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  • gary's journal update
    know what will happen but I want to try it for myself and I have never crossed rosette with standard Fast Plants The first flowers that appeared are now losing their petals The quads and the water mat are covered with yellow petals that have withered and fallen of the plants The stigma is getting longer in the center of the flower Even though the flowers look like they are

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/gary/plants/journal/day18.html (2016-02-17)
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  • gary's journal update
    watching for new buds and pinch them off when I find them I did not find any new buds today The seed pods are getting bigger and I wish I could see inside With the next plants I grow I am going to make sure I have enough to dissect some of the seed pods and check them out inside with a microscope Return to Journal Entries Go on to

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/gary/plants/journal/day20.html (2016-02-17)
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  • gary's journal update
    cm long but some are still tiny The larger seed pods show signs of seeds inside because they are lumpy and look almost like a tiny pea pod like I grow in my garden In the telecast today we gathered some interesting data about the height of the Fast Plants Some of the data was shared during the telecast and some was shared on email I organized the data using

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/gary/plants/journal/day22.html (2016-02-17)
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  • gary's journal update
    for for the root to emerge from the seed Check the pictures to see when the stem beginning to push up out of the seed away from the root Can you tell at what point the plant would have come up out of the soil Wait Do you know what I wonder How does the root know which direction to grow How do the stem and seed leaves know which

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/gary/plants/journal/photos.html (2016-02-17)
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  • gary's journal update
    that of Sumner School in Claremont CA Check it out and compare with your own observations Day 22 Take a look at this graph for the changes in height of the TEAMS studio plants up to Day 22 Data for Day 22 I compared my data with that of the following schools Studio Ellis Chama Dilworth Monlux Palmdale and Buena Vista Schools Which of the graphs below the bar graph

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/gary/plants/journal/graphs.html (2016-02-17)
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  • Flask Fountain
    does the water rush into the flask Encourage the students to observe and discuss the inquiry problem Try the activity for yourself Do the Sequence Activity First download the Flash 5 Web Player Install the Player on your hard drive in your browser plug in folder Do the Flask Fountain sequence activity After successfully completing the sequencing activity discuss your theories and or questions with Gary and the others who

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/gary/heat/activities/heatshock/flask_print.html (2016-02-17)
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  • Flask Fountain
    to fill the flask above the liquid As more and more liquid turns to gas we can easily observe the steam escaping out the mouth of the tube When the flask fountain is inverted into the beaker of water the water liquid and gas continues to expand We can observe the liquid now in the neck of the flask being pushed out of the flask This is a step in the observations that may be overlooked by students When the flask fountain is removed from the heat it cools and the contents contract This contraction creates less pressure within the flask compared with the air outside the flask a partial vacuum The greater air pressure outside the flask forces the liquid back into the flask If there is a dramatic difference in the pressure inside and outside the flask then the water will rush into the flask as it cools If the flask cools slowly or if the difference in pressure is not great the water will rise in the flask more slow Range of Results It is likely that students will respond with many theories about the problem without suggesting ways of generating data to support their ideas Whenever possible allow time and opportunity for students to realize for themselves that additional data is needed and that they must determine how to generate that data As students have additional practice with inquiry problems they may begin to propose data generating activities more readily It is possible that students will be uncomfortable with inquiry problems They may ask you to solve the problem for them or validate their ideas and data Resist the temptation to provide free data or otherwise prompt the students Remind the class that it is up to them to decide what new data is needed how

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/gary/heat/activities/heatshock/activity.html (2016-02-17)
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  • Flask Fountain
    Electricity Weather Chemistry Earth Processes Festival Heat Fast Plants

    Original URL path: http://teams.lacoe.edu/documentation/classrooms/gary/heat/activities/heatshock/heat.html (2016-02-17)
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