Focus Group.

1.     Do you think you learnt a lot on the class?

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2.     What do you think of our teaching?

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3.     Did you enjoy the class?

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4.     Was there anything, in your opinion, missing in the class?

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Decanting

To pour off the liquid without disturbing the sedative, or solid, which has settled at the bottom.

 

 

 Filtration

A way to separate insoluble material from a liquid is to filter the mixture. Filtration can be used to separate a mixture of water and an insoluble solid.

Filter paper is a special paper that has tiny holes in it. These holes are so small that they do not let any solids pass through them. To see these holes you would need to use a microscope. The filter paper traps the solids but allows the water to filter slowly through into the container below. The filtered water is called the filtrate. Other materials can also be used as filters. Use the material listed below to design a filter which will allow you to collect a sample of clean water from a sample of muddy water.

                                                                                   

 

Evaporation

Evaporation is used to separate a soluble solid from a mixture called a solution. The solid is recovered and the liquid escapes as a gas or vapour from the surface at all temperatures.    

 

Distillation

Distillation is a technique used throughout industry to separate and purify liquids. 

Distillation is used to separate a soluble solid and a liquid to obtain the liquid. It is also used to separate liquids from other substances in solution. It uses the difference in boiling points of liquids to separate them from the other substances. 

To obtain a pure liquid from a mixture, the mixture is heated until the liquid with the lowest boiling point vaporises. This vapour is cooled so it condenses back to a liquid. The pure liquid can then be collected.

Paper Chromatography                                                                                                             

Chromatography is a method used to separate mixtures dissolved in a solvent. The simplest form of chromatography is called paper chromatography. A drop of a solution of the mixture to be separated is placed on a type of absorbent paper called chromatography paper and then dipped into a solvent. As the solvent soaks up through the paper it carries the mixture with it, but because different substances dissolve in the paper at different rates, the solvent carries some parts of the mixture further than others, so separating them.

 

 

 

 

Class plan.

Intro:               Separation.

The students will know:

þ Decanting.

þ Filtration.

þ Evaporation.

þ Distillation.

þ Paper chromatography.

By the end of class.

Class:

1.     Read chapter intro from book yourself.

2.     Prepare to ask five students to read from book.  One student for each section.

3.     Summarise what you have read on board:

a.     DECANTING:  to pour off the liquid without disturbing the sediment, or solid, this has settled to the bottom of the jar.

b.     FILTRATION:  the process of passing a liquid (or gas) through a filter, e.g. filter paper, in order to remove solid particles.

c.      EVAPORATION:  to change a liquid into a vapour, by heating it, leaving only the dry solid particles behind.

d.     DISTILLATION:  the evaporation and collection of a liquid by condensation so as to separate the two liquids.

e.     PAPER CHROMATOGRAPHY:  a process used for separating mixtures, e.g. marker ink, into their different components.  

4.     During summary show poster.

5.     Give out information sheet.

Pre Class Test.

1.      What is in the difference between an animal and plant cell?

2.      What is the upper bone in your arm?

3.      A mixture of sand and water can be separated by?

4.      Why can’t you separate a mixture of salt and water by filtration?

5.       what is the difference between a tendon and a ligament?

6.       what do you prefer in class:

a.       to read from a book.

b.      to listen to others reading from the book.

c.       the watch a DVD.

d.      other.

7.       what helps you study:

a.       listening to music.

b.      studying in a group.

c.       in silence at home.

d.      other.

Class plan

 

The aim of our class is to teach the class about separation.

 

The main headings we will be teaching are:

• Decanting,
• Filtration,
• Evaporation,
• Distillation,
• Paper chromatography.

 

We will teach the general definition of each heading.

Then go through the apparatus necessary for the mandatory experiments.

Show the difference mixture and compound.

Go through the difference between purified and refined mixtures.

 

 

The Class.

We will begin with a five minuet test, and an introduction to the topic we will be teaching another five minutes.

We will first introduce the class to the concept of mixtures and compounds. How they differ and lead into the different separation techniques for each, a mixture and a compound.

We will then begin to go into detail on each separation technique.

·         1^st filtration.

·         Then decanting.

·         Evaporation.

·         Distillation (the two types).

·         Talk about the experiment for each technique.

·         Then finally chromatography.

Once we have gone through all the subsections we will conclude the class by going over the information to make sure the students have heard what we have said and ask if there are any questions.

We will move on to the end test and the class is now over.

 

 

 

Young Scientist Methodology.

 

The experiment we have chosen to do is to investigate if a teacher actually affects your grade.  We plan to go into three first year science and teach them, either positive, negative and use a class as the control, in which we will teach it in the ‘middle’ – we wont teach it too positively or negatively. 

 

1.     The first step involves both of us writing a letter addressed to the three first year science teachers discussing our project and asking them would they be willing to partake in the experiment.  We gave them each a copy of the observation sheet, for them to overlook and we asked them if they have any problems with the sheet and do they want us to make any changes.  This step also, involves both of us going in to each of the first year science classes and observing the three teachers teaching their class normally.  We have observation sheets and on them we have characteristics of positive and negative reinforcement – (see appendix.) We researched in books and on the internet to find the characteristics of positive and negative reinforcement.  Every time a teacher shows a characteristic we would thick the boxes. We had a list of positive and negative characteristics, to find out if the teacher was reinforcing their class either positively or negatively.  We are observing the three first year science class to find out if they are being positively or negatively reinforced by their normal teacher.  The notes that we take on these observations contribute hugely to when we go into the three science classes to teach them ourselves.  From these observations we can find out what the students are used to, when it comes to reinforcement.  We can find out what reinforcement the students prefer and what reinforcement does the teacher prefer to reinforce her students with.  We can also find out what reinforcement affects the students learning ability. 

 

2.     The second step involves both of us talking to the three first year science teachers to discuss with them about a topic that they would be happy for us to teach for a forty minute class period.  We have to teach a topic that hasn’t been covered by the three teachers yet, because if the topic was covered by the teacher then the topic would’ve been reinforced either positively or negatively, thus ruining our experiment because if we teach the topic that they have been already thought then it will be only revision for them because their teacher already thought it.  Also, we have to teach the same topic because some topics are more difficult then others.  This step involves us doing out our lesson plan which, in it will contain how we are going to teach the classes positively or negatively and the outcome we hope to have. Also, we would be creating demonstrating posters – to be used in the positive and control classes only, because some students attain more information when they see objects.  This step also involves both of us creating a ‘before’ and ‘after’ test.  To calculate if positive reinforcement is more affective than negative reinforcement in the classrooms.  The ‘before test’ will contain questions on science specifically topics that they have already covered.  Also, the ‘before’ test will contain a few questions on what the students preferred learning method – this will enable us to tell what type of learner the student is.  The ‘after’ test will contain questions on the topic that we have thought. 

 

3.     The third step involves both of us setting up a recording camera in the classrooms that we are going into to teach, to record the class that we have thought.  Later from watching the video we can take notes on the way we reinforced the topic, the way the students responded to the different types of reinforcement and their and our reactions.  The video will then be used in the RDS to show the judges exactly what we did for our experiment and how we reinforced the classes.  This step also involves both of us going into the classes and teaching them either positive, negative and control.  We are teaching x class positive, y class negative and z class is being used as the control.  We are teaching the classes either positive or negative to find out if positive reinforcement is better than negative.  We are teaching the z class using both positive and negative reinforcement, thus the class will be neutral.  We need a control class to find out if reinforcement be it positive or negative does it actually affect the students learning ability.  This step also involves us giving the students the ‘before’ and ‘after’ tests.  From these tests we will be able to calculate if positive reinforcement affects the students’ ability to attain information on the particular topic.  After we have taught the classes then we are going to write up what we did during the class and in our own opinion the reactions of the students.  We are also taking a few number of students directly after we have taught them to record their reactions to our experiment.  The reaction of the students contributes to our different aspects of this experiment. 

 

 

4.     The fourth step involves both of us planning our poster and designing it.  We want to make our poster attractive therefore the poster will attract the judge’s attention.  But, we also want to put up really good information on our project onto our poster.

Negative Reinforcement.

 

Definition:

In behaviourism, negative reinforcement involves the removal of an unpleasant stimulus when a desired behaviour occurs. It differs from positive reinforcement as the stimulus is taken away rather than given when the behaviour happens. The principles of negative reinforcement may actually worsen a phobia.

Examples: Michael has a phobia of snakes, but works in a pet store where they are sold. Over time, he’s become such an expert in bird care that he is promoted and now only works in the bird department of the store. This is a negative reinforcer of Michael’s snake phobia; as he does not need to interact with snakes, he does not need to work to address his snake phobia, allowing it to only be perpetuated.

©2009 About.com

 

Although the effects of negative reinforcement on human behaviour have been studied for a number of years, a comprehensive body of applied research does not exist at this time. This article describes three aspects of negative reinforcement as it relates to applied behaviour analysis: behaviour acquired or maintained through negative reinforcement, the treatment of negatively reinforced behaviour, and negative reinforcement as therapy. A consideration of research currently being done in these areas suggests the emergence of an applied technology on negative reinforcement.

i bet you think that negative reinforcement is all bad. but in truth that is not always the case. some teachers find negative reinforcement can help in a class, to make the class work harder or to keep the class from getting out of hand.

on all points have some research!!!

have why everything!!! why our project why learning!!! etc

make all points longer!!!

A person’s different learning styles.

 

Each person has a different learning style and techniques.  Some people find that they have a more particular dominant style of learning, with far less use of other styles.  Others find that they use different styles in different circumstances.  There is no right mix, nor is their styles fixed.  People can also develop ability in the less dominant styles, as well as furthering their ability of the styles that they already use.

 

The multiple learning styles:

 

×          Spatial - (visual).  The person prefers using pictures, images and spatial understanding.

 

×          Auditory – (aural).  The person prefers using sound and music.

 

×          Linguistic – (verbal).  The person prefers using words both in speech and writing and rhymes. 

 

×          Kinesthetic – (physical).  The person prefers using their body, hands and their sense of touch.

 

×          Mathematical – (logical).  The person prefers using logic, reasoning and systems.

 

×          Interpersonal – (social).  The person leans in groups or with other people. 

 

×          Intrapersonal – (solitary).  The person works alone and uses self study. 

 

 

Using multiple learning styles for learning is s relatively new approach.  This approach is one that educators have only recently started to recognise.  Traditional schooling used mainly linguistic and logical teaching methods.  It also uses a range of learning and teaching techniques.  Many schools still rely on classroom and book – based teaching, mush repetition and pressured exams for reinforcement and review.  As a result, there is often a labelling of those who use these learning styles and techniques as ‘bright.’ Those who use less favoured learning styles, often find themselves in lower classes, with various not-so-complimentary labels and sometimes lower quality teaching.  This can create positive and negative reinforcement that affects the belief that a person is ‘smart,’ or ‘dumb.’      

People don’t realise how much influence their leaning styles have on they way they learn.  The person preferred learning styles guides the way they learn.  They also change the way the person internally represent experiences, the way the person recalls information, and even the words they use. 

 

Research shows that learning styles use different parts of the brain.  By involving more of the brain during learning, the person remembers more of what they have learned.  Researchers using brain-imaging technologies have been able to find out the key areas of the brain responsible for each learning style.

 

×          Visual.  The occipital lobes at the back of the brain manage the visual sense.  Both the occipital and parietal lobes manage spatial orientation. 

 

×          Aural.  The temporal lobes handle aural content.  The right temporal lobe is especially important for music.

 

×          Verbal.  The temporal and frontal lobes, especially two specialized areas called Broca’s and Wernicke’s areas.

 

×          Physical.  The cerebellum and the motor cortex handle much of our physical movement.

 

×          Logical.  The parietal lobes especially the left side, controls our logical thinking.

 

×          Social.  The frontal and temporal lobes handle much of our social activities.  The limbic system also influences both the social and solitary styles.  The limbic system has a great influence with our emotions moods and aggression.

 

×          Solitary.  The frontal and parietal lobes, and the limbic system are also active with this style.   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The Spatial (visual) Style

 

If a person who uses the visual style, they prefer using images, pictures, colours and maps to organise information and communicate with others.  They can visualize objects, plans and outcomes in their minds eye.  They have a good visual sense.  The person who prefers to learn using this style loves drawing, scribbling and doodling, when studying to help them learn better.

Some pursuits that will make the most of this style are visual art, architecture, photography, video or film, design, planning and navigation.

 

 A Person Who Uses This Style May Use The Following Techniques:

          

The visual learner uses pictures, images, colours and other visual media to help them learn.  They incorporate imagery into their visualizations.  They also use colours instead of text, wherever possible.  This makes them learn more efficiently.

 

The Auditory Style

If a person who uses this style, they prefer to work with sound and music.  They have a good sense of pitch and rhythm.  They use songs, to help themselves learn more efficiently.  Certain music invokes strong emotions they notice music playing in the background of films and other media.  They often find themselves humming or tapping to a song which pops into their head without prompting. 

Some pursuits that will make the most of this style include: playing/conducting/composing and sound engineering. 

 

A Person Who Uses This Style May Use The Following Techniques:

 

The person who uses this style uses sound, rhyme and music in their learning.  Also, they listen to music when they are studying.  They find that it helps them to learn more affectively.  

 

The Verbal Style

 

If a person uses this style they find it easy to express themselves, both in writing and verbally.  They love reading and writing, also they love tongue twisters, rhymes ect.  They make the effort to use a word that is new to them.

 

 

 

 

A Person Who Uses This Style May Use The Following Techniques:

 

 

The people use techniques that involve speaking and writing to help them attain more information.  They often talk themselves through procedures and tests.  They also use rhyme to help them remember key points. 

 

 

The kinesthetic Style

 

If a person uses this style, then they use their hands and sense of touch to learn about the world around them.  If a problem is bothering them they would much rather go for a run and sort it out rather than sitting at home.  They use hand gestures and body language to communicate with others.  They often cannot sit still for long, they have to be doing something.

 

 

A Person Who Uses This Style May Use The Following Techniques:

 

They use touch, action, movement and hands-on work in their learning activities.  They also use objects, as they can learn about what they can do by touching them.  They use flashcard to help them study, because they can move them around.  Also, they draw diagrams and write things out, to help them increase their attainment of the particular subject. 

 

The logical Style

 

If a person uses this style, then they like using their brain for logical and mathematical reasoning.  They can recognise patterns easily, they work through problems and issues in a systematic way, they are happy setting numerical targets and budgets.  They also like creating agendas, itineraries and to-do lists.

Some pursuits include: a job in the sciences, mathematics, accounting, detective work, law and computer programming.

 

A Person Who Uses This Style May Use The Following Techniques:

 

They aim to understand the reason behind their content and skills, this helps them memorise important areas in a particular subject.

 

 

 

The Interpersonal Style

 

If a person uses this style, they communicate well with people, both verbally and non-verbally.  People listen to them and often come to them for advice, they are sensitive to others people motivations, feelings and moods.  They listen well and understand others views, they enjoy mentoring or counselling others.  They prefer to learn in groups or classes, and spending one-on-one with their instructors and/or teachers.  They often stay around after class to talk with others, and they prefer social activities rather than doing their own thing.  Common pursuits: counselling, teaching, training and coaching, sales, politics, human resources. 

 

A Person Who Uses This Style May Use The Following Techniques:

 

They study with a class, so if a problem occurs they can ‘bounce’ it off other people, to find the solution.  They find that other people’s answers help them to memorise the correct answer.  They also find that a persons wrong answers, helps them to avoid them in the future.

 

The Solitary Style

 

If a person uses this style, then they are more private, introspective and independent.  They can concentrate well focus their thoughts and feelings towards a particular topic.  They are aware of their own thinking and they analyze the different ways they think and feel.  They often reflect on past events and they way they approached them.  They ponder and assess their own accomplishments and challenges.  They like to spend time alone and have a personal hobby they prefer travelling to remote places away from crowds.  They think independently and know their own mind.

 

A Person Who Uses This Style May Use The Following Techniques:

 

They read self-help books, and attended courses on self development.