Monday, November 23, 2015

Entry 12 - Science Behind Bass Fishing



One of my favorite hobbies is fishing. I'm sure when the first fish was caught, that individual didn't know what, when, or where each type of fish would bite consistently. With one click of a mouse, there are videos and websites with an abundance of information for every fish imaginable. I’ve listed below some ways that Science can relate to fishing.

Observing - characteristics, properties, differences, similarities, and changes of each type of fish caught (small mouth bass's upper jaw does not extend beyond back of the eye, and a large mouth bass's upper jaw extends far beyond the back of the eye)
Classifying - grouping or ordering objects or events according to differences or similarities (graphing or listing characteristics of different kinds of fish)
Measuring - Comparing and recording (weight and length of different fishes )
Inferring - Interpreting or explaining the findings of the observations (certain fish bites when weather is hot, and not when it's cold based on experience fishing in different temperatures)
Predicting - Form an idea of an expected result based on findings of observations, classifying, measuring, and inferring. (predicting due to a certain bait, weather conditions, and time of day, that a certain fish can be caught)
Communicating - Using written and spoken work to transmit information and ideas to others. (gathering information from other fisherman to maximize data and ideas)

Using Number Relationships - Apply mathematical relationships to make decisions. (after observing, classifying, measuring, inferring, predicting, and communicating all ideas and data, mathematical number relationships will form and can be recorded)




Can Bass Remember Lures?
More than 40 years ago, two studies attributed the declining catch rates of largemouth bass in small ponds to their ability to learn. More recent research has found that fishing quickly affects the trout catch rate, too. However, is it possible for a creature with a brain the size of a No. 22 dry fly to outsmart an angler? A University of Florida study published in 2012 seems to have actually measured the bass learning curve. Graduate students began their investigation by first electro-shocking and tagging 347 bass measuring more than 10 inches. Then they went fishing, plying the waters of a 26-acre lake for 12 days over a four-week period, using only lipless crankbaits and soft stickbaits.


The catch rate with the crankbait quickly fell from 2.5 to 0.5 bass per angler hour after only three days of fishing. The catch rate on the stickbait also declined, but much more slowly—from 1.8 bass per angler hour at the start of the experiment to 1 bass per hour after 12 fishing hours. Not only did the bass appear to learn to avoid capture, but they learned to ignore the stimulus-rich rattling crankbait faster than the subtle and silent stickbait. Yes, fishing gets expensive if you want to keep up with the bass learning curve.



http://www.outdoorlife.com/articles/2015/03/fishing-findings-new-science-might-help-you-catch-more%E2%80%94and-bigger%E2%80%94fish


Sunday, November 15, 2015

Entry 10 - Murmuration





We were standing in the front yard of the home we are in the process of buying, and hundreds of black birds came and landed on trees in the back yard. After several minutes of searching for food and singing, which would almost make your ears ring, they flew off. The owner told us this happens from time to time. I mentioned to him and my wife, that this would be a great blog topic. I'm pretty sure I witnessed murmuration for the first time, but don't think it will be the last according to the owner. He did say to make sure you wash your car following the visit from the birds :) I've attached a YouTube video (above) of a murmuration in Memphis, TN in 2013, and a picture (below).

Entry 11 - Supermoon Eclipse





A supermoon is the coincidence of a full moon or a new moon with the closest approach the moon makes to the Earth on its elliptical orbit, resulting in the largest apparent size of the lunar disk as seen from Earth.

It just so happens that this phenomenon occurred while taking my first grad school class, teaching science. Unfortunately, I didn't get a chance to see it live, but I've posted a really good illustration below and a link to more pictures across the world. If anyone took photos of the supermoon, please feel free to post them in the comments section.

Entry 9 - Gum

Our hypothesis was that sugared  Gum would stretch farther than sugar free gum because of the ingredients in a piece of sugared gum. After collaborating on a few different variables, we chose to weigh each piece of gum at .1 ounces, and chew 1 minute before stretching. We set the tape measure and stretched five pieces of sugared gum, and 5 pieces of sugar free gum. All data was collected and recorded on a bar graph. It became quite apparent that on average, the sugared gum did indeed stretch farther than the sugar free gum. This was a great lesson that I intend on referencing when choosing a science fair topic!

Sunday, November 1, 2015

Entry 8 - Can we Believe our Eyes?

Dr. Mangione let us choose a video to watch, Can we Believe our Eyes or Lessons from Thin Air. I chose Can we Believe our Eyes. Below are some notes and thoughts on what I took from this video. I'm glad I chose this video for many reasons. I've listed some key points that stood out to me while watching this video.

NOTES

*Science and technology are moving faster than we can keep up.
*If one can't fundamentally light a light bulb with a battery then everything built upon those ideas won't be understood.
*Teach students not only hands on, but heads on.
*Our minds reject things that don't make sense.
*Learn to listen to others' reasoning.
*Students spend less time learning in the classroom than life.
*Letting go of beliefs is hard because it is emotionally taxing to learn a new idea.
*Be very purposeful in what you're doing, it may seem open ended, but working towards a goal.
*Highly intellectual students get frustrated when the answer is not black and white.
*It's important for students to take ownership and responsibility of their learning.
*Key role of a teacher is to express ideas, test ideas, and understand which ideas are most powerful. Then scientific ideas will rise to ultimately give students a better understanding.

THOUGHTS

*Engage in discussion and reasoning and end with experiment to get evidence
*Trying wrong way is important
*Put students in the teacher's shoes and have them teach you what they learned
*Don't teach by telling
*Let students talk themselves into answer
*Taught and learned are different

https://www.learner.org/vod/vod_window.html?pid=76


Entry 7 - Math/Science night

This was my first experience teaching multiple students. I spent three Sundays in a row trying to make my idea come together. My goal was to show how magnets repel and attract, and convert inches to feet using fourth grade math and science standards. A big thanks to Jeremy Sample for giving me some feedback on my board via email. Also, giving me great advice to not be nervous and just have fun with then kids. 
I began my activity with asking the kids what they know about magnets. Everyone of them said something to the effect that they stick together. I said, "that's great, and yes they do, but sometimes magnets don't stick and we're going to figure out why." They held one horseshoe and I held the other. Each of the horseshoes were labeled with north and south. When we touched south to north, (opposites) they attracted or stuck together. My favorite part of the night was their faces and grins when they touched two like poles together and felt them repel. At this point they learned the basic concept of how and why magnets repel and attract. We then moved on to the fishing activity. The goal of this game was to learn how to convert inches to feet. The students would take a fishing pole made of a stick in the yard, fishing line, and a magnet. They would then catch a fish by touching the magnet against the paperclip. On the back of the fish would be the total average length of a Tennessee state fish. They would then use the conversion chart and ruler located on the board to successfully figure out what fish they caught and place it on a magnet directly under the fish.
I spoke with a retired elementary school teacher that gave me some great advice and words of encouragement. She liked my board and gave some ideas on how to expand on it and incorporate it in the classroom. She also told me to be careful when I start teaching to not even raise an eyebrow at students. She said they will sense danger and be intimidated of me because of being a tall male. However, she said once I establish a good reputation that the children would eat out of the palm of my hand. 

Entry 6 - Debris in Lakes


Notice anything in this picture that may relate to something we've done in class? There is a plastic water bottle floating near the bank. An activity we did at Bonnie's house during a Project Wet lesson comes to mind for me. Passing our trash down the table until the person at the end was holding a pile of everyone's trash. There isn't necessarily a pile of trash here, but I'm sure if I walked up and down the bank, a substantial amount would've been seen. I've posted a link below from kids national geographic that states, recycling just one plastic water bottled can save enough energy to light one 60 watt light bulb for 6 hours.