Melting Icebergs Experiment Extended Questions

a.       What happens if the polar ice caps melt?

Based on the results from the experiment, it is clear that floating ice does not add extra volume to a body of water that it melts in.  Most of the ice is under the water already, and the density of ice is less than the density of water.  In other words, when ice melts, it actually takes up less space.  Therefore, I am fairly certain that the melting of any ice currently in the oceans will have little to no effect on sea level.  On the other hand, the ice currently on land does not contribute to the existing volume of water in the oceans.  Therefore, if much of this ice were to melt (like the Antarctic ice cap), water previously not present in the oceans would make its way there.  This would result in massive flooding along coastal areas, which would in turn cause many other disastrous side effects, mainly the spread of illness.  So to sum it all up, if the polar ice caps melt, flooding will likely occur due to the water running off the land into the sea (Antarctica or Greenland) rather than due to the already existing icebergs (which make up most of the northern ice cap).

b.      What other questions do you have about this Science Inquiry Experience?

Will the small tips of icebergs have any effect on the volume increase of the oceans?

What is the current projection rate as to how fast the water will rise?

What safeguards are being taken in preparation for this inevitable event?

Journal Entry Reflection on STEM Lesson Plan

Wow, what a process.  I was amazed at how many things there are to think about when designing a lesson plan for diverse learners.  I guess I have just taken it for granted that I am actually covering all those bases when I prepare my daily plans for my chemistry classes.  This assigment really made me appreciate the work that teachers are able to do.  When you take into consideration both the desired expectations and the simultaneous need to implement them fairly and equally to a wide variety of backgrounds, my first thought is how could this be practically possible.  However, with careful consideration and some ingenuity, it is absolutely amazing what teachers are capable of doing.   I feel the main thing to keep in mind when tailoring one's lessons is to think "variety".  Every lesson should be filled with a diverse set of teaching procedures and a diverse set of assessment procedures in order to allow all students a chance to shine in their own way.  Practically, this can be a challenge because I only have 90 minutes to work with every other day. 
The lesson I developed involved teaching the fundamentals of oxidation-reduction reactions by means of studying batteries.  It was a great topic as far as being relevant to the students, because I do not think there is one who has not listened to an i-pod, or used a flashlight, or rode in a car, among other things.  Nonetheless, in attempting to address many different forms of activity and assessment, my biggest fear for my lesson is that I would run out of time.  If I did run out of time, is it acceptable to make the lesson a two-day lesson, or would it lose its effectiveness based on the 5-E Learning Model being split over two days.  If time ends up being an issue with this lesson, I may want to rework the lesson to allow for two parts, each containing their own 5-E framework.  Speaking of the 5-E Model of learning, I have used it on many occasions.  I think it is the most useful model of delivering a quality science education, especially with the new emphasis on iquiry learning and STEM development.  It is a process that delivers the necessary content in a manner that is very meaningful to students while also leading students through the very act of being scientific in nature.  I love this model and will continue to use it to develop the best chemistry lessons possible.