## Day 23 – Mass, Volume, and Physics Terms (yuck!)

Thur Oct 3, 2013

Chemistry 1 – To begin class I had these different colored objects scattered on the front table.  I asked for simple observations (different color/size/volume, same shape, etc).  We then brainstormed some things that could be measured about these objects (mass, height, base area, volume, etc.).  I told the class this is what scientists do, but we can’t compare 4 things at once, we need to decide on 2.  It didn’t take long for someone in class to say “mass and volume, because that’s what we’ve been studying.”
“Good.” I said.  “But how do we make these measurements?”
Mass is easy, “put it on a balance.”
Volume usually takes a bit longer.  Someone said we could measure the base area and multiply by the height (we just did that in the comparing volumes lab).  But then someone also suggested that we could “put it in water.”  We discussed quickly how and why that works.  Finally we decided that we should measure all four objects that are the same color, but we should also measure multiple colors to see if things are the same or different.  Groups are off to collect mass and volume data for 3 different sets of objects.

Physics 1 – Terms (yuck).  A necessary evil of describing the motion of objects is to use the correct terminology.  As a modeler I like to use the idea of “concept first, name later.”  Well today was that later.  After discussing group’s whiteboards that showed the motion of their robots we decided on what the terms we were using actually meant.  I like to let each group come up with a definition they can agree on and understand, I try not to let the exact words come from me, just guide them in the right direction.

Chemistry 2 – We finished analyzing the molarity of vinegar by using the data we obtained from the lab.  Groups shared their final molarities.  All groups were “in the ball park” with their final calculated answers.
Students then worked on review problems for a quiz tomorrow and unit assessment on Tuesday.