Artifacts+Part+3

These artifacts are examples of f2f activites that I do, or have done with my own classes. The online vitual activities are from my TA class and several are from my own class. Because we are a small, under funded school we have few science supplies and no facilities. I use a lot of videos, interactive and virtual labs and dissections and anything else I can get my hands on to expand my students experiences. Using these online resources enriches my class and leaves more time for f2f interaction. See artifacts part 2 f2f for pictures of my favorite activity. I truly think that almost any class can be adapted to be taught either online or f2f but a deep understanding of the special requirements of each is needed to be successful. The only thing we do have at my school is a little bit of hi tech, so I do as much with that as I can. I find that by supplementing my f2f class time with online and web2.0 type activities it allows us to do as well as the larger district schools .These artifacts are important because they represent, in a small way, the vast array of supplemental activities that can be used either online or f2f and they have value because they allow students to enrich their educational experiences.

This is an example of resources for pre-work prior to a real frog dissection. We used to do it, just put down newspapers on the group tables and went at it. We have now switched to all virtual dissections. Saves $$ and frogs.I don't think anyone that isn't in science in college,vet or med school needs to cut up any living thing and almost all my students feel the same. live dissection instructions Real kids, a real frog, hands on smell and all. live dissection of frog - www.biologycorner.com/.../ frog_dissect1.jpg This is an example of a lab from m f2f class. Because we have absolutely no chem lab facilities all of our labs have to be what I call kitchen chemistry. That means they are done with things you can buy at the drugstore or such, and that they are safe enough to do in your own kitchen. it's a challenge but we have labs every week. The site below is a wonderful resource for this type of lab.

http://www.science-house.org/learn/CountertopChem/exp10.html Thanks to Science House Countertop Chemistry Zinc galvanized nail Aluminum foil Copper copper wire 0.1 M CuSO4 0.1 M AgNO3 0.1 M ZnSO4 1 M HCl 8 watch glasses or a spot plate or plastic egg carton sections 8 pipets or dispo. eye droppers** 1. Using either a spot plate or 8 watch-glasses, arrange the solids (one small piece or the amount that would fit on the tip of a spatula) in the wells as show on the diagram below: 2. Add approximately 10 drops of each required solution into each well. 3. Record any color changes or gas production. 4. Write a balanced equation for any reactions that occur. Include physical state symbols for the reactants and products. 5. Construct an activity series by listing the elements in decreasing order of reactivity. [e.g. Zn (s)+ Cu2+(aq) -> Cu (s) + Zn2+ (aq) implies that zinc is above copper in the activity series.]
 * Micro-Reaction Lab: Single Replacement. __This lab requires safety glasses__**
 * This procedure will allow the student to develop a basic activity series through an exploration of single replacement reactions.**
 * Materials
 * Procedure

Data and Observations: Record Here I. II. III. IV. V. VI. VII. VIII.**


 * Teacher's Notes: Anticipated reactions are:

I. Zn (s) + CuSO4 (aq) > Cu (s) + ZnSO4 (aq) Copper forms on zinc. Solution color becomes less blue. II. 2Al (s) + 3CuSO4 (aq) > 3Cu (s) + Al2(SO4)3 (aq) Copper forms on aluminum. III. Zn (s) + AgNO3 (aq) -> Ag (s) + ZnSO4 (aq) Silver crystals form on zinc. IV. Cu (s) + 2AgNO3 (aq) > 2Ag (s) + Cu(NO3)2 (aq) Silver crystals grow on copper. V. Zn (s) + Pb(NO3)2 (aq) -> Pb (s) + Zn(NO3)2 (aq) Dull gray lead forms on zinc. VI. Cu (s) + Pb(NO3)2 (aq) -> No Reaction. Copper will not replace lead. VII. Zn (s) + 2HCl (aq) -> ZnCl2 (aq) + H2 (g) Zinc reacts with the acid, and hydrogen gas is released. VIII. 2Al (s) + 6HCl (aq) -> 2AlCl3 (aq) + 3H2 (g) Aluminum reacts with the acid, and hydrogen gas is released.** Aqueous solutions of HCl, Zn(NO3)2, AgNO3, and Cu(SO4)2 may be flushed down the sink. Solutions of Pb(NO3)2 and Cu(NO3)2 should be evaporated, and the solid residue should be placed in a solid waste disposal container. Solid metals should also be placed in a solid waste container.**
 * Activity series that is achievable by the reactions in this experiment:**
 * Zn (Al)**
 * Pb (Al)**
 * H**
 * Cu**
 * Ag**
 * Note that the position of aluminum in this series cannot be precisely determined. It is MORE ACTIVE than hydrogen.


 * __Group Work sheet__**


 * copper + silver nitrate copper + lead nitrate**
 * || [[image:file://localhost/Users/sylviawillcox/Library/Caches/TemporaryItems/msoclip1/01/clip_image003.png width="74" height="74"]] ||  || [[image:file://localhost/Users/sylviawillcox/Library/Caches/TemporaryItems/msoclip1/01/clip_image004.png width="74" height="74"]] ||
 * || [[image:file://localhost/Users/sylviawillcox/Library/Caches/TemporaryItems/msoclip1/01/clip_image003.png width="74" height="74"]] ||  || [[image:file://localhost/Users/sylviawillcox/Library/Caches/TemporaryItems/msoclip1/01/clip_image004.png width="74" height="74"]] ||


 * aluminum + hydrochloric acid zinc + silver nitrate**
 * || [[image:file://localhost/Users/sylviawillcox/Library/Caches/TemporaryItems/msoclip1/01/clip_image005.png width="74" height="74"]] ||  || [[image:file://localhost/Users/sylviawillcox/Library/Caches/TemporaryItems/msoclip1/01/clip_image006.png width="74" height="74"]] ||
 * || [[image:file://localhost/Users/sylviawillcox/Library/Caches/TemporaryItems/msoclip1/01/clip_image005.png width="74" height="74"]] ||  || [[image:file://localhost/Users/sylviawillcox/Library/Caches/TemporaryItems/msoclip1/01/clip_image006.png width="74" height="74"]] ||


 * Zinc + lead nitrate zinc + hydrochloric acid**
 * || [[image:file://localhost/Users/sylviawillcox/Library/Caches/TemporaryItems/msoclip1/01/clip_image007.png width="74" height="74"]] ||  || [[image:file://localhost/Users/sylviawillcox/Library/Caches/TemporaryItems/msoclip1/01/clip_image008.png width="74" height="74"]] ||
 * || [[image:file://localhost/Users/sylviawillcox/Library/Caches/TemporaryItems/msoclip1/01/clip_image007.png width="74" height="74"]] ||  || [[image:file://localhost/Users/sylviawillcox/Library/Caches/TemporaryItems/msoclip1/01/clip_image008.png width="74" height="74"]] ||

-**--**
 * aluminum + copper sulfate zinc + copper sulfate**
 * Use a quarter to construct a circle above each pair of reactants** **in the boxes. This is how your reagents should look. Record your results graphically in the diagrams as well as writing your results and equations in your lab note book . Each table group will have one set of reagents. Each table group should prepare a group report to submit for grading and be prepared to share your results with the class by constructing an activity series. Each table may create their series in any manner that will clearly convey the results of your work.. Ask me if you have questions. Ms. Willcox**

-**-** virtual chemistry lab Allows you to actually perform reactions in a virtual environment. It's safe and you can do it over and over. form Oxford University. Mix up the virtual reagents, watch the reaction and take an interactive quiz on the formula.
 * Virtual Chem Lab

Interactive Biology HHMI Wonderful "stuff" from the Howard Hughes Medical Research Center frog 1 Interactive virtual frog dissection. frog 2 Video of real frog dissection. cat3 Interactive cat dissection worksheets virtual worksheets for virtual dissections. All above dissections are PITA approved. lol

Merck Reading ECG Interactive Heart These are wonder realistic labsand resources for the study of the heart. I loaned them to myself from my TA class. ||

This is a chicken dissection from my TA class that was done at home. The students took pictures and downloaded them to their anatomy journals. The top student in class did this one and you can see why her work is so advanced. She even cuts up a chicken well. This is a great way to learn about muscle, bones,joints, and connective tissue. Each week the kids do an at home lab. This way they still get some real hands on experience.



This is an interactive program called "poke a muscle". It is like a video game and teaches names and location of the muscle groups. It's fun, I played it, and it really gets you up to speed on this information. This class had more interactive games and activities than I have ever seen. I tried to shoot the ECG game but it didn't take. It is a real ECG that the students read and diagnose.