danaleeling

In physical science laboratory thirteen the students use floral litmus solutions to determine whether household substances are acids, bases, or neutral. Ashly, Osbert The students bring in flowers. I do not provide guidance as to which flowers to bring in, there is no simple predictor for which flowers will work in any given term or at a particular time of day. Some flowers work better latter in the day (Hibiscus tiliaceus) while others work some terms and other terms do not work (Sphagneticola trilobata). Spathoglottis plicata tends to be reliable if freshly picked. And some flowers do not produce any pigment (Ixora casei, Saraca asoka). Ashley, Lexus, Tricia Each floral litmus solution is first tests against a known acid (local lime fruit) and a known base (baking soda) to determine whether the flower can detect acids and bases. The students are told to cue in on the hue angle and to ignore changes in saturation or luminosity. Changes in saturation or luminosity - terms...

A floral morphology walk in pictures. Clerodendrum inerme: ilau LynnJella, Siorine Dissotis rotundifolia: Pink shawl  Morinda citrifolia: weipwul Hippobroma longiflora: Star of Bethlehem Carica papaya Unknown root-like plant eminating directly from the ground Carica papaya Tom and Yostrick Yostrick and Siorine Hibiscus rosa-sinensis Explaining flower parts Cymbopogon citratus Gardenia taitensis Hymenocallis littoralis Tremay, Mitch, and Ann-Julie Tremay Gardenia taitensis Explaining the parts including the tepals for Hymenocallis littoralis Turnera ulmifolia Turnera ulmifolia: a morning flower past its peak at 4:30 P.M. Class wrap-up I think an oppportunity might have been missed this term to have the students sketch an actual flower complete with labelled flower parts. The weather was sunny and clear, and the ilau would have made an ideal subject.

An informal convenience sample of 35 students consisting of 16 female students and 19 male students were asked to voluntarily and anonymously take the following paper-based survey: Which of the following do you believe is sexual harassment? (mark all that apply) ◯ Stalking or cyberstalking ◯ Persistence in asking someone out on a date after being told no ◯ Commenting on someone’s buttock or breast size ◯ Commenting on how often someone hooks up ◯ Threatening to rape someone because they look so good ◯ Attempting sexual activity with someone who is under the influence of alcohol ◯ Greeting someone and telling them they look nice today ◯ Sharing intimate photos or videos of someone without their permission ◯ Telling of sexist jokes in class by an instructor ◯ Commenting by an instructor on how nice a particular student looks every time the instructor sees the student ◯ Whistling or hooting at a student of the other gender ◯ Unwanted physical touching ◯ Having someone make...

In physical science the course moves at a topic a week. Week twelve is electricity. This term the prior week had a Thursday holiday. A week without a Thursday lab is a week in which I usually run videos on topics that are better handled by videos. I ran videos on the nature of time and when time may have begun, I also ran a series of videos on climate change. Trisden and Twain The climate change videos provide a natural transition to the Micronesian Seminar's video " Power comes in many forms ." In that video the concepts of head and flow are introduced in the context of micro-hydroelectric power generation units. Twain I then build on the head as akin to voltage and flow as akin to current. Head is a measure of pressure, and for a beginner thinking of voltage as a pressure is a useful starting place. Maxon, Kenoma, and Tania explore conductors and non-conductors Wednesday is a traditional lecture on voltage, current, power, resistance, and Ohm's ...

Vegetative morphology has traditionally been handled as a brief opening lecture on leaf arrangements and leaf parts followed by a walk and talk around campus to illustrate the leaf types in the field. Although the material is not tested every term, and will not be tested this term, tests have shown that this approach yields little retention. The lack of retention has not been a particular concern as the goal is not that the students should memorize and retain the names of the parts and the leaf shapes, but rather they should know that a taxonomy of parts and shapes exists. The course is not catering to botany majors, there are none at the college, but rather to students in education, business, Micronesian studies, and liberal arts programs. Genrisa and Mary-Ann head over to Siorine to examine a leaf Siorine found While the walk and talk was able to well illustrate a variety of leaf features and shapes, as well as reviewing the names and uses of local plants, the exercise was yet...