Author Archives: Sarah Schmidt

About Sarah Schmidt

I am a PhD candidate in the Ecology & Evolutionary Biology department at the University of Kansas. I study prairie rivers and I am especially interested in algal communities and using lipids to explore food webs.

Phase Change

Today the students explored phase change using hot water, cold water, and M&M’s. They kicked things off by writing down the differences between melting and dissolving. Then, they got two cups and two pieces of foil. They made little foil … Continue reading

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Kinetic Energy

Mr. Macha’s class has been learning about kinetic energy. This week the students explored this further in an activity. They predicted the final temperature when equal parts 50°C water and 10°C water are combined. We showed them the materials available … Continue reading

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Personal Response Lesson

Today’s lesson was a review for the assessment the students will be taking next week. Rather than having them fill out a worksheet, we used personal response systems, or clickers. Each student answers individually and then they are able to … Continue reading

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Mystery Substance Lab

This week the students worked to figure out a mystery substance. They were given trays with nine different identified substances and one mystery substance that was a combination of two identified substances. They added water to the mystery substance and … Continue reading

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Isotopes

This week the students tackled isotopes. We began with a review of the atomic number, protons, neutrons, electrons, and electron shells. After that refresher, the students worked through an isotope worksheet in their textbook. The main point of the worksheet … Continue reading

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Back to the Basics

It seems the spring semester will be quite different from the fall semester. For starters, we’ve switched from human anatomy to basic chemistry. It’s been quite some time since I’ve looked at basic chemistry material, but I’m sure it will … Continue reading

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Give One, Get One (Dec. 1)

Today was all about reviewing for an upcoming test on the cardiopulmonary, circulatory, and lymphatic systems. The students created a nine block grid, then filled in the first three spaces with a fact from the unit (in sentence form). Next, … Continue reading

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