{"id":1468,"date":"2017-02-17T21:01:07","date_gmt":"2017-02-18T04:01:07","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2017\/?p=1468"},"modified":"2017-02-20T00:49:01","modified_gmt":"2017-02-20T07:49:01","slug":"chemical-reactions-on-slowing-down-climate-change-id-19732","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2017\/2017\/02\/17\/chemical-reactions-on-slowing-down-climate-change-id-19732\/","title":{"rendered":"Chemical Reactions on Slowing Down Climate Change (ID 19732)"},"content":{"rendered":"

The WISE project proves to be an inspiring online solution to motivating students to think, collaborate, predict, experiment, analyze, and synthesize thoughts in science.\u00a0 I see using this platform for my online classes to take my students further in their thinking.<\/p>\n

Initially, I found the authoring tool to be a little overwhelming like all new things but soon I got the hang of editing.\u00a0 Below are a list of edits and the though process behind them.<\/p>\n

1. Step 1.2: This is a survey that has two questions. Question 1 asks a yes\/no question on humans having a role in climate change and question 2 asks Explain your answer.\u00a0 I changed question 2 to “If Yes, explain two\u00a0 ways that humans have affected climate change.\u00a0 If No, give two reasons why humans have not played a role in climate change”. Thought Process: Using SKI theory, it us much better to to ask students questions with little more focus to get them thinking about certain ideas, in this case the intention is to find out exactly how students think humans impact climate change, simply saying explain your answer doesn’t really provide enough scaffolding to develop the direction of thought as the teacher visions.<\/span><\/p>\n

2.Step 1.3: This page launches straight into the greenhouse gas effect that explains how the atmosphere keeps our land temperature warm.\u00a0 I think there is an assumption here that students already know what a greenhouse is and how it works so a video on greenhouses themselves was added first.\u00a0 Thought Process: To scaffold the connection between a greenhouse and the greenhouse effect of gases in the atmosphere, I added a video explaining greenhouses first, and ask students to watch the second video on greenhouse gas effect after.\u00a0<\/span>
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3. The rest of the WISE project is laid out well asking insightful questions. However, the project discusses a number of different topics like greenhouse effect, the role played by CO2, and hydrocarbons, stoichiometry, limiting reactants etc.\u00a0 I would break up this WISE project into different sections throughout the course, coming back to it as an ongoing assignment as more of the background knowledge is discussed.\u00a0 Thought Process: It is important to first get students comfortable with basic knowledge first regarding the atmosphere, gases, reactions, stoichiometry, and limiting reactants first before connecting these ideas to climate change.\u00a0 Hence it is not fair to discuss all of these topics and apply them to climate change at once.\u00a0<\/span><\/p>\n

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Possible Lesson Plan in sequence that may take several classes.\u00a0 It would be important to address any misconceptions students might have about the atmosphere and its gases during the explanation phases.<\/p>\n

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  1. Explanation of the atmosphere in general and the make up of its gases.<\/li>\n
  2. Explanation of terms like radiation and heat energy and their connection with earth’s temperature.<\/li>\n
  3. First exposure to the WISE project connecting the concept of a greenhouse to greenhouse effect of the atmosphere.<\/li>\n
  4. Explanation of chemical reactions in general along with the concept of stoichiometry and limiting reactants.<\/li>\n
  5. Continuing the WISE project further to complete the discussion on how chemical reactions are impacting climate change.<\/li>\n<\/ol>\n
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     <\/p>\n","protected":false},"excerpt":{"rendered":"

    The WISE project proves to be an inspiring online solution to motivating students to think, collaborate, predict, experiment, analyze, and synthesize thoughts in science.\u00a0 I see using this platform for my online classes to take my students further in their thinking. Initially, I found the authoring tool to be a little overwhelming like all new […]<\/p>\n","protected":false},"author":44473,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669390],"tags":[],"class_list":["post-1468","post","type-post","status-publish","format-standard","hentry","category-b-ski"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/1468","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/users\/44473"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/comments?post=1468"}],"version-history":[{"count":6,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/1468\/revisions"}],"predecessor-version":[{"id":1497,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/1468\/revisions\/1497"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/media?parent=1468"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/categories?post=1468"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/tags?post=1468"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}