NSTA Review: Gale Interactive: Science

GALE review

Gale Interactive: Science (http://assets.cengage.com/pdf/M16018599_GaleInteractive_OneSheet_Jan2016.pdf)

GALE is a division of Centage Learning publishers.  The Gale Interactive: Science programs are designed for Biology, Chemistry, and Earth Science high school classrooms.  Currently, there are 115 Biology activities, 16 Chemistry activities, and 20 Earth Science activities.  The program also has 3D printer models developed in house.    I contacted the product manager for Gale Interactive, Melissa Dade, who explained that more Chemistry and Earth Science activities are under development.  (Applications for Physics or Physical Science are under consideration.)  As a high school Biology and Chemistry teacher, there is a lot to like in the Gale Interactive: Science.  I tried several of the activities, beginning with the fetal pig.  The program has a 3D model and text.  Students can read background information about fetal pigs.  The audio quality is fine.  The 3D fetal pig model is not a virtual dissection, but does have good details about the internal anatomy.  Upon completion of the fetal pig activity is a quiz labeling the pi.  I kept missing ‘femur’ as I tried to align the cursor on to the bone.  The screen flashes green with a correct answer and red for incorrect answers.  Next, I tried Atom Builder, under Chemistry.  It was slow to load on my laptop. There was a glitch as I switched activities; a screen, “activity unavailable” came up momentarily each time. When I switched to full screen, some of the text was cut off at the top of the screen.  (Incidentally, I tested the program with a robust Wi-Fi signal at home—not in a computer lab running along with 500 other users competing for band width on the server.  If you’ve ever set up 30 kids in a computer lab to do exercises, a speedy download is essential. This hic-cup is significant.  The program did not load on my iPad.  The factsheet says it will work with whiteboards, which would make Gale Interactive more useful.)    I spent quite a bit of time using the Atom Builder and 3D Periodic Table activities.  The instructions are clear and the informational panel is intuitive.  The text available for each activity is quite extensive—perhaps a bit too densely written.  I loved the Gas Law activities.  Students can change the volume, temperature, pressure, and number of moles and see the effects.  Teachers could assign problems and allow student to input the data to see how a change in volume impacts the pressure and temperature.  The Gale Interactive program has implications for ‘flipped classrooms’.  Teachers can assign specific activities to students and the program has social media icons. “Pricing for Gale Interactive: Science is based on a school’s full-time enrollment (FTE). An annual subscription for a school with 0-750 FTE is $1.65 per student, and 750+ FTE is $1.85 per student. For the most current price for your institution, customers should contact their Gale representative.” High School science teachers should request a trial subscription for assessment.  Many schools have smartboards and issue laptops or Chromebooks to their students.  The activities are useful, particularly with a Smartboard for instruction or as assignments in a ‘flipped’ classroom in preparation for the next lesson.  The Gale Interactive: Science is certainly worthwhile to consider.

Apologia Physics: Module 2

My husband, Rob, feels as though we aren't moving very quickly.  We're using an inquiry-based approach, which I believe is more effective as well as more prescriptive.   Today, class began with a question: "Why did we do lab first, before graphing?"  Our goal is to help the teens understand that equations are math models based on data or observations.  I also checked their cmaps.  A cmap is more than a Venn diagram; instead it forces the kid to understand how the terms in the module relate to one another, which is reflected in their cmap.  The boys took the Module 2 test from Apologia.  Rob had me take the test on Tuesday to gauge time and issues.  We went over about half of the test today.  Next Tuesday, we'll review the rest of the test together and how to do different acceleration problems.  I like to have a lab every session.  So the kids did a Ball Drop lab.  Naturally, kids think that a heavier object falls faster than a lighter object.  We used glass marbles of different masses, timed, and dropped them from a height of 2 meters.  It takes several trials to hit the stopwatch as the marble hits the floor consistently.  In my case, about 20.  The kids calculated acceleration.  Timmy had to leave early.  So, we'll redo the lab and review the acceleration calculations next time.  I want to do the reflex lab with a ruler to measure reaction time on Tuesday, too.  Rob needs to show how to manipulate acceleration, velocity, and time equations.

How do you write a grant?

Right now, I'm teaching a Co-op class with my husband, Rob, for a group of home-schoolers.  The physics class meets in the local library, in the Maker Lab.  I know, how cool!  My favorite six year old, Paul, attends first grade in a public, Title 1, elementary school which follows the principles of The Ron Clark Academy.  (Please note that I've taught in both private and public schools, as well as have worked with home-school students for years.)  My idea is to use the home-school kids to help instruct technology both at the public library and the school library.  Radical thinking, I know.  (But, I've done this before.  I took public school kids with home-school kids to a private school to teach science.)  These grant posts will take you through the process.

The first step was to see if the home-school kids even want to lead science activities.  Check, they do.  Next, I spoke with the director, Joy, at the public library about using the Maker Space to host science activities for the community.  She is in.  In fact, the library branch near my house needs a boost, especially in its Maker Lab.  

Next, I volunteered at Paul's elementary school during the book sale in order to talk to the PTO and the librarian.  The librarian wants to add a Maker Space to the school library.  Ideally, she wants to have Lego education tools available for kids to build independently.  BTW, she already has a huge table of Legos out and available for kids to build after they chose their library books.  The library opens to two courtyards, which are blank slates.

Step three is to combine all of these initiatives into a grant proposal.  Wait!  The best source of grant revenue is from environmental programming.  So, I think we can make watershed education the centerpiece.

Here is my idea.  What if kids could print a map of the Chesapeake Bay with a 3D printer?  What if the kids designed a courtyard garden on laptops or iPads?  Maybe we can link the Lego education to watershed education through topics, such as hydraulics?  Oh, and correlate all of this to the state standards of learning.  I've done this before. You can get an idea here.

Apologia Physics: Module 2...Even more

Today, we repeated Experiment 2.1.  Basically, we rolled a marble down a two meter ramp and collected times at four locations: 0.5 meters, 1.0 meter, 1.5 meters, and 2.0 meters.  One kid was the recorder.  The kids entered the data into graphing calculators to determine velocity from the slope.  The kids then calculated the velocity at each interval, reentered the velocities, and graphed the data to determine the equations of the lines.  This approach emphasizes the relationship between the slope and velocity/acceleration.

Here the kids stationed themselves at four intervals and marked the times, which they repeated four times.  Three trials are fine.  There are two freshman who join us for labs and wanted to learn how to graph.  

 The kids entered the data into the STAT function on the graphing calculators, which they used to graph the data, calculate the linear regression, and plot.  The slope for distance vs. time is velocity.

Here is a copy of their data.  Sorry it's so messy.  I was copying it while explaining how to graph.  My husband, Rob, had the kids determine the velocity at each interval: 0.5 meters, 1.0 meter, etc.  The kids plotted the four velocities versus their respective times to determine acceleration, which is the slope of velocity vs. time.

Apologia Physics: Module 2 Velocity

We spent half the class learning how to graph data with graphing calculators.  Between the ipad app, TI Nspire, TI 83 and TI 84, we have four.  The free apps just weren't working.  My job was to show the guys how to enter, graph, and analyze data.  The idea is to be able to collect and graph lab from labs, to make this exercise applicable.  My husband, Rob, conducted Experiment 2.2 with the kids.  Be sure to repeat the exercise at least three times to get an average.  (More trials are better!)  Then we went off script and used Lab 1, Distance versus Time Graphs 1 from Take Home Physics: 65 Labs.  We'll repeat this experiment and discuss the implications and see if we can graph it on the calculators.   Next Tuesday, we're going to graphing the velocity and acceleration data.  Here are today's pix.

Apologia Physics: Module 2 Velocity

We spent half the class learning how to graph data with graphing calculators.  Between the ipad app, TI Nspire, TI 83 and TI 84, we have four.  The free apps just weren't working.  My job was to show the guys how to enter, graph, and analyze data.  The idea is to be able to collect and graph lab from labs, to make this exercise applicable.  My husband, Rob, conducted Experiment 2.2 with the kids.  Be sure to repeat the exercise at least three times to get an average.  (More trials are better!)  Then we went off script and used Lab 1, Distance versus Time Graphs 1 from Take Home Physics: 65 Labs.  We'll repeat this experiment and discuss the implications and see if we can graph it on the calculators.   Next Tuesday, we're going to graphing the velocity and acceleration data.  Here are today's pix.

Apologia: General Science Module 3

My neighbor, Cassidy, was walking with my favorite six year old, Paul, his friend, Hazel, and my husband, Rob.  Cassidy had watched an episode from Bill Nye at school and wanted to try one of the experiments.  She explained which one and I agreed.  (Cassidy, Paul, and Hazel all attend local public schools.  One week and the local fifth grade is already showing movies.  Don't get me started.)  Cassidy wanted to try a water glass experiment.  To be successful, try using a small glass, filled half-way with water, and a stiff piece of card stock or an index card, the heavier the card stock, the better.  Place the card over the water glass and invert.  Hold on to the bottom for a few seconds before releasing.  The surface tension of the water hold it in place.  I have two more easy experiments for Cassidy: jumping pepper and drops on a penny.  All three involve surface tension of water.  (Water has many weird properties owing to hydrogen bonding.)  To make pepper jump, sprinkle pepper on to a bowl of water.  Put a drop of dish soap on to a toothpick or a finger and place on to the pepper to watch it jump.  (Dish soap acts as a surfactant.)  If you want to try again, use a clean bowl and fresh pepper.  Even a trace of the soap will break the surface tension of the water.  To demonstrate surface tension with a penny, use a medicine dropper or pipet to see how many drops of water the surface of the penny will hold--as many as one hundred.  I'm going to show Cassidy how to do all three demonstrations and have her ask her teacher if she can share them with her class.  Isn't that better than any episode of Bill Nye?

Quick update: I made a kit for Cassidy and showed her how to demonstrate Jumping pepper along with drops on a penny, and the cup of water.  I wrote a list and marked them 'Surface Tension'.  There's nothing worse when you want to share an idea and can't remember the science principle.  Cassidy is going to share these with her teacher and see if she may demo them to her class.  Kids are natural scientists.  When I showed Cassidy Jumping Pepper, she wanted to see if it would work with almost any powder: garlic, mustard, cinnamon, and nutmeg.  We reused one bowl and the soap residue impeded the demo.  She knows to switch the bowls out each time.  Let's see if her teacher will allow a hands-on lesson.

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Apologia Physics: Still Module 1 and Preliminary Skills

The guys (five of them) finished their Density Block lab I substituted for the density column in Experiment 1.  I asked them to predict which method to determine density was more accurate (closer to accepted values), density by direct measurement or by displacement, where you drop the cube into a graduated cylinder with 50 mL of water.  Labs always take longer than expected.  We're meeting in the Maker Lab at the library.  I can broadcast the lab on to a large TV screen, much like using an LCD projector.  I posted the accepted values for the densities on to the screen and showed the guys how to determine percent error or how far off your answer is from the accepted or theoretical values. (The Density lab uses the term 'perfect' and this definition says 'exact'.  I prefer 'accepted', meaning a value or data from a reference table, obtained using precise instruments.)  I had asked the kids before starting which method they thought would be more accurate; all of the guys said displacement, probably because it's easier.  When they compare both methods, measuring the volumes of the cubes in mm (converting to cm to calculate cubic cm or mL) with a ruler is more accurate than measuring their respective volumes by displacement.  I had the teens produce tables with results and a title.  I asked them to summarize the results using CER, claim-evidence-reasoning.  The claim is that measuring volume with a ruler is more accurate than by displacement.  The evidence is the percent error calculated and represented in their data tables.  The reasoning is that the smaller the percent error, the closer to the accepted values, the more accurate the results.  The trick is to have the kids verbally explain their conclusions and then write their explanations.  Then we learned how to graph with the graphing calculators.  I have three graphing calculators and TI83 GraphNCalc app on my iPad I bought for $6.99.  (The boys downloaded free apps, which already have issues.  The one I purchased has been reliable for years.)  We just started to learn how to clear memory, load data, set the range, turn on the stat function, etc.  On Thursday, I'll lug all the equipment back to the library and teach another lesson.  Later, we're going to add Excel.  Right now, we're just reviewing the Stat functions in order to generate formulas do a little curve fitting.  My goal is to teach how to analyze the data they collect during labs.

Science Tools: Electronic Balance

I know how expensive tools are for science.  One essential tool is an electronic balance.  My bigger one had died during our recent move.  So sad!  I was digging in the basement through bins, searching for the ring stand.  I had packed all of my science equipment and labeled everything.  My husband, Rob, didn't like how I had packed.  He repacked everything in the garage and labeled the bins: Science Camp.  Every. single. one.  Rob isn't that into science.  I've had to scour every bin to locate equipment; Chemistry is mixed with Biology, etc.  So, when I was scouting for the ring stand and extra rulers, I chanced on my miniature, digital scale, perfect for weighing hot wheels cars, density blocks, and marbles.  How do I know it's accurate?  I used the density blocks; there are instructions for calibrating the scale; but, I don't have a 500 gram calibrating weight.  The digital scale I bought from Amazon was under $10 and weighs up to 600 grams.  I used it before for Chemistry to weight small samples.  Use a cupcake paper as weigh paper.  I know!  I just weighed the block directly on the scale!  Okay, cars and marbles can be placed right on the scale and weighed.

Apologia Physics, Chemistry, and Physical Science: Even More Technology

Yes, I'm back on my technology band wagon.  I want home-school families to be on par with their peers when they head to college, in terms of their technology.  Many high schools use graphing calculators. Let's level the playing field.  First, contact the local high school and make an appointment with the Chair of the math department.  Ask the Chair if a math teacher would be willing to instruct a group with the graphing calculators.  Most high schools now have suitcases of TI 83 or TI 84 graphing calculators (or TI Nspire with dual keyboards.)  See if the school will host a seminar after school with some basic instruction.  If the local school district is hostile to home-school families, try to locate a math teacher who is familiar with the graphing calculators and willing to provide instruction off site.  TI-Cares is the customer support branch for TI instruments, including graphing calculators.  TI-Cares will loan graphing calculators and the Viewscreen to project the calculator screen.  (This is requires an overhead projector.)  Math teachers also use a digital camera to project the calculator, which allows students to see how to hit the keys.  If the math teacher knows how to use a graphing calculator, you can borrow the calculators (for up to three weeks) and get the instruction.  TI-Cares loans the calculators for teacher workshops.  Perfect!  Have the students and their parents attend the seminar and return the calculators.  Ask the math teacher to demonstrate the apps, the Stat function, the algebraic functions, etc.   Now what?  There are several sources for graphing calculators.  Yes, GoodWill is a gamble; I've had very good luck.  I even located a View graph from ShopGoodWill.  (The one listed here is for TI81, a much older graphing calculator. But, my point is to start at GoodWill.)  Try to buy a TI84; it can be used with EasyData software, preloaded on to the graphing calculator, to collect data with sensors that connect directly to a port on the calculator.  Another option is download a graphing calculator app to your tablet.  I bought one for my iPad for $5.99.  I'm not sure how reliable this free app is.  Time will tell because all of the guys in the Physics class are using these apps.  Beginning on Tuesday, I'm going to teach the kids how to use the graphing calculator to analyze the data.  Yes, I bought the calculator, ViewGraph, and overhead projector from ShopGoodWill, altogether for under $100.  Below is the apparatus; I set it up in my kitchen to test the overhead projector.

Apologia Physics: Module 2 Motion

My husband, Rob, and I are team teaching Physics.  My job is to locate resources for each topic and apply my teaching philosophy to the course.  After many years of teaching, I've learned that it is better to let kids do an activity first, make observations or collect data, and then explain the underlying science and do associated problems.  Physics is one subject that lends itself to this approach.  Module 2 in Apologia Physics explains one dimensional motion or kinematics.  I have two  resource books I'm using: Take-Home Physics and Uncovering Science Ideas in Physical Science.  Take Home Physics employs simple, inexpensive tools, such as marbles and rulers, ideal for home-school families.  I'm trying to correlate a single lab to a single physics concept the kids can graph and associate with a formula.  Here's why.  If the kids do an activity and graph it, Rob can repeat the activity while explaining the underlying concept or have the kids go back and repeat an activity.  So, in Module 2, do the experiment first.  Analyzing the motion of a marble down a ramp may seem like overkill; but, the Module 2 key ideas need to be hammered home to build a foundation.  Try this lab which replicates  Galileo.

Science Museum of Virginia: RVA Makerfest

This is so cool!  Once again home-school Co-op groups rule.  A member of the Co-op sent out this alert for a Maker festival coming up which is free!  Our local libraries have Maker labs, too. The big Maker Faires are posted here.  Make it happen.

Apologia Physics and Physical Science

This year my husband and I are team teaching Physics.  So, I'm scouring the Internet for useful and interesting activities.  For years, Educational Innovations (one of my favorite, home-school friendly resources) has offered PhysicsQuest materials, which I largely ignored.  Well, not this year.  They have comic books and easy to understand activities with common materials.  I'm in.  I'll let you know how they go when I try one to teach gravity.

Apologia Physics: Syllabus and Learning Management System

Like you, some of my best ideas occur in the car or while waiting for kids.  I either email or text myself notes.  I need to draw up a new syllabus for the physics class and organize the resources. I want to reduce the amount of paper the kids have to manage.  Duh!  Use a learning management system, in this case, Nicenet.org.  The key code for the Apologia Physics class is S376255AZ9.  I will load the site with resources, along with the new syllabus.

Apologia Chemistry and Physical Science: Density

Right now, my husband and I are teaming up to teach Physics.  But this week's lesson on Density has ideas for Chemistry and Physical Science, too.  Part of the lesson is Bowling for Density.  Yes, Apologia's density column is fun--these density activities make kids think!
Add How Sweet It Is! from Flinn Scientific.

Digital Portfolio

Today, while driving, I thought about keeping a digital portfolio.  Just as in the last post on density, I encourage the home-school families to take photos and screenshots as records, particularly for the labs.  The kids took screen shots of the sparkvue lab and emailed themselves copies.  The combination of photos, screenshots, lab hard copies, and written summaries make a compelling set of artifacts for any portfolio.

Apologia Physics: Module 1, Motion, and Density

Module 1 has a discussion of math, units, factor-label, significant figures, and derived units, specifically density.  Our Co-op class meets twice a week for 1 1/4 hours each class.  Today, we resumed working with the Pasco Motion Sensor, Exploring Motion Graphs (a free Sparkvue download from Pasco), the Airlink2, and an iPad, which has the Sparkvue app downloaded.  (Remember, eBay often has the Airlink2 and sensors for much less.)  (Here is a free link for this lab: Pasco MatchGraph software.)We finished this lab and started on the density labs, beginning with Will a Bowling Ball float?  The way I conduct this activity is to ask questions: Will a bowling ball float?  What determines if an object floats in water?  What do we mean by density?  What is the density of water?  What calculations are necessary to determine whether or not a bowling ball will float?  I provide the circumference formula and the formula for the volume of a sphere here.   I brought a ten pound bowling ball, a bathroom scale, metric rulers, and some string to measure the circumference of the bowling ball in order to derive the radius, which you need to calculate the volume of the bowling ball.  If you have a bigger group, you can use bowling balls which are 10 lbs, 12 lbs, or 16 lbs.  Spoiler alert.  The 10 lb ball will float; a 12 lb ball will bobble in ice water because it is about 1.0 g/mL.  A 16 lb ball will sink.  The second density lab requires 5 piece metal density set, plastic graduated cylinders, water, a digital scale, and rulers.  My scale took a hit during the move.  Fortunately, the metal cubes are all 20 g.  I used this lab, Arbor Scientific Density Blocks Activity, for the densities, and asked the guys to determine which method is more accurate, similar to Flinn's Measurement Challenge.  Basically, which means of measuring volume is more accurate, volume by displacement or volume by direct measurement?  The only hitch was the kids confused mm and cm. So, we'll resume and complete this density lab next Tuesday.  Once they determined the respective densities of the metal cubes, I showed them how to calculate the percent error.  We'll start by determining which method is more accurate next time.  I should mention that we're in the local library's Maker Lab.  Awesome, right?

Apologia Physics: Module 1

Those of you who have followed my classes in the past know that plans seldom match the class.  My husband, Rob, is teaching the class.  My job is to handle tech and facilitate.  I thought we should get an idea of the boys' math acuity with these math plans.  We began with a quick math quiz and reviewed the answers.  Then, the kids compared the costs to drive a Camry or a hybrid.  After we finished and drew the conclusion that it would take 14.7 years of gas savings to pay off the difference in the original car cost, Rob had another question.  If a person did drive 15 000 miles each year, how many miles would be on the car after 14.7 years? (Round to 15 years and the answer is 225 000 miles.). Rob then asked if people generally keep cars 15 years or drive them with over 200 000 miles.  One kid asked about buying and driving a Tesla, which is $100 000.  If the electricity was free and the difference was $80 000, the annual savings, about $1000, was tallied, it would take 80 years to repay the difference in the cost of the Tesla and an ordinary Camry.  I went over how to do a concept map, directed them to download cmap and graphing calculator apps, and how to do CER.  We ended class with the Pasco motion sensor, after a brief introduction.  Not bad for the first class.

NSTA Review: Why Do Cars Need Gas?

Yes, I review many children's books for NSTA.  Here's the latest.

Q&A Life's Mysteries Solved: Why Do Cars Need Gas And Other FAQs About Machines, by Amy Hayes, is an introduction to simple machines and early machine innovations, part of a series called Q&A Life's Mysteries Solved.  I like that the book immediately answers the question of why, exactly do cars need gas (pp. 4-5) before launching into a discussion of other machines, such as how an airplane flies (pp. 6-7).    This book poses a number of questions, 'How do skateboards turn?'(p. 12), 'Why do phones need to be charged?' (p. 16), and 'Who invented the vacuum?' (p. 22).  Did you know people once paid $4 a pop to have their house vacuumed? (p. 22). These are interesting questions for elementary aged children with clear answers.  Apart from being machines, the questions do seem a bit disparate.  But, I'm a sucker for interesting facts, such as the first electronic computer was built at the University of Pennsylvania (p.15) or that the first electric wind turbine was called the Brush Machine (p. 28). The diagrams, photos and explanations are appealing and will keep children turning the pages.  There's a glossary, index, and resource page (pp. 30-32) at the back.  Knowing how many children enjoy books with facts, this will make an excellent addition to any library.

CER... Yes, one more time!

I was consulting in Texas, leading a workshop.  A Pasco representative was on hand, instructing how to use Pasco's probeware or sensors. The instructor wanted to add value, rather than just promote the equipment, knowing he would gain more customers with another presentation, this time one about the CER model, or 'Claim-Evidence-Reasoning.  I was immediately hooked.  As science teachers, we're always trying to get students to articulate their thoughts and ideas in succinct, cogent paragraphs, often unsuccessfully.  Here's a method. During the first week of Physics classes, I plan to introduce the BSCS CER model with these two CER examples, the first one is the example the Pasco rep used that hooked me on CER.  Still a little uncertain?  This slideshow has a few more notes and explanations to get you started.  Update!  Boston Public Schools has developed weekly writing prompts which can be used with a host of difference science topics for all grades.  The MCAS is a good source for questions to apply the CER model.  Look at this search result for Physics to see some good examples.

Apologia Physics: Block and Tackle Pulley from Flinn Scientific.

Here's why I follow Flinn Scientific, A Block and Tackle Pulley Fax.  This demonstration is intended for Midle School aged students and requires a broom handle (or dowels) and rope.  Demos like these are useful for elementary aged children and teens.  There is no substitute for seeing how something works.

Fabulous Fridays!

I have to give the local library and 'A' for effort; they have 'Maker Labs', Wildlife programs, and Fabulous Fridays. This month's Fabulous Friday is Science Lab.  I'm pretty critical of science programs, since I've sponsored and delivered countless outreach programs and science camps.  The Science Lab was okay.  Jen, the leader, started and ended right on time, from 4:30-5:15.  She began with a five minute You-tube, science jingle.  There were three teen volunteers on hand.  I asked the girls if they had helped plan the program.  One of the girls told me they just help.  There's a missed opportunity.  I like to let teens plan and lead outreach programs.  After the science video, Jen had a Mentos and Diet Coke demonstration.  I'll give her points for making it more of an experiment.  She asked the kids to explain a hypothesis and then polled them to see if they thought the brand name soda or the generic would have more fizz.  Jen asked the kids if they thought the regular Mentos would produce more fizz than the same amount of the smaller Mentos.  Kudos for having a small experiment.  Kids love the Mentos and Diet Coke Geyser.  The kids broke into stations to make invisible ink pictures with lemon juice.  The teens held the sheets over toasters to reveal the pictures and messages.  There were two circuit stations, one with the snap circuits with the same dead batteries.  The other circuit bits had a battery that worked.  My husband, Rob, thought Jen should have had another station or monitored the kids more closely.  There were 20-25 children attending.  One of the home-school moms from our church was there with her children.  She said the program is uneven; the same program at another branch did a better job with the Maker Lab.  All in all, our favorite six year old, Paul, had a grand time.  So, we'll try another session.  Here are some photos.