Uncategorized – Thomas's Site

April 29, 2019April 30, 2019

Scientific Literacy

1.) Example of Work : Cellular Respiration Connected to Crikects

2.) Scientific Literacy is the understanding of scientific processes and concepts in situations such as decision making, certain affairs, and productivity.

Examples that have appeared in the course involve things like using scientific names of organisms as opposed their common names. Also, for almost all the chapters, there was always some sort of process that occurs within a cell or an organism that was relevant to the chapter and it really made you think deeper about what really is going on in our bodies. Learning more than just the definitions of things and more of the concepts and processes that go on in our bodies really is an eye opener. Examples of these processes that we’ve learned that’s really made me open my eyes are the multiple cycles, water, carbon, phosphorus, etc.

The reason “demonstrate scientific literacy and the ability to communicate science-based information,” is important for college students is because as we approach the real world, our life will depend mainly the ability to communicate information with one another. Whether it’s scientific or not, in the real world communicating important information will play a big role in our lives. Starting with scientific-based information is a good starter for college students. We get to learn information that can be easily dispersed through one another, and it also lets us open our brains to think deeper about subjects.

March 21, 2019

Cellular Respiration Questions

1.) What is cellular respiration?

Cellular respiration is the process that cells undergo to make ATP, or energy.

2.) How is cellular respiration related to what you measured in the cricket lab?

Cellular respiration is related to the cricket lab, because upon testing the CO2 from the crickets at various temperatures, we were able to make out how there was a change in energy (ATP production) due to those temperature changes.

February 18, 2019

Food Diary Entry

Post Food Diary Discussion

4.) Q: Looking at the CLASS DATA, what conclusions can you draw about the nutritional value of the meals/snack this group of students is consuming?

A:The food seems to be low in the macronutrients that we need. There are vegetables and limited fruit that you can eat at the dining hall. You have a salad stand and then apples, pears, and bananas. You’ll occasionally have a solid carb meal here and there, but it’s not enough for us to consume the right amount of carbs we need in our diet. I feel as if there’s enough protein in what is served, but also the fats are most dominant in what is served.

5.) Q: Assuming the majority of the food consumed is from the Commons dining hall and/or other venues on campus, what suggestions do you have for the food service managers?

A:More fruit options. The salad bar is great but they offer little fruit options. Also, they should serve less fatty foods like pizza and ice cream during all meals. Last, the fruits should always be kept out. Don’t pull the fruits for more room for different desserts.

6.) Q: What spices do you wish were available in the dining hall? Are there nutrients in spices?

A: I’m personally not someone that likes to add spices on top of what is already cooked. I think we have a decent variety of spices in what is served at the dining hall. Also, spices do come with nutrients.

January 29, 2019January 30, 2019

Nature of Science

Before Watching:

1.) Q: In what ways do you see yourself as a writer? Are you a poet? A journalist? A blogger? What style of writing is most familiar and comfortable for you?

A: I feel as if I’m a journalist when it comes to writing. It can be a mixture of jotting down facts or things I find interesting on any topic.

2.) Q: What is your impression of scientific writing?

A: I feel scientific writing is a good mixture of questioning and discovery.

After Watching:

1.) Q: How do Wilson’s ideas fit with your experience or ideas about scientific writing?

A: I feel like my original idea connects with Wilson, where you need questioning and reasoning at times yet I didn’t know that scientific writing also entails a lot of emotion.

2.) Q: What if anything surprised you about Wilson’s description of scientists, and their emotions and values as they fit into the process of science?

A: I was surprised to hear that scientists include emotions when it comes to scientific writing. I would have though that scientists would remain collective through an experiment or through results. Yet, from what Wilson said, there’s much emotion that goes on when it comes to scientific writing.

January 29, 2019April 30, 2019

Eagle Cam

Eagle Observation #1:

1/30/19

12:30PM – 12:45PM

Observations:

Weather is very windy; mother keeps looking to one side of the nest. She keeps looking to the right as if something is peeking her interest. From 12:32PM on, she would move a small twig closer to her. She then proceeded to move her head side to side, but at a slow rate and in increments. Occasionally she would touch the bottom of the nest with her beak. Towards the end she would continue to move small twigs but it seemed as if she was setting them around her. Also, when the wind would pick up, she would duck her head.

Eagle Observation #2.

2/18/2019

12:40PM – 12:55PM

Observations:

12:41: The female gnaws at the feathers on her back while she sits on the eggs.

12:42: Adjusts sitting on eggs, she also begins to duck her head and remains in that position.

12:45: Opens her beak for a small duration of time. It seems to mimic a yawn. She proceeds to move twigs again shortly after opening her beak.

12:53: For the third time during the period of time, she moves more twigs and then seems to burrow herself into the nest and moved twigs.

Eagle Observation #3.

3/6/19

2:25pm – 2:40pm

2:25: Raises her head and seems to be looking to her right.

2:26: She keeps looking from her right to her left.

2:27: Goes back to a more relaxing pose. She rests her head and then opens her beak quickly.

2:28: As the wind picks up, she dips her head down. She then adjusts herself, this seems to be for the eggs.

2:29: Looks down at eggs.

2:30-2:31: Stands up and seems to peck at the bottom of the nest.

2:33: The wind picks up; she continues to move stuff around in the nest.

2:35: Adjusts again. Also pokes at the bottom of the nest more.

2:39: Completely stands up and turns herself, facing more towards the camera along with more nest picking.

Eagle Observation #4.

4/12/19

2:33pm-2:48pm

Observations:

2:33-2:34: Chicks breathing with heads down.

2:34: One stands up and looks out into the distance.

2:34-2:35: Chick opens beak and turns toward sibling.

2:35: The chick stands up completely and moves to one side of the nest.

2:36: The other chick joins and stands on the other side of the nest with beak open.

2:37: They turn around with beaks consistently open.

2:38: They move closer towards eachother.

2:38-2:39: They lay back down.

2:40: They turn while laying down.

2:40: One chick returns to original position.

2:41: More heavy breathing with beaks open ; other chick turns towards the other, then turns away.

2:43: They stand at one side of the nest and look around.

2:45: One lays down while the other stands.

2:46-2:48: They then return to original laying position.

Eagle Observation #5.

4/30/19

1:12pm-1:27pm

1:12: Both chicks are standing up in the nest; they continue to look off into the distance.

1:13: They both duck their heads down towards the nest.

1:14: One has what seems to be food hanging out of it’s beak. They then turn around and one walks across the nest. The same chock carries it’s food in it’s beak.

1:15-1:16: The chick with the food walks back to it’s original position and keeps opening it’s wings.

1:16: The other chick watches the other one just walk around and stares at the food.

1:18: The chick with food walks towards the edge of the nest as the other chick watches.

1:19: The chick that’s been watching walks away from sibling.

1:20: They both duck their heads.

1:23: They look at each other and the chick with food seems to be eating the food.

1:25: The chick watching moves closer to their sibling as the sibling continues to eat the food.

1:26-1:27: They both nibble at the food and raise their heads after each nibble.