Learner: Amin, Lim Hor, William and Nathan    Learning Coach: Margaret Patrick            Date: 24.09..2015

Learning Area: Science Narrative Learning story

Learning Observed

These learners were part of the “Mythbuster” group for iExperience in Weeks 6-10. They ”busted” the myths about everyday objects behaving in unusual ways. They were curious and explored the  physical and chemical reactions that caused the strange things to happen.They practiced writing up the phenomenon using a scientific experimental method developing their capabilities.  In week 10 they collaborated to form a  group and they had to make their own experiment, connect with other research available and come up with a hypothesis as what they expected to happen, do the experiment and reflect on the actual outcome. Following this they were required to make a presentation to an audience of learners. This included: the actual experiment, explanation of any changes they made, review of their hypothesis, present their digital recording of their work and field answers to questions. They managed their time well and were ready on time. Their experiment was called “ The Sucker”. They  heated a small amount of water in a bottle in a microwave, tipped it out, then plunged it into a container of cold water. The water rushed up filling the bottle. This phenomenon they discovered relied on the scientific fact that hot gas (steam) takes up more space and when it cools it contracts causing a vacuum. Refer to the video link. Amin accessed all the materials for the group’s experiment from home.The first time they did the experiment they expected the water to rush up quicker into the bottle. They decided to add colour to the water to make it easier for others to see the water moving for when the did their presentation. All of the learners could field answers to questions.They set up a shared slideshow to record their learning.

Evidence of learning

Next Learning Steps

try out other experiments in a safe supervised manner explore where this scientific phenomenon is used in real life activities write a reflective blog post about your learning. Add a cross-section of comments from the other learners’ feedback during your presentation. encourage your family to go online and read your blogs. spend time ensuring all group members have a role during a presentation. create a schedule for group members regarding responsibility for bringing various items to contribute to the group’s experiment.