Science

This past week, we carefully examined our class’ two leopard geckos, Echo and Narcissus.  We discussed their natural habitat and specific features.  The boys then navigated through an online taxonomic chart to find out what phylum, class, order, family, genus and species the geckos belong to.  We defined binomial nomenclature and discussed the practical benefit of classification.  The boys went on an internet “Scavenger Hunt” to identify the kingdom through species of some common scavengers.

Next week we will begin to transition to our study of evolution.  We will discuss the stunning level of Earth’s biodiversity, and the boys will develop hypotheses to explain how they think the various species developed.    We will define evolution and look at a brief history of the development of the theory.  We will introduce  and begin to discuss other important terms like adaptation, natural selection, and common descent in order to develop vocabulary for use throughout the unit.

This past week the boys focused in on our study of classification.  We discussed the contributions Aristotle and Carolus Linnaeus made to the development of a standard system of classification based on common traits and characteristics.  We examined the structure of Collegiate School as an example of an organized system.  The boys identified the various levels of organization within the school structure, from the individual student to the entire school.  We practiced classifying items by developing a system of classification for some media in our homes.  The boys developed some excellent classification systems organizing books,  video games, DVDs, and music.  We then drove home the concept by working with our lab groups to develop posters showing MLB classification systems the boys developed.

This week we will finish our MLB classification posters.  We will look at the various taxonomic groups and begin to identify where humans, whales, dolphins, and porpoises fit in the tree of life.  We will visit the New York Aquarium and participate in a “Whale Workshop” to provide examples to discuss during our study of taxonomy and to serve as motivation and introduction to the whale evolution unit.  The boys will take a “2Q” quick quiz early next week as we finish up the unit.

This past week in science we discussed previous science experiences.  We took a close look at how we naturally think about things we observe, and how similar that thought process is to the scientific method.  We demonstrated this using a perplexing demo including a jar of water that doesn’t spill when turned upside down.  We discussed the questioning process that follows the observation of phenomena.  The students identified required information and developed possible explanations.  We then moved on to our first laboratory activity in which the students tried to figure out “What’s in the bag?” by making and recording observations about items in paper bags.  They then interpreted their observations, incorporating prior knowledge and experience, to identify possible contents of the bag.  The students were ecstatic as they completed their first lab packet. We wrapped up the week with a final discussion of the importance of questioning, making and recording clear and descriptive observations, analyzing your observations and data, and developing logical conclusions.

This coming week we will begin our study of taxonomy and classification.  We will discuss a brief history of classification, focusing on the contributions of Aristotle and Carolus Linnaeus.  We will experiment with classification by attempting to classify imaginary animals into Aristotle’s 3 groups (flying/air, swimming/water, walking/earth.)  The students will develop their understanding of the concept of classification based on common traits. 

The boys will practice this concept by developing a system of classification given the names of all professional baseball teams in the MLB.  We will discuss the different systems that develop.  We will compare their systems and identify the merits of a standardized system of naming and classification.  We will discuss the current taxonomic structure and introduce the system of binomial nomenclature.  The students will begin to closely examine order Cetacea to develop their familiarity with whales, porpoises, and dolphins, and identify the relationships between them.  We will have our first short “Quick Quiz” to check their understanding of the concepts covered.

The boys have been busy conducting their experiments this week.  They made some necessary changes to their procedures based on last weeks tests and have begun collecting and organizing their data.  The boys will complete their experiments by Monday when they will submit their experimental reports.

 During the last few classes of the school year, the students will design and test a landing system for a fictional NASA research probe bound for the planet Xena (2003UB313.)  We will use an egg to represent the delicate probe, and we will drop each design to simulate entry into Xena’s atmosphere and landing on it’s unpredicatable surface.

Last week we discussed mass, and the boys got some practice measuring the mass of various objects.  We looked at various instruments for measuring mass, and Mr. Stamos showed the boys how to use the triple beam balance.  We identified the importance of effectively organizing data and communicating findings, and the students generated data tables.

This week we started with a look at the field of biomedical engineering(BME) in preparation for our trip to the BME labs at Columbia University on Tuesday.  We will discuss what we saw during our trip and then move into final preparations for our balloon experiments.  We will conduct an initial test of the experiments on Thursday, and the boys will make any final design changes before conducting their experiments over the next week. 

Last week, the week of April 23rd, we looked at the components of an accurate experiment.  We talked about example experiments and identified methods for narrowing down our topic, titling experiments, and generating hypotheses.  The boys developed their initial designs for the experiments they will conduct.

This week, we will examine the controlled variables the boys have identified in their designs.  We will focus on the problem of how to keep constant the amount of helium in each balloon.  This will lead us to define and discuss volume.  We will conduct a two-part laboratory exercise highlighting methods of finding volume, including an intro by Mr. Stamos regarding using higher level mathematics to find the volume of an irregular shape.

This past week, we finished up our simple machines unit.  We watched the boys’ group videos of the Rube Goldberg apparatuses they built before the break, and we discussed problems they experienced during the project.  They organized their videos and supporting material to be added to the science section of their fifth grade website project.

We began our experimental design unit.  We discussed the difference between experiments and scientific tests, and we practiced identifying variables given sample experiments from history and the Discovery channel show, Mythbusters.