Selling Science
Topic: Antifreeze
Description of Project
This project challenged students to learn about new scientific topics and research about them to later create it into a scientific podcast. They got their information from various articles, experts that were interviewed, and chemistry lessons in class. Once educated about their topic, they went on to present their new found information and created chemistry demonstrations for the audience to understand. I chose to be educated and understand antifreeze.
Essential Question
So my question to everyone is very basic, "What is Antifreeze?". Why is antifreeze important? Why should people know about antifreeze? This can all be answered through my groups information.
Pitch
Not a lot of people know about antifreeze yet more and more people are starting to drive. San Diego should especially be educated about antifreeze because we don't usually get freezing weather, but it does kill thousands of people each year.
Description of Project
This project challenged students to learn about new scientific topics and research about them to later create it into a scientific podcast. They got their information from various articles, experts that were interviewed, and chemistry lessons in class. Once educated about their topic, they went on to present their new found information and created chemistry demonstrations for the audience to understand. I chose to be educated and understand antifreeze.
Essential Question
So my question to everyone is very basic, "What is Antifreeze?". Why is antifreeze important? Why should people know about antifreeze? This can all be answered through my groups information.
Pitch
Not a lot of people know about antifreeze yet more and more people are starting to drive. San Diego should especially be educated about antifreeze because we don't usually get freezing weather, but it does kill thousands of people each year.
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Reflection
What did you learn as a result of your work in this project?I learned a lot from this project. Obviously I learned a lot about antifreeze like its dangerous effects or what it's used for, but I think a really important skill I learned was how to set up an interview. We found the process really hard and we had to find an interview in a short amount of time which really pushed us to learn how to schedule and interview.
How did critique and revision change your end products?
The critiques and revisions did help out a lot to our products. In our chemistry demonstration, we were able to put more information that helped us learn more about antifreeze and figure out how to make the chem demo better. As for our podcast, there was not much changes, but the minor changes like equalizing the sound level helped it in the slightest.
How did you grow as a result of your participation in this project?
I grew because I had to take a the role as the leader in my group and direct people to do their work better and communicate with them outside of school, as well as being responsible to complete tasks and turning it in on time. It made me feel like I am becoming older and having more responsibilities, and I think that is a good thing.
If you were to give advice to next year’s students, what advice would you give to them?
My advice to next year's students would be to start looking and thinking about who you are going to interview because that was a very short amount of time to schedule an interview, along with picking a topic that isn't too hard to make into a chemistry demonstration.
Scientists go through a process of trial and error. Describe your own experience with trial and error as it relates to the briefing, teacher for a day lesson, chem demo, and/or podcast.
Some trial and error I had to go through was in at least all these assignments. For my briefing, I constantly had grammar/spelling errors and had to revise it at least twice. As for my TFAD lesson, I didn't really have much trial and error. My chem demo was constantly being changed and switched around because it had complications each time, once during the actual demonstration, I spilled my antifreeze all over the place and had to clean it up. Eventually, after many edits to the handouts and figuring out how to do the demo, we overcame our trials and errors. For the podcast, we had minor edits but the biggest one was the sound level where Andrea would be loud at one point, but sound quiet at another.
Make a list of all the chemistry vocabulary you used in this project.
- Solution - combination of a solvent and solute
- Solvent - The part in the solution that dissolves the solute
- Solute - The part in the solution that dissolves
- Glycol - A chemical structure with more than one alcohol group (OH group)
- Alcohol/Ethanol - A chemical structure with one alcohol group (OH group)
- Freezing Point - A point where a liquid becomes a solid (simplified version)
- Boiling Point - A point where a liquid becomes a gas (simplified version)
- Mixture - A combination of two substances
- States of Matter - Liquids, gases, and solids.
What did you learn as a result of your work in this project?I learned a lot from this project. Obviously I learned a lot about antifreeze like its dangerous effects or what it's used for, but I think a really important skill I learned was how to set up an interview. We found the process really hard and we had to find an interview in a short amount of time which really pushed us to learn how to schedule and interview.
How did critique and revision change your end products?
The critiques and revisions did help out a lot to our products. In our chemistry demonstration, we were able to put more information that helped us learn more about antifreeze and figure out how to make the chem demo better. As for our podcast, there was not much changes, but the minor changes like equalizing the sound level helped it in the slightest.
How did you grow as a result of your participation in this project?
I grew because I had to take a the role as the leader in my group and direct people to do their work better and communicate with them outside of school, as well as being responsible to complete tasks and turning it in on time. It made me feel like I am becoming older and having more responsibilities, and I think that is a good thing.
If you were to give advice to next year’s students, what advice would you give to them?
My advice to next year's students would be to start looking and thinking about who you are going to interview because that was a very short amount of time to schedule an interview, along with picking a topic that isn't too hard to make into a chemistry demonstration.
Scientists go through a process of trial and error. Describe your own experience with trial and error as it relates to the briefing, teacher for a day lesson, chem demo, and/or podcast.
Some trial and error I had to go through was in at least all these assignments. For my briefing, I constantly had grammar/spelling errors and had to revise it at least twice. As for my TFAD lesson, I didn't really have much trial and error. My chem demo was constantly being changed and switched around because it had complications each time, once during the actual demonstration, I spilled my antifreeze all over the place and had to clean it up. Eventually, after many edits to the handouts and figuring out how to do the demo, we overcame our trials and errors. For the podcast, we had minor edits but the biggest one was the sound level where Andrea would be loud at one point, but sound quiet at another.
Make a list of all the chemistry vocabulary you used in this project.
- Solution - combination of a solvent and solute
- Solvent - The part in the solution that dissolves the solute
- Solute - The part in the solution that dissolves
- Glycol - A chemical structure with more than one alcohol group (OH group)
- Alcohol/Ethanol - A chemical structure with one alcohol group (OH group)
- Freezing Point - A point where a liquid becomes a solid (simplified version)
- Boiling Point - A point where a liquid becomes a gas (simplified version)
- Mixture - A combination of two substances
- States of Matter - Liquids, gases, and solids.