but he is only seven and didn’t fully understand.  Our discussion of roller coasters was fun and engaging, but I can see that in a classroom with 25-30 students it would be difficult for the students to stay focused on friction and roller coasters rather than the rides themselves.  I kept having to get my son back on track.  Maybe in the future I would change this in some way so that it is a small group discussion where they need to point out 3 things that affect roller coasters and friction with a time limit.

For the lab itself, my son was able to create his hypothesis of which would provide the highest friction to the lowest.  He made the connection at the end that his hypothesis was disproved as to the order of highest to lowest friction.  It also took us several attempts to create a slope that would work for all of the surfaces.  It was a pretty steep slope in order for the block to slide on the sandpaper and rubber.  Unfortunately, on the carpet the block had a tendency to roll rather than slide and on the rubber, it didn’t want to go at all or roll once and bounce down the rest of the way.  I think the corners on my block should also be well rounded next time.  The sharp corners made the block have more of a tendency to roll and bounce on the carpet and rubber rather than slide.  Depending on the abilities of the class, or for higher grades studying friction and force, I think this lab could be modified to measure force in Newtons and calculate friction and force as opposed to timing it.  I think this would allow an even more scientific basis for the idea of friction and force and without the effects of gravity.  

At the end of the lab experiment, I was pleased with the conclusions my son made.  He was able to graph his results (with a little help) and determine the highest to lowest friction based on the visual results from the graph and the timed results from the table.  The final question from the lab, was what other variables might effect friction.  He stated the type of carpet, such as short pile or long pile, a smooth surface or bumpy (more so than sandpaper), and the steepness of the slope.

I will post the work sample tomorrow since I saved it as a PDF rather than a JPEG and I can't figure out how to get the PDF in here.  Does anybody know?  Copy and paste didn't work.

Melting Ice Caps

I think we will see many changes if and when the polar ice caps melt.  The first thing many think of is flooding and how that will affect the coastlines.   But along with that comes in weather patterns, possibly changes in ocean currents, the elimination of ecosystems.  We may have some new ecosystems to be created but we will lose many.  Many species have the potential to become endangered or extinct.

Since I used to be a water treatment plant operator, one of the things I consider and think of are our freshwater drinking water sources.  Many aquifers will become overtaken by saltwater and will no longer be a source of freshwater.  With the ocean level rising, we will lose many of our freshwater rivers, streams and lakes.

The changes that will occur with the polar ice cap melt will be far reaching and much more significant than people realize.

The 5 E's Lesson Plan

This has been a very tough week for me since it has only been two weeks on Friday since I had major knee surgery.  I started physical therapy too and I don't like it.  So it has been difficult to get everything done.

The 5 E's are very similar to how I designed my lesson plans during my student teaching.  The 5 E's are Engagement, Exploration, Explanation, Extension, and Evaluation.  It is a little more difficult to apply it now with the type of class I have.  But my students are on all different levels and I have a lot of differentiation on my class. 

I think the 5 E's are very similar to Bloom's Taxonomy.  If you make sure you have addressed all of the levels of Bloom's Taxonomy then I think you are on the right track for the 5 E's.  I think the most difficult E to address is engagement.  Sometimes it is difficult to find an activity that will engage all of the learners in the classroom.  That is why it is so important to plan different activities and also think about the different cultures in the classroom.  Due to varying life experiences and cultures, some activities may not have meaning to some students.  Therefore it is important to plan many activities and try to engage all of the students.

About Me

I currently teach in the state of Georgia.  This is my first year teaching and I teach in the middle grades Moderately Disabled classroom.  Last year I completed my student teaching in Middle Grades Science and Math.