Gretchen Brinza
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Air is...

2/23/2016

 
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Comprised of many different gases, and each gas is actually a molecule, or a combination of at least two atoms.  Since every gas has different properties, our idea behind particles being different makes perfect sense!

We built gas molecules out of different colored marshmallows, recognizing their differences.  While these models help us to see gases as different, they are limited.  They don't know movement and are so incredibly small for what they really represent.  I wonder where this will take us in our study!

Thinking About Elements and Atoms...

2/18/2016

 
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Sixth graders recently looked at various metals, all of which are defined as elements. Elements are all made of the same atom throughout.  Therefore, gold is made of gold atoms, and hydrogen is made of hydrogen atoms.  We briefly looked at the Periodic Table to recognize patterns between the elements, and ultimately, tried to see similarities between all the elements near one another.  It's getting us thinking for sure!

As we dig deeper into understanding the basics of chemistry, students are recognizing that everything has different properties because it is made of different particles.  These particles are really atoms, which make up all matter.  Since different atoms are structured differently, this is what must make each element unique.  

All this learning is helping us relate back to our driving question of "How Can We Smell From a Distance?" and our smaller sub-question now of "How Is One Odor Different from Another?"  It's all starting to come together now...

Exploring New Properties...

2/17/2016

 
So if different odors are made of different particles, and odors are gases, is it fair to say that other states of matter are made of different particles, too?  

Using various metals (zinc, aluminum, iron, and copper), students are recognizing that these metals have unique properties that define them, too.  Between their color, hardness, and malleability, they are all unique.  What must this tell us about the particles that make up each of them?  Hmmmm....I wonder! ;-)

Consensus for the Odor Getting to My Nose

2/16/2016

 
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​Now that we've established consensus for how gases behave, we need to explain how an odor gets to our noses!  Both six grade homerooms came to a consensus to explain this phenomenon...great work!  

Below is their work that led up to establishing consensus.  While we all agreed on some things, we also disagreed that some did a better job of showing a phase change or the strength of the odor.


Creating a Consensus Model for Odors

2/11/2016

 
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As students created a consensus for the behaviors of gases, how does this relate to odors, which are gases, too?

Using a simple demonstration with some "mystery liquids" that appeared the same, students discovered that by using some indicator paper coming in direct contact with the liquids, they were actually quite different.  

But how can we explain the indicator paper changing colors when it never comes in contact with the liquid in a closed container?  Through a great discussion, students determined that the odors evaporating off the liquid have something to do with it.  Our consensus is to the left!  Great work!

Creating A Consensus Model for Gases

2/9/2016

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After an AMAZING classroom discussion, 6th graders in both classes worked through their understanding in the ways in which gases behave.  They brought up various experiences with gases and how they behave (taking up the whole space in a container, leaving room for gas to be added/removed, and having the ability to expand and be compressed). 
After quite a few students shared their thinking with the whole class, we worked through what our "consensus" should be. Great work (below is Mrs. Brinza's journal for what we agreed upon).
 As students complete their States of Matter Concept Maps for our technology integration class, they'll be adding these ideas to their concept maps.  Here's a sneak peak into some of their work!  ​
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What ELSE can air do?

2/3/2016

 
So if air can be added and removed from a container, increasing or decreasing its overall mass, what happens if we keep the mass of the air the same and instead change its volume?  What happens to the air?

With a syringe, students are modeling what's happening to the air as the system in which its contained when their finger blocked the end of it.  Pushing and pulling on the plunger gave us some very interesting evidence for what air is capable of doing.  
Students recognized that when they pushed the plunger in, the air was getting squished into a smaller space, or volume.  This is called compression.  When the plunger was pulled back, the same amount of air had a larger space, or volume.  This is called expansion!

What Can Air Do?

2/3/2016

 
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Recognizing that gases can transform to solids (as with the menthol gas) and to liquids (as with the water vapor), we're digging deeper into better understanding what gases can do.  How can understanding what gases can do help us to better understand why we may smell an odor?

In a simple demonstration with a closed flask and air pump, students are developing models to explain what air looks like when it is in a closed container, what happens when air is removed from the container, and what happens when air is added to the container. Our understanding is not clear yet...and this is okay!  We're working towards an eventual consensus model that explains everything that gases can do and how this relates back to our driving question.

Water in Three States

2/3/2016

 
We gathered evidence for menthol's ability to change into all three states of matter through heating or cooling, so we did the same with water.  With one exception.  We opened the system and looked for evidence of a phase change beyond the limits of the flask.

Why are we doing this?

We're relating it back to our driving question of "How Can I Smell Things from a Distance?"    Students are starting to ask some good questions as it relates back to the driving question.

"Does a substance have to go through a phase change to smell it?"

"Do we smell things better when they become a gas?  Or do we smell things that are solids and liquids?"

Great thinking, 6th graders!

    Mrs. Brinza

    Three Favorite Smells:

    1.  Cookies baking in the oven.

    2.  Fresh coffee brewing.

    3.  Right after it rains.


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