For each experiment, first list the independent and dependent variables. Then, continue the story by describing an experiment that the person could do. In your description, show that the person got data that ended up supporting their original hypothesis. Use complete sentences!
Ex. -- 'Bowling experiment'
Mr. Kitchen thinks that if he eats a large order of fries before he bowls, that
his score will improve. He believes this because he often feels like his hunger
is distracting him.
Mr. Mikulski writes, as his answer to this question:
"INDEP: eating fries or not eating fries
DEP: score per game
Mr. Kitchens alternates either eating fries or not eating fries before his
bowling games, for the next two months. In the 49 games he bowled without the
fries, his average score was a 148. In the 50 games he bowled with fries, his
average was a 164."
------------------------------------
1) Mr. Mikulski believes that if he makes his students keep a good notebook and check online for their assignments, that more of them will be able to succeed (ie, graduate on time from) the college that they later attend.
2) Alan (a student) is pretty sure that the worse a student's attendance is, the worse their grades will be. He surveyed five students in a small experiment.
3) The security guard thinks that if he starts asking students to tuck in their uniforms nicely ("Could you please tuck your shirt in?") instead of sternly ("Tuck in your shirt, man! You know better!"), that the number of students with untucked shirts will increase.
4) Mr. Horton believes that his weight will decrease if the teachers start getting a weekly basketball game going.
5) Janelle thinks that the Chicago police P.O.D.S. (the flashing blue cameras) make the amount of on-the-street crime that happens further down the block increase.
A site to communicate HW and other information to the Wildcats who are learning chemistry with Mr. Mikulski!
Thursday, January 12, 2012
Wednesday, January 11, 2012
Tuesday, January 10, 2012
HW#15a -- Tuesday, Jan. 10th
For each story, give five answers:
I) What is the question?
II) What is the person's hypothesis?
III) What is the independent variable?
IV) What is the dependent variable?
V) Was the hypothesis supported by the data, or not?
'The vegetable story'
---------------------
Mr. Mikulski's garden club wants to expand its operations this year, and get some student athletes to commit to taking home and cooking fresh vegetables and fruits every week. Many nutrition books say that athletes will be able run, jump, etc. longer before getting tired if they eat fresh food like this. Mr. Mikulski believes that if the athletes take home and cook the fresh food for a month, they will improve their endurance (ability to keep playing).
Mr. Mikulski gave five different athletes and their families fresh food from the garden for one month. He gave another five athletes no such food (they simply ate what they usually would at home). After one month, the athletes who ate the fresh food could play for 20% longer than when they started. The athletes who ate their usual food could play for 11% longer.
'The laundry detergent story'
-----------------------------
Latricia heard that some laundry detergents have too many chemicals in them, and can cause some people's skin to break out in rashes. Sometimes she gets skin rashes on her arms and she doesn't quite know why, but it seems to happen if she wears laundry that came right out of the drier. She believes that washing with a natural detergent (which has less chemicals) will reduce the number of arm rashes that she gets.
For the first two weeks, she washes with her normal detergent, and counts the number of rashes she gets throughout the week. She gets a total of 7 rashes. For the next two weeks, she washes her clothes with the natural detergent (less chemicals). She gets a total of 8 rashes during that time.
I) What is the question?
II) What is the person's hypothesis?
III) What is the independent variable?
IV) What is the dependent variable?
V) Was the hypothesis supported by the data, or not?
'The vegetable story'
---------------------
Mr. Mikulski's garden club wants to expand its operations this year, and get some student athletes to commit to taking home and cooking fresh vegetables and fruits every week. Many nutrition books say that athletes will be able run, jump, etc. longer before getting tired if they eat fresh food like this. Mr. Mikulski believes that if the athletes take home and cook the fresh food for a month, they will improve their endurance (ability to keep playing).
Mr. Mikulski gave five different athletes and their families fresh food from the garden for one month. He gave another five athletes no such food (they simply ate what they usually would at home). After one month, the athletes who ate the fresh food could play for 20% longer than when they started. The athletes who ate their usual food could play for 11% longer.
'The laundry detergent story'
-----------------------------
Latricia heard that some laundry detergents have too many chemicals in them, and can cause some people's skin to break out in rashes. Sometimes she gets skin rashes on her arms and she doesn't quite know why, but it seems to happen if she wears laundry that came right out of the drier. She believes that washing with a natural detergent (which has less chemicals) will reduce the number of arm rashes that she gets.
For the first two weeks, she washes with her normal detergent, and counts the number of rashes she gets throughout the week. She gets a total of 7 rashes. For the next two weeks, she washes her clothes with the natural detergent (less chemicals). She gets a total of 8 rashes during that time.
Monday, January 9, 2012
Monday, Jan. 9th -- Finish WS from class!
No online HW assignment today; just finish the worksheet that we started in class (do the Homer and the Bart experiments). When you're finished, put it back in your binder with your Jan. 9th 'Do Now'/Notes sheet.
Tuesday, January 3, 2012
Video help... (for Lewis Diagrams video test RETAKE)
If you need to retake your Lewis Diagrams test, and are having trouble understanding how to move your cards around to get the right configuration, it may be worth checking out this video:
Covalent bonds means sharing electrons!
It was made by another chemistry teacher with more experience than me, and presented in a different way that you might understand better. I am putting it up as a file instead of a YouTube link, because for whatever reason CPS doesn't allow access to YouTube while at school.
!! Remember, you have two weeks after we return from winter break to retake and pass this test !!
Looking forward to seeing you all when we come back from break!
Mr. Mikulski
Covalent bonds means sharing electrons!
It was made by another chemistry teacher with more experience than me, and presented in a different way that you might understand better. I am putting it up as a file instead of a YouTube link, because for whatever reason CPS doesn't allow access to YouTube while at school.
!! Remember, you have two weeks after we return from winter break to retake and pass this test !!
Looking forward to seeing you all when we come back from break!
Mr. Mikulski
Saturday, December 17, 2011
Great readings on bonding and the periodic table!
If you are or have been having trouble with either of these two concepts, then please take some time to read the two documents I discovered below:
Bonding_reading
Periodic_Table_reading
Each one is a quick read (shouldn't take more than 10-15 minutes) and it does a great job of explaining these concepts using simple language.
If you were looking for the extra credit/grade improvement assignments, read the posting below...
Bonding_reading
Periodic_Table_reading
Each one is a quick read (shouldn't take more than 10-15 minutes) and it does a great job of explaining these concepts using simple language.
If you were looking for the extra credit/grade improvement assignments, read the posting below...
TWO ways to improve your grade over winter break...
First off, let me say that I hope you are having a wonderful winter break so far. Since I knew you'd miss chemistry and/or want to improve your grade by doing more chemistry practice, I will include here the three most straightforward ways you can improve your grade:
--> #1) If your list of assignments on Gradebook Online (CPS student portal) shows you to be "missing" any of the NOTES assignments, you can still get these made up while at home. Just use Ms. Brown's digitized notes:
Part I (Aug. 9th-Sept. 7th)
Part II (Sept. 8th-Oct. 18th)
Part III (Oct. 19th-Dec.15th)
(click on the part you need to copy down notes from; and, give it a minute to load; the page will be blank at first)
Once you have handwritten notes with the same info she has into YOUR binder, I can give you the late make-up credit (which is better than a zero) for each week that you copied and got into your binder.
--> #2) Complete the extra credit packet that I have posted for winter intermission: WinterPacket
Anyone can complete the packet, even if you are missing other assignments.
!NOTE! Some of you may be aware two other extra credit projects that I created, the instructions to which have been posted in the chemistry classroom for the past couple of weeks. If you know the instructions, and are caught up with all your other missing work, then feel free to work on either of these as well.
Have fun, for sure -- but also get some work done over the long break!
Mr. Mikulski
--> #1) If your list of assignments on Gradebook Online (CPS student portal) shows you to be "missing" any of the NOTES assignments, you can still get these made up while at home. Just use Ms. Brown's digitized notes:
Part I (Aug. 9th-Sept. 7th)
Part II (Sept. 8th-Oct. 18th)
Part III (Oct. 19th-Dec.15th)
(click on the part you need to copy down notes from; and, give it a minute to load; the page will be blank at first)
Once you have handwritten notes with the same info she has into YOUR binder, I can give you the late make-up credit (which is better than a zero) for each week that you copied and got into your binder.
--> #2) Complete the extra credit packet that I have posted for winter intermission: WinterPacket
Anyone can complete the packet, even if you are missing other assignments.
!NOTE! Some of you may be aware two other extra credit projects that I created, the instructions to which have been posted in the chemistry classroom for the past couple of weeks. If you know the instructions, and are caught up with all your other missing work, then feel free to work on either of these as well.
Have fun, for sure -- but also get some work done over the long break!
Mr. Mikulski
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