To complete Activity 4, choose a sub-standard under each of the Standards A thru H and describe something that you have done either in this class or outside of this class, perhaps in previous classes, that indicates that you have met the sub-standard. Each of these descriptions should be at least a paragraph long.
A.4.2 When faced with a science-related problem, decide what evidence, models, or explanations previously studied can be used to better understand what is happening now
I had an Astronomy class a couple of semesters ago and this helped me address this sub standard of science. In my Astronomy class we looked at the universe to determine if there is a possibility of life on other planets. When we were researching this question we looked at the information that current and previous space missions have gathered. We also looked at research that was done by other scientists and images that were taken by the Hubble Space telescope as well. We used all of the information that has been previously gathered by people in the field along with the images that were taken by deep space telescopes. Using this information we were able to make an informed choice about whether there may be life on another planet.
B.4.1 Use encyclopedias, source books, texts, computers, teachers, parents, other adults, journals, popular press, and various other sources, to help answer science-related questions and plan investigations
When I was in middle school we looked at what started the universe and gathered more information on The Big Bang Theory. I remember that I had to write my own interpretation on how the big bang happened and explain what the big bang was in my own words. To be able to write about what The Big Bang Theory was I had to look at multiple different articles and textbooks to be able to inform myself. I also remember looking at different magazines that helped me get a better idea of what caused the big bang. I think that this was a great use of these texts which helped me understand this science related question.
C.4.4 Use simple science equipment safely and effectively, including rulers, balances, graduated cylinders, hand lenses, thermometers, and computers, to collect data relevant to questions and investigations
Again in my recent Astronomy class we had a assignment where we were supposed to measure the shadow of the clock tower at UW-Stout and then use this measurement to determine the actual height of the clock tower. For this assignment we used basic science tools such as a protractor and a ruler. Using these tools helped us determine pretty accurately what the height of the clock tower was. We used the information and methods of figuring out the clock tower to see how scientists determine the distances between planets and stars in space.
D.4.3. Understand that substances can exist in different states-solid, liquid, gas
This substandard was addressed briefly in the first activity that we did in this class. When we looked at if hot water or cold water froze faster we addressed the fact that water appears in both a solid and a liquid state. Then when we looked at whether or not hot or cold water boil faster and we were introduced to the fact that water can appear in a gaseous state as well. The we went online and found a video that addressed the fact and explained the three different states of matter and how they work.
E.4.4 Identify celestial objects (stars, sun, moon, planets) in the sky, noting changes in patterns of those objects over time
This substandard was addressed in my Astronomy class as well. For one of the experiments we used software called Stellarium to be able to look at the night sky and determine where certain constellations appeared in the night sky. The we used the same software to look at the night sky the night that we were born to see if there were any visible planets in the sky and to determine the phase that the moon was in.
F.4.3 Illustrate* the different ways that organisms grow through life stages and survive to produce new members of their type
In a middle school science class that I had we were each given a pet tadpole. During the entire year it was our job to take care of the tadpoles and make sure that they were continuing to grow. By taking care of the tadpoles we got to see how they eventually changed from tadpoles into frogs. This was a clear illustration of how the frogs went through their different life stages. During this same class we also talked about how the frogs came to be tadpoles and where the tadpoles originally came from. This addressed the topic of how these frogs produced new members.
G.4.2 Discover* what changes in technology have occurred in a career chosen by a parent, grandparent, or an adult friend over a long period of time
For a class I had last semester we were supposed to interview someone that has been a teacher for more than 10 years and ask them questions about their profession and their approach to their daily work. I ended up interviewing one of my old high school teachers and I asked her about how things have changed in the last 30 years that she has been teaching. She talked a lot about how technology has changed the teaching field especially since she also teaches special education classes. She said that the recent developments with handheld devices like the Ipad have helped out students with special needs greatly.
H.4.1 Describe* how science and technology have helped, and in some cases hindered, progress in providing better food, more rapid information, quicker and safer transportation, and more effective health care
For one of my classes we read the book fast food nation. When we read this book we looked at the ways the food industry has changed in the last 20 years or so and we compared the ways things used to be done to the ways that things are done now. A lot of the changes that we talked about were positive ones that allowed more people to have access to different foods all year at an affordable price. We also looked at some of the negative aspects that the changed in technology has had on the food industry. For instance bigger farms tend to create more environmental hazards and the distance that food travels now can cause more pollution as well.
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