nos resource cards by rebecca vieyra, cary‐grove high

NOSResourceCardsbyRebeccaVieyra,Cary‐GroveHighSchool,usedwithpermission.Title:TheRealPrizeInside:LearningaboutScienceandSpectrafromCerealBoxesContentArea:

‐ AspectsofNatureofScienceo ObservationversusInference

‐ KnowledgeofInquiryo Explanationsaredevelopedfromacombinationofcollecteddataandwhatisalreadyknown.

Source:Kustusch,M.B,Gaffney,J.D.H.,&Beichner,R.(2009).Therealprizeinside:Learningaboutscienceandspectrafromcerealboxes.ThePhysicsTeacher,47,451‐453.TargetGrade/CourseLevel:9‐12/Science(anysciencecontentareawouldbeappropriate).Standard:ILSSTATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. NSES Science as Inquiry: Abilities necessary to do science inquiry. Understandings about science inquiry. Idea:StudentlookforpatternsinUPCbarcodesthathavebeenseparatedfromtheirproductsusingobservation.Studentsmakehypothesesaboutthemeaningofthepatternsviainferences,andthenpredicttheproductsassociatedwithvariousbarcodesusingcollecteddataandwhatisalreadyknown.Use:

Thisactivitywouldmostlikelybeappropriateattheoutsetofascienceclass.StudentsaresplitintosmallgroupsandgivenfourUPClabelsthathavebeenseparatedfromtheirproduct(theauthorsofthearticleusefourdifferentcereals,twoofwhichareQuakerbrand).Studentsareaskedtofindasmanypatternsaspossible.Aftertimeforsmallgroupdiscussion,theinstructorhelpstheentireclasstosynthesizetheirfindings.TheteacherexplicitlydescribesthepatternsseenfromtheUPClabelsasobservation.Thegroupsthendevelophypothesesaboutthemeaningsofthepatterns.TheinstructorpresentsthesmallgroupswiththeproductsattachedtotheUPC’sthatmaydisprovetheoldhypothesesandresultinnewhypotheses.Theclass’hypothesesthenarerevised.Theinstructorhelpsstudentstodirectlyreflectonknowledgedevelopmentfromcollecteddataandwhatisalreadyknownbyaskingthemwhatwouldberequiredtodisprovetheirhypotheses.Finally,theinstructorsgivesthesmallgroupsunmarkedUPC’s,andasksstudentstodeveloppredictionsfortheunmarkedUPC’sfortheproductstowhichtheybelong.Theinstructorexplicitlydescribestheprocessofapplyingobservedpatternstoas‐of‐yetunobservedphenomenaasinference.

Materials:Thefollowingmaterialsareneededpersmallgroupof3‐5students:

‐ UPCbarcodes(eitherfromvariousgroupingsofsimilarproductsorphotocopiedoutofthejournalarticle.)‐ RightandleftsidecodesforUPC(photocopiedoutofthejournalarticleorfoundonline).‐ Whiteboards/placetodisplaygroupinformation.

Modifications:

‐ Thejournalarticleusesparticularbrandcereals,butanybrandcouldbeusedforthesepurposes.Iffoodproductsarenotavailable,UPClabelsfromtextbookscouldworkjustaswell.

‐ Foryoungerstudents,numberorcolorpatternsrepresentingUPClabelscouldbeused.Apreliminaryactivitycouldbetosimplydecodethelabels,andthenlookforpatternsinthedata.

‐ Forthevisuallyimpaired,insteadofdecodingwithnumbers,theUPClabelscouldbetranslatedintoBraille.

Title:“Oops,IDidItAgain:ErrorsinMeasurement”ContentArea:

‐ Measurementanderror‐ KnowledgeofInquiry

o Allscientistsperformingthesameproceduremaynotgetthesameresults.Source:Jones,M.G.,Taylor,A.R.,&Falvo,M.R.(2009).Chapter3:Oops,Ididitagain:ErrorsinMeasurement.ExcerptpublishedinNSTAReports(2009),24.TargetGrade/CourseLevel:5‐8/PhysicalScienceStandard:ILSSTATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. NSES Science as Inquiry: Abilities necessary to do science inquiry. Understandings about science inquiry. Idea:Studentsareaskedtomakebasicmeasurements.Aftersharingtheirdatawiththeclass,studentscomparetheirdatabyreflectingontheircollectionproceduresandpossiblesourcesoferror.Inalllikelihood,studentswhofollowedthesameproceduremaynotgetthesameresults.Use:Studentsaresplitintosmallgroupsof3‐5students.Thegroupisgivenonethermometerandsimplyaskedtomeasurethetemperatureoftheroomandtoreporttheirdatatotheteacheraftertheyaredone.Theteachercollectsthedataanddisplaysitfortheclasstosee.Theteacherpromptsadiscussionaboutanydifferencesobservedbetweenthedata,andasksthesmallgroupstocomeupwithpossiblereasonsforthedifferences.Ifstudentsperformedsignificantlydifferentprocedures,thestudentsareaskedtocollaborateandcollectmoredatausingthesameprocedure.Still,dataisveryunlikelytobetotallyconsistent,andtheteacherexplicitlyhelpsstudentstoseethatscientistsperformingthesameproceduremaynotgetthesameresultsasaresultofunforeseendifferences.Sometimesthisisaresultoferror,butoftenitisaresultofdifferingcircumstancesunknowntotheresearcher.Materials:Eachgroupof3‐5studentswillneedthefollowing:

‐ 1thermometer‐ 1metricmeasuringtapeormeterstick‐ Balanceformeasuringmass‐ Shoebox‐ Egg(hard‐boiled)‐ Yarn

Modifications:

‐ Almostanyformofmeasurementcouldbesubstitutedforthisactivity.Studentscouldbeaskedtomeasuretheheightoftheirdesk,forexample.

‐ Studentscanlearnaboutprecisionevenwithout“formal”measuringinstruments.Studentsmaybeaskedtomeasureobjectsintermsofthelengthsofpopsiclesticksorpaperclips.

‐ Tomakethisactivityabitmoredifficultandtoincludeotherpossiblevariablesinthesituation,highschoolstudentsmightbeaskedtomeasuretheoutdoortemperature.Studentswillbeconfrontedwithproblemssuchas,“DoIputthethermometerinthesunorintheshade?Howhighoffofthegroundshoulditbe?ShouldIshielditfromwind?”

Title:KinokiFootPadCommercial(AsSeenonTV)ContentArea:

‐ AspectsofNatureofScienceo EmpiricallyBased

Source:KinokiFootPadcommercial.CanYouFindtheBS?Retrieved12October2009fromYouTube.com<<http://www.youtube.com/watch?v=exmEGrNqgcA>>.TargetGrade/CourseLevel:6‐12/ScienceStandard:ILSSTATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. NSES Science as Inquiry: Abilities necessary to do science inquiry. Understandings about science inquiry. NSES History and Nature of Science: Nature of scientific knowledge. Idea:StudentsobserveabriefcommercialaboutKinokiFootPadsanddiscussthereasonablenessofthescientificclaimsbasedonevidenceprovided.Studentswilldeterminethatbecausescienceisempiricallybased,acriticalthinkermightchallengesomeoftheclaimsonthecommercial.Use:Theteacherplaysthecommercialonce,andthenasksthestudentstodiscusstheirgeneralimpressionwithregardtothecommercial(Aretheyconvinced?Wouldtheybuytheproduct?Whynorwhynot?)Theteacherthenplaysthecommercialasecondtime,andasksthestudentstolistalloftheclaimsmadebythecommercial.Theteacherdirectsadiscussionbyexplicitlystatingthat“scienceisempirically‐based,”meaningthatitreliesuponevidence.Thestudentsthenwatchthecommercialathirdtime,andmakenoteofthe“evidence”providedonthecommercial,andjudgetheevidencewithregardtocredibility.Finally,thestudentsareaskedtorespondtothequestion,“DotheclaimsmadebytheKinokiFootPadadvertisersrelyonlegitimatescience?Whyorwhynot?”Materials:Theclassneedsthefollowing:

‐ Internetaccess‐ Laptopcomputer‐ LCDprojector

Modifications:

‐ Ifinternetaccessisproblematic,aVHSorDVDcouldbeusedtopre‐recordthecommercial.‐ Solongastheofficialwebsitestillexists,studentscouldalsoperformaweb‐questtodotheirownresearch

regardingclaimsmadeaboutKinokifootpadsoranother“scam”product.‐ Note:ThetitleforfindingthecommercialonYouTubeiscalled“CanyouFindtheBS.”Teachersmaywantto

onlyprojectthevideoonceitisinfull‐screenmodesothatthetitleisnotviewedbythestudents.

Title:“Sun”MagazineContentArea:

‐ KnowledgeofInquiryo Scientificdataarenotthesameasscientificevidence.

Source:“Sun”Magazine.Availableinmostgrocerystoresinthecheck‐outaisle.TargetGrade/CourseLevel:9‐12/ScienceStandard:ILSSTATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. NSES Science as Inquiry: Abilities necessary to do science inquiry. Understandings about science inquiry. NSES History and Nature of Science: Nature of scientific knowledge. Idea:Studentschooseanarticlefromthe“Sun”magazineandcomparedataandclaimsofscientificevidencebytheauthors.Studentsshouldidentifydataasquantitativeorqualitativemeasurements,andevidenceasinterpretationsimposedbyscientists.Use:Theteacherplacesamagazineforeachsmallgroupbeforetheycomeintotheclassroom.Theteachershouldallowthesmallgroupstobrowsethroughthemagazineanddiscussthecontents.Studentsshouldbeencouragedtofindwhattheyviewasthemostinterestingarticle–thearticlemustcontainsomeformofdataandaclaimaboutthatdata.Intheirsmallgroups,studentsshoulduseawhiteboardtodisplay(1)oneortwoclaimsfromthearticle,(2)examplesoftherawdata,and(3)anexampleofthe“evidence”providedbytheauthorssupportingtheirclaims.Studentsshouldpresentthesewhiteboardstotheclass,andtheteachercanengagepresentingstudentsandthe“audience”withthefollowingquestions:“Whatdatadidtheauthorsprovide?”“Whatevidencedidtheauthorsprovidetosupporttheirclaim?”“Whatisthedifferencebetweenthedataandtheevidence?”“Dothestatementsregardingevidenceactuallyreflectthenatureofthedata?”“Whyorwhynot?”Thiscanbeextendedevenfurthertodeterminewhethertheresearchclaimsactuallycorrespondtotheevidence.Materials:Foreachsmallgroupoftwotofourstudents:

‐ Onecopyof“Sun”Modifications:

‐ Anynon‐reputablemagazinemaybeusedinplaceof“Sun”magazine.‐ Forlowerlevelstudents,specificarticlesmaybechoseninsteadofallowing

studentstochoosefromthemagazine.However,theopportunityforstudentstosearchfor“data”and“evidence”isquitevaluable!

‐ Crediblearticlesmayalsobeusedforthesamepurpose(i.e.researcharticles).

Title:WomanoftheEnlightenment:EmilieduChateletContentArea:

‐ KineticEnergy‐ AspectsofNatureofScience

o SociallyandCulturallyEmbeddedSource:Hakim,J.(2006).StoryofScience:NewtonattheCenter.SmithsonianPress./PBS’s“Einstein’sBigidea”videoclip.TargetGrade/CourseLevel:11‐12/PhysicsStandard:ILSSTATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. NSES History and Nature of Science: Science as a human endeavor. Nature of scientific knowledge. Historical perspectives. Idea:StudentsreadachapterfromStoryofScience:NewtonattheCenterandwatchavideoclip(“2”isforsquared)fromPBS’“Einstein’sBigIdea”andthenreflectuponhowsocietyandcultureinfluencedthedevelopmentofscientificunderstanding.Use:Studentsreadthechapterontheirown,followedbythevideoclip.Theyarethenaskedtorespondindividually,andtheningroups,tothefollowingquestions:

Emiliewasnotwidelyregardedpubliclybyscientistsuntilonlyabout20yearsago.“WhatsocialandculturalfactorspreventedEmiliefrombeingabletosuccessfullysharewhatshelearnedaboutenergy?”

Exampleanswersmayincludethefollowing: FemalesinFranceduringhercenturywerenotacceptedaslegitimatescientists–theyweren’t allowedintosome“scienceparlors”ororganizations. EmiliechallengedNewton,whowasperceivedbymostreputablescientiststobe“god‐like”and irrefutable.Thisdiscussionshouldbeextendedtoevenmoderndayinfluences: “IfEmiliewerealivetoday,howwouldsocietyandculturepossiblyhaveinfluencedherwork?Explainwhy.” “Whatkindofsocialandculturalinfluences(notjustgender)doyouthinkarepresenttodayinscience?” “Issocialandculturalembeddednessagoodorabadthing,inyourview?Elaborate.”Materials:

DVD–PBS“Einstein’sBigIdea”PhotocopyofChapter22fromNewtonattheCenterforeachstudent.

Modifications:

‐ ThisactivitycanbeaccomplishedwitheithertheDVDorthereading–Iprefertodobothbecauseitseemsto“enrich”thehistoricalperspectiveofthestudents.

‐ Manyscientistsinhistoryhavebeenoverlookedordisregarded–studentscouldalternativelyreadascienceautobiography.

Title:BarbieBungeeJumpingLabContentArea:

‐ NatureofScienceo ObservationversusInference

‐ Physics/Matho Developingmathematicalmodelsforasetofdata.

Source:IllinoisStateUniversityGK12NSFGrantFellows,summerworkshop2005TargetGrade/CourseLevel:11‐12/PhysicsStandard:ILSSTATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. NSES Science as Inquiry: Abilities necessary to do science inquiry. Understandings about science inquiry. Idea:Studentsperformalaboratoryactivityinwhichtheycollectdata(throughobservationofBarbiefalling0to1meterfromabungeecordofrubberbands)andmakepredictions(inferences)abouthowmanyrubberbandswouldbeneededtoreleaseBarbiefromthetopofastairwellanddropBarbieasclosetotheflooraspossiblewithouthittingherhead.Thestudentsusethisactivitytoreflectuponwhatpartsoftheirexperimentationincludedobservationsandinferences.Use:ThestudentsareaskedtocompletetheBarbieBungeeJumpinglaboratoryactivity.Followingtheactivity,studentsareaskedtoreflectupontwoquestions.

‐ Whatpartsoftheactivityincludedobservations?o Whatobservationsdidyouthinkwereimportant?o Howdidyourecordyourobservations?(Datatable,chart,graph,etc.)

‐ Whatpartsoftheactivityincludedinferences?o Whatwasyourprediction?o Howdidyoumakeyourprediction?o Howsurewereyouofyourprediction?

Afterreflectingupontheirspecificlaboratoryexperience,theteachercouldgeneralizethediscussion.‐ Whatkindsofobservationsdoscientistsmake?‐ Whatisrequiredforsomethingtobeconsideredanobservation?‐ Areallobservations“correct”?‐ Howdoscientistsknowthatwhattheyareobservingreallyreflectsreality?‐ Whatkindsofinferencesdoscientistsmake?‐ Howisinferencedifferentfrom“faith,”inthereligioussense?‐ Howcertainarescientistsabouttheirowninferences?‐ Whatmightaffectthevalidityofaninference?

Materials:Foreachpairofstudents:

‐ 50identicalrubberbands Calculator‐ Barbie,GI‐Joe,orsmalldoll. Straight‐edge‐ Meterstick Pencil‐ Graphpaper

Modifications:

‐ Forgreatercomplexity,studentscanbegivenacombinationofdifferenttypesofrubberbands.‐ Anylaboratoryactivityusingpredictionscanbeusedinthesameway.

Title:TableTalkContentArea:

‐ NatureofScienceo Tentativeness

‐ KnowledgeofInquiryo Thereisnosinglescientificmethod

Source:PersonalCommunicationwithThomasHolbrook(myhighschoolphysicsteacher).TargetGrade/CourseLevel:11–12/ScienceStandard:ILSSTATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. Idea:Studentsgohomeandexplicitlydiscusswiththeirparentsaboutthetentativenatureofscienceandhowthereisnosinglescientificmethod.Studentsandtheirparentsmustcomeupwithoneortwoclearexampleofeachoftheseaspectsofscience.Use:Followingaunitonthenatureofscienceandknowledgeofscientificinquiry,studentsaregivenasmallsheetwithtwopromptsabouttentativenessandscientificmethods.Thestudentsaretodiscusswiththeirparentsthefollowingtwoquestions:“Whatisoneexampleofhowsciencechanges?”and“Givetwoexamplesofscientificdiscoveries,andexplainhowtheirmethodsofdiscoveryweredifferent.”Thestudentsmustwriteaparagraphresponsetoeachquestion,andaparentsignaturemustbeobtainedtoensurethatthestudentsactuallydiscussedthetopics.Theteacherwillevaluatetheresponsesbythestudenttodetermineiftheytrulyunderstandtheconcepts–or,perhapsstudents,parents,andteachersdisagree!Ifso,follow‐uplessonscanbeusedtoprovideevenmoreexamplesofthenatureofscienceandscienceinquiry.Materials:

‐ TableTalkpromptsheet‐ Paper‐ Pencil‐

Modifications:‐ Forstudentswhodonotlivewithparents,aguardian,teacher,oranotherresponsibleadult(age21orolder!)

maybesubstituted.‐ Alternativequestionsaboutanyoftheaspectsofnatureofscienceorknowledgeofinquirymaybesubstituted

forwhateverismostappropriatetotheclassroom.‐ Studentsmaybegivenanarticleortalkingpointaboutaspecificaspectsofscience(i.e.theatomicmodel)if

thereisconcernthattheparentorstudentmaybeunabletodiscusstheideasindependently.(Fortunately,Ihaverunthisactivitybefore,andhavefoundthatmostofmyparentsaremorethancompetentwhenitcomestodiscussingscience!)

Title:EvolutionofPhysicsContentArea:

‐ Physicso Natureoflight

‐ AspectsofNatureofScienceo Tentativenesso Functionsandrelationshipsoftheoryandlaw.

Source:“TheDeclineoftheMechanicalView”chapterfromEinstein,A.(1967).Theevolutionofphysics.Touchstone:NewYork.TargetGrade/CourseLevel:11‐12/PhysicsStandard:ILSSTATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. NSES Science as Inquiry: Abilities necessary to do science inquiry. Understandings about science inquiry. NSES History and Nature of Science: Nature of scientific knowledge. Idea:StudentsreadachapterontheevolutionofthemodelsoflightfromEinstein’sEvolutionofPhysics.Studentscommentonhowtheconceptionoflighthasbeenandstillistentative.Studentscompleteanotessheetandlabelappropriateinformationfromthetextastheoryorlaw.Use:Studentsshouldbeintroducedtolightandtraditionalbeliefsaboutitsmake‐up.AristotlethroughNewtonbelievedthatlightmustbea“particle”ofsomesort.However,ascanbeeasilydemonstratedintheclassroom,lightdisplayspropertiesofbothparticlesandwaves(i.e.interferencepatterns,polarization,straight‐linetravel,etc.).AfteradiscussionabouthowtheseveryingrainedAristotelianbeliefswerechallengedandeventuallychanged,demonstratingthetentativenatureofscience,studentsread“TheDeclineoftheMechanicalView”fromTheEvolutionofPhysics.Aftercompletingtheactivity,studentsfilloutthe“CompetingTheoriesofLight”worksheetandseeksupportingevidenceforeachtheoryoflight.Studentsdiscusswhichaspectsoftheirobservationsconstitutelaws.(StudentsshouldbeabletocomeupwiththeLawofReflectionandLawofRefractionasprimeexamples).Studentsshouldbeexplicitlygiventhedefinitionofalawasadescriptionoftherelationshipbetweentwovariables,withtheoriesandtheexplanationfortherelationship.Materials:Foreachstudentthefollowingmaterialsareneeded:

‐ Copyof“DeclineoftheMechanicalView”chapterfromEvolutionofPhysics.‐ “ComparisonofTheoriesofLight”document‐ Demonstrationmaterialsforeachofthepiecesof“evidence”aslistedbyEinstein(optional).Seetheinquiry

lessonplanformoreinformationaboutthis.Modifications:

‐ Studentsmayreadtheexcerptsinclass(oroutsideofclass)dependingupontimeconstraints.‐ Excerptsmaybeenlargedorreadaloudforstudentswhohavevisualdifficultiesorprefertolearnaudially.

(Partsoftheexcerptmayevenberole‐played).‐ Insteadofreadingthearticle,theteachermaydemonstrateeachoftheobservationsscientistshavemade

aboutlight,or,alternatively,studentsmaymaketheirobservationsinsmallgroupsviaastationslab.

Title:PendulumLabContentArea:

‐ Physicso Oscillatorymotion

‐ KnowledgeofInquiryo Allscientistsperformingthesameproceduresdonotalwaysgetthesameresults.

Source:ChicagoITQCohort3:ModelingMethodofInstruction.HeldatDominicanUniversityinJune2007.TargetGrade/CourseLevel:Physics/11th–12thgradeStandard:ILSSTATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. NSES Science as Inquiry: Abilities necessary to do science inquiry. Understandings about science inquiry. Idea:Studentsperformalaboratoryexperimenttodeterminetherelationshipbetweenthelengthofapendulumandthetimeforonecycle.Eachgroupisgivenaspecificrangeinwhichtowork.Studentswillseethatalthoughtheyhadthesamequestionaslikelyusedasimilarprocedure,theresultingdatamaynotgetthesameresultsbecausetheymayonlybeviewingasmallportionofthewholerangeofpossibledata.Use:Theteacherdemonstratesaswingingpendulum,andpromptsstudentstobrainstormthepossiblevariablesthatmayaccountforthelengthoftimeofafullcycleofthependulum.Afterstudentshavedeterminedthatonlylengthsignificantlyaffectsthecycletime,theteacherasksstudentstodevelopagraphshowingtherelationshipbetweenthelengthandthetimeofafullcycle.Halfoftheclassisaskedtostudyonlylengthsbetween5cmand30cm,andtheotherhalfisaskedtostudylengthsbetween30cmand60m.Studentscanplotageneralsketchoftheirgraphsonawhiteboardandpresenttheirfindingstothegroup.Studentswhoworkedwithinthe5cmto30cmrangewilldeterminethattherelationshipisnon‐linear,withthegreatestchangeinthetimeofonecycleoccurringattheshortestlengths.Thegroupsworkingbetween30cmand60cmmaydeterminetherelationshiptobealmostorentirelylinear.Duringthewhiteboardingsession,studentsshouldalsosharetheirprocedures.Inevitably,mostofthegroupswillhavefollowedthesameprocedure,yettheclassisnotlikelytocometoaconsensus.Theteachershoulddrawthediscussiontoaclose,askingstudentstoreflectonthereasonswhyscientistsperformingthesameproceduresdonotalwaysgetthesameresults.Inthiscase,thiswasaresultoftherangeofdata(andshouldleadintoadiscussionabouttheimportanceoftestingawiderangeofdata),butitcanalsobearesultoflackofprecisionordifferinginterpretationsofthesamedata.Materials:Studentsshouldworkinsmallgroupsofthreetofourstudents.Eachsmallgroupwillneedthefollowing:

‐ Ringstandwithclamp(orsturdyplacetohangpendulum).‐ String‐ Scissors‐ Pendulumbob‐ Electronictimer‐ Meterstick

Modifications:

‐ Ifpendulumbobsarenotavailable,setsofwasherscanbetiedontotheendofthestring.‐ Anykindoflaboratoryactivityinwhichthedataisnotlinearcanbesubstitutedforthislab(i.e.inverse,

logarithmic,exponential).‐ Insteadoflookingattherangeoftheexperiment,studentscouldbeaskedtocollectnomorethantwodata

points–studentsquicklyidentifythatthisisinsufficientdata.

Title:Galileo’sThermometerContentArea:

‐ Chemistry/Physicso Density,Buoyancy,Thermodynamics

‐ KnowledgeofInquiryo Explanationsaredevelopedfromacombinationofcollecteddataandwhatisalreadyknown.

Source:RebeccaVieyraTargetGrade/CourseLevel:3rd–12th/GeneralScienceStandard:ILSSTATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. NSES Science as Inquiry: Abilities necessary to do science inquiry. Understandings about science inquiry. NSES History and Nature of Science: Nature of scientific knowledge. Idea:StudentsobserveaGalileo’sThermometerandthechangesthatoccurinitwhenmovedfromacoldtoawarmenvironment,orviceversa.Studentsprovideexamplesofwhattheyalreadyknowaboutfloatingandsinkingobjects,andtheeffectsoftemperatureonliquids.Studentsexperimentwithdifferenttemperaturestocollectdatatodeterminetherelationshipbetweentemperatureandthenumberoffloatingbulbs.Use:

TheteacherbeginsclassbyremovingtheGalileo’sThermometerfromacoolerfilledwithice–studentsshouldnotseethis!Astheclassgoeson,studentsareaskedtomakeobservationsaboutwhatisoccurringwiththebulbsinsideofthethermometer.Studentsareaskedtoexplainpossibilitiesforthebulbstobeginsinkingorfloatingbygivingexamplesofexperiencestheyhavehadwithsinkingandfloating.Studentsmaylistexperiencessuchasbeinginaboat,feelingbuoyantinwater,havingdenseobjectssinkandlessdenseobjectsfloat(whattheyalreadyknow).TheteachermayopttouseaKWLchartatthispoint. StudentsshouldbeencouragetofeeltheGalileo’sThermometerandlookcloselyatthebulbs.Seeingthe“degree”symbolonthebulbsandfeelinghowcoolitis,studentsshouldcometotheconclusionthatthebulbssinkingorfloatingareafunctionoftemperature.Studentsmaycollectdatabyreturningthethermometertothecooler,orplacingitinabeakerfilledwithluke‐warmwater.(Caution:Thewatershouldnotbeabove100degreesFahrenheit!)ObservationsmayberecordedintheKWLchart. Oncethetemperaturedependenceisdetermined,studentsshouldlistontheirKWLchartwhattheyknowaboutmoleculesofwarmandcoolfluids,andprovideexamples(hotairrises,etc.)Thisshouldbefollowedbyanexplicitdiscussionaboutsciencerarelybeingdoneinisolationofotherideas,betheypersonalexperiencesorresearchcompletedbyotherscientists.Studentsshouldbeaskedtoprovideexamplesofthis–almostallscientistsbeforetheScientificRevolutionreliedsomewhatupontheobservationsofAristotle,andmanyscientistsaftertherevolutionbasedtheirworkoffoftheexperimentationofNewton.InthewordsofNewtonhimself,“nanosgigantumhumerisinsidentes”–eventhegreatestofscientificscholarsonlygowheretheywerebystandingontheshouldersofgiants.Materials:

‐ Galileo’sThermometer‐ Beaker‐ Water‐ Hotplate‐ Ice‐ Thermometer(alcohol)‐ Balloon

‐ CoolerModifications:

‐ InsteadofusingaGalileo’sThermometer,acommon“handboiler”mayalsobeused,anddemonstratessimilarpropertiesabouttheexpansionoffluidsasaresultofanincreaseintemperature.

‐ InsteadofusingaGalileo’sThermometer,aCartesiandivermayalsobeused,anddemonstratessimilarpropertiesoffloatingandsinkingasaresultofchangesinoveralldensityofobjectsinafluid.

‐ TheGalileo’sThermometermayalternativelybeplacedinarefrigeratorandallowedtowarmupintheclassroomastheclassgoeson.Itmayalsobeplacedoutsideaclassroomwindowandviewedbythestudentsasitchangestemperature.

Title:FiltersActivityContentArea:

‐ Physicso Absorptionandtransmissionoflight

‐ NatureofScienceo ObservationversusInference

Source:Riendau,D.WorkshopattheChicagoSectionoftheAmericanAssociationofPhysicsTeachersSpring2009conference.CrystalLakeSouthHighSchool.TargetGrade/CourseLevel:9th–12th/PhysicsStandard:ILSSTATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. NSES Science as Inquiry: Abilities necessary to do science inquiry. Understandings about science inquiry. NSES History and Nature of Science: Nature of scientific knowledge. Idea:StudentslookatasetofprojectedcoloreddotsonaPowerPointslide,andareaskedtopredicthowthecolorswilllookdifferentwhenobservedthroughafilterheldinfrontoftheireyes.Studentsarethenaskedtoinferthereasonwhythecolorsappearastheydothroughthefilters.Theteacherprovidesadefinitionofobservationsandinferences,andasksthestudentstoreflectonthestrengthofobservationsandinferencesasscientificevidence.Use: TheteachercreatesaPowerPointslidewithawhitebackgroundandthreelargedots,eachinred,green,andblue(matchingthefiltercolorsascloselyaspossible).Thestudentsareaskedtomakeobservationsofthecolors.Theteacherasksthestudentsifalloftheirobservationsarethesame–thismayleadintoauniquediscussionabouthow“yourblue”maynotbeperceivedinexactlythesamewayas“myblue.”Thestudentsthenpredicthoweachofthecolorswillchangewhenviewedthrougharedfilter,andthenprovideatentativehypothesisaboutwhytheythinkthecoloreddotsmightlookdifferently.Afterstudentsmaketheirobservations,theysharetheirinferencesaboutwhatishappeningtolightasitpassesthroughafilter.Manystudentswillinferthatwhitelightisgetting“colored”or“mixed”withthecolorofthefilter.Otherstudentswillinferthatthefilteronlyallowsitsowncolorthrough,whileblockingorabsorbingtheothercolors.Studentswillperformthesameobservationswithblueandgreenfilters,andthenwithfiltersthatletthroughthesecondarycolorsoflight.Studentsshouldrevisetheirinferencesbasedontheirnewobservations.Followingthisactivity,theteachershouldprovideanexplicitdefinitionofobservationandinferencebyaskingthefollowing: Whatwereyourobservations?Didyouallagree? Isiteverpossiblethatscientistsdonotmakethesameobservationsofthesamephenomenon? Whatwereyourinferencesgivenyourobservations?Didyouallagree? Isiteverpossiblethatscientistsdonotmakethesameinferencesdespitesimilarobservations?Materials:

‐ PPTPresentation“ColorsActivity”‐ Worksheet“ColorsActivity”‐ Coloredpencils,markers,orcrayons‐ Coloredfilters(red,blue,green,magenta,cyan,yellow)

Modifications:

‐ IfanLCDprojectorisnotavailabletopresentthePowerPoint,considerusingacolorful,brightobject.TheflagofSouthAfricaworksverywell,asitincludesalloftheprimarycolorsoflightaswellasblack,yellow,andwhite.

Title:ANewTwiston“MysteryBoxes”ContentArea:

‐ NatureofScienceo ObservationversusInference

‐ KnowledgeofInquiryo Thereisnosinglescientificmethod.

Source:Rau,G.(2009).Anewtwiston“mysteryboxes.”Thescienceteacher.No.11,30‐35.TargetGrade/CourseLevel:5th–12th/GeneralScienceStandard:ILSSTATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. NSES Science as Inquiry: Abilities necessary to do science inquiry. Understandings about science inquiry. NSES History and Nature of Science: Nature of scientific knowledge. Idea:Studentsusealloftheirsensestoidentifyvariousobjectsinsideof“mysteryboxes”intowhichstudentscannotinitiallysee.Studentsrecordtheirobservations(anythingtheycansense),aswellastheirinferences(themeaningtheymakeoftheirobservations).Studentswillidentifythisactivityasaninvestigation,anddiscussthatitisasvaluableapartofscienceasexperimentation,becausescientistsdonotallfollowa“scientificmethod”tolearnaboutthenaturalworld.Use: Provideeachsmallgroupof3‐4studentswithtwomysteryboxes(oroneboxwithadivider).Studentsmayshaketheboxesandplacetheirhandsintoasmallopeningintheboxestofeelorsmelltheitem.(Caution:Donotplaceanyitemsintheboxthataresharpormaypotentiallyscarestudents,suchasdeadinsects.Bewareofobjectsthatmaybeallergen‐producing).Askstudentstoindividuallymakealistofallobservations–explicitlystateobservationsarethingsthatcanbesensedwithvision,touch,smell,taste(notinthelaboratory!),orheard.Beneaththelistofobservations,thestudentshouldmakeaninference–astatementthatmakesmeaningoutoftheobservations.Forexample,observationsforapineconemightinclude“bristly,”“hard,”“spiny,”and“rough.”Aninferencewouldbethefollowing:“Ithinkthatthemysteryitemisatypeofpinecone.”Studentsshouldbeaskedtocomparetheirobservations,andremoveanyitemsfromthelistthatarenotsimpleobservations.Thestudentsmaythenopentheboxandcontinuetomakevisualobservationsandrefinetheirinference.Forapinecone,thismightinclude“brown,”“hasgrooves,”etc. Thisactivityshouldbefollowedupwithaquestionaboutiftheactivitywas“scientific.”Undoubtedly,moststudentswillsayyes.Inbiology,identificationandcategorizationisalargecomponentofthebodyofknowledge.Theteachershouldalsoaskstudentsifthiswasanexperiment.Ifstudentssaythatitisanexperiment,theteachershouldfollowupthisactivitywithatrueexperimentthatincludesmanipulationofvariables,tohelpdemonstratethedifference.Theteachershouldhelpstudentstorecognizethatthemysteryboxactivityisaninvestigationbecauseitdidnotdealwithlookingatcause‐and‐effectrelationships.Scientistscanstudytheworldinmanyways–theydonotalluseasinglescientificmethod.Materials:Eachsmallgroupof3‐4studentswillneedthefollowing:

‐ Medium‐sizedboxwithadividerortwosmallboxes(withaholecutinthetoplargeenoughtoinsertahand).‐ Paperorfabric(tocovertheholeinthebox).‐ Twoitemsperbox–preferably“natural”artifactsthathaveavarietyofsmells,shapes,andtextures.‐ Paperandpencil.‐ Rubric(fromTheScienceTeacherarticle).

Modifications:‐ Thisactivityisidealforstudentswhohavevisualdifficulties–considerchoosingitemswithmoreobvious

aromasandtextures.‐ ‐ Speciallymadeboxesarenotabsolutelynecessary–thisactivitycanbeaccomplishedjustaseasilywithblack

plasticorfabricbags.‐ Boxesaren’tevennecessary–observationsandinferencescanalsobemadeonlyonvisualevidence.

Title:AtomicBombScientistandGovernmentPanelContentArea:

‐ Physicso Radioactivity

‐ NatureofScienceo Sociallyandculturallyembedded

Source:Dannen,G.(9August2003).AtomicBomb:Decision.Retrieved8November2009from <<http://www.dannen.com/decision/index.html>>.TargetGrade/CourseLevel:PhysicsStandard:NSES History and Nature of Science: Nature of scientific knowledge. Idea:StudentsdosomepreliminaryresearchtounderstandthehistoricalandpoliticalatmospheresurroundingthedevelopinganduseoftheatomicbombonHiroshima.Studentswillholdapaneldiscussionviarole‐playingofmajorscientistsandgovernmentofficialsinvolvedinthedecisionmakingsurroundingtheManhattanproject.Throughthisactivity,studentsrecognizethatsciencecanbehelpedorhinderedbythesocialandculturalatmosphereofacountry.Use:

Thisactivityshouldbecarriedoutonlyafteranintroductiontoionizingradiationanditseffects–moviessuchasTheManhattanProjectorBarefootGen(Caution:Thisisaverygraphicmanga‐stylemovie)doasuperbjobofshowingboththeculturalclimateintheUnitedStatesandJapanaswellasthebiologyeffects.Studentswillrevieworiginalsourcedocuments(includingsomethen‐confidentialgovernmentpapers)fromtheabovelistedsourcelinktoresearchthevaryingpositionsofscientistsandgovernmentofficialsregardingtheethicsandlegalityinvolvedintheresearchanduseofthebomb.

Followingsomepreliminaryresearch,studentsshouldbeassignedvariousroles,suchasGeneralGroves,PresidentTruman,Oppenheimer,Szilard,Fermi,Compton,Lawrence,etc.Studentsshouldresearchthepositionoftheirchosencharacter,thenre‐enactacommitteemeetingatwhichtheydecidethefateofthebomb.Amoderator(teacher)shouldbepresenttofacilitatethediscussion.

Followingtheactivity,theteachershouldde‐briefthestudentswiththefollowingdiscussionquestions:‐ WhatkindsofglobalornationalinfluencesencouragedthedevelopmentoftheManhattanProject?‐ Whatwerethe“winning”argumentsfortheuseoftheatomicbombinJapan?Whosestancedidtheyreflect?‐ Whatwastheglobaleffectofusingtheatomicbombimmediatelyafteritsuse?‐ Whatwastheglobaleffectofusingtheatomicbombontoday’spolitics?‐ Whataresomeotherexamplesinscienceinwhichsocietyandculturehaveaffectedtheoutcomeofascientific

projectorscientificresearch?Materials:Studentsmustcompleteon‐lineresearchinpreparationforthepanel:

‐ Computers‐ InternetAccess‐ AtomicBombWebQuest

Modifications:

‐ Forclassesthatdonothaveinternetaccess,theoriginalsourcedocumentsmaybeprintedoutinhardcopyforstudentstouseandreturn.

‐ Insteadofre‐enactinganentirecommitteemeeting,studentsmaysimplebeaskedtoreadandreflectuponthearticlesandfollow‐upquestionsinanessay.

Title:Emilie’sKineticEnergyExperimentContentArea:

‐ Physicso KineticEnergyo Kinematics

‐ KnowledgeofInquiryo Researchconclusionsmustbeconsistentwiththedatacollected.

Source:CenterforAppliedResearchinEducation.(1994).Hands‐onphysicsactivitieswithreal‐lifeapplications.TargetGrade/CourseLevel:11th–12th/PhysicsStandard:ILSSTATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. NSES Science as Inquiry: Abilities necessary to do science inquiry. Understandings about science inquiry. Idea:Inthisexperiment,studentsmodifythespeedofaballbearingasitcollideswithclay.Bygraphingthedepthofthe“crater”(energy)versusthefinalvelocityoftheball,studentsseethatNewton’sclaimswereoverthrownbecausehisconclusionswerenotconsistentwiththedata,andthisconsistencyisfundamentalinscience.Use:

Newtonservedasanauthorityfigureformanyscientists,whodidnotdaretocontradicthistheoreticalorexperimentalwork.Newtonbelievedthatkineticenergy(visviva)wasproportionaltothevelocityofafallingobject.TheDutchs’GravesandeaswellasFrenchduChateletexperimentallyfoundthatNewton’sconclusionswereinaccurate.

Studentsaregivenasingleball‐bearingandaskedtodetermineifNewton’sstatementaboutkineticenergybeingdirectlyproportionaltovelocityiscorrect.Studentsshouldbeabletocalculatethefinalvelocityofdroppedballbearingsusingknowledgefromkinematics.Aftertheballisdroppedintoclay,theenergymakingthehole(“workdone”bytheball)canbemeasuredinthedropletsofsoapwaterittakestofillitup(thesoapdecreasesthesurfacetension).Thedataforenergyandfinalvelocitycanbeplottedonagraph.Studentswillseethatthecurveisparabolic,notlinear,aspredictedbyNewton.

Theteachershouldconvenetheclasstocomparedata.Theteachershouldaskthestudentswhattodo–shouldNewton’sclaimremainauthoritativegiventheevidence?Studentsshouldresoundinglyanswer“no,”andattempttocreateanewstatementthatisconsistentwiththedata.Theteachershouldaddresstheclasswiththefollowingquestions:

‐ Havetherebeenothercasesinwhichconclusionswerenotconsistentwiththedata?‐ Whymightascientistmakeconclusionsthatarenotconsistentwiththedata?(Thisisagreattimetodiscuss

theconceptofscientificethics!)Materials:Thefollowingmaterialsareneededforeachlabgroupof3‐4students:

‐ Ball‐bearingsofvarioussizes(from10gto200g)‐ Softmodelingclay–non‐porous,non‐drying‐ Meterstick‐ Eyedropper‐ Beaker/cup‐ Soapwater

Modifications:

‐ Foryoungerstudents,thefinalvelocitiesbeforeimpactcanbepre‐calculatedandalreadyplacedintoacolumnforthestudents–theycanjustbeinstructedtodroptheballsfromapre‐determinedheight.

‐ Foryoungerstudents,onlytwotrialsarenecessary,andnographingisneeded–justdroptwoballs,withoneattwicethefinalspeedastheother.Youngstudentshouldeasilybeabletoseethattheballwithtwicethespeedrequiredfourtimesasmanywaterdropletstofillitup.

‐ Ifmodelingclayisnotavailable,useCrisco,Manteca,oranotherformofsoftlard.‐ Iftheclayisporousbutsoft,considercuttingtheclayandmeasuringthedepth,asopposedtofillingitwith

dropletsofwater.‐ Forolderstudents,afurtherexperimentcanbeaccomplished–performtheexperimentbymanipulatingthe

massoftheballbearing,whilekeepingthefinalvelocityconstant.Studentswillseealinearrelationship.Asimpleapplicationofconservationduetoenergyresultsinthemodernderivedformulafortheenergyofmotion.

Title:BenjaminFranklinLettersaboutElectrostaticsContentArea:

‐ Physicso Electrostatics–capacitors.

‐ KnowledgeofInquiryo Inquiryproceduresareguidedbythequestionasked.

Source:Morse,R.“BenjaminFranklinasmyLabPartner.”WorkshoppresentedattheFebruary2009nationalconferenceoftheAmericanAssociationofPhysicsTeachers.Chicago,IL.TargetGrade/CourseLevel:Physics/PhysicalScience/8th–12thgradeStandard:ILSSTATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. NSES Science as Inquiry: Abilities necessary to do science inquiry. Understandings about science inquiry. NSES History and Nature of Science: Nature of scientific knowledge. Idea:StudentsreadsimpleexcerptsfromletterswrittenbyBenjaminFranklintohisfriendsregardinghisexperimentsinelectrostatics.ThestudentsfollowtheexperimentsdescribedbyFranklin–eachexperimentclearlyproceedsfromthequestionposed.ThestudentsanalyzehowFranklinbuildsupontheearlyunderstandingsofelectricityusingacombinationofwhatwasknownpreviouslyandhisnewexperiments.Use:

Studentsshouldhavesomebasicfoundationalinteractionswithstaticelectricity.Atthispoint,alargeT‐chartshouldbeplacedintheclassroomthatwillremainuntiltheendofthelesson.TheT‐chartshouldhaveacolumnforwhatisknownandwhatwaslearnedfromeachconsecutiveactivity.Thewhatisknownshouldbefilledinwithanyintroductoryinformationthestudentsmayhave.Studentsbuildasmallcapacitorasinstructedinthereadingpacket.Thestudentsexperimentwithhowtoproperlychargeafilmcanistercapacitor(filledwithwater).Afterwards,theyobservetheeffectsofachargedcapacitor“hook”onapithball.AllobservationsshouldgointothewhatwaslearnedpartoftheT‐chart.

Studentswillbegivenalaboratory/readingpacket,“BenFranklinasMyLabPartner,”(canbefoundonlinefromRobertMorse’sresourcesattheTUFTSWrightCenterforScienceEducationhttp://www.tufts.edu/as/wright_center/personal_pages/bob_m/).Theteacherwillhelpleadthestudentsthroughtheintroductoryreadings.BenjaminFranklin’sinterestwaspiquedbythis“Leydenjar,”andproceededtoaskhimselfthefollowingquestion:“Whereisthechargestoredinacapacitor?”ThestudentsfollowthethinkingandproceedingquestionsfromBenjaminFranklintodiscoverthefollowing:“Isthechargeinthehook?”“Isthechargeinthewater?”“Isthechargeonthesurfaceofthebottle?”“Musttherebemetalonthesurfaceofthebottle?”Studentscompletetheaccompanyactivitiesforeachquestiontotestwherethechargeislocated.AllobservationsshouldbeincludedinthewhatwaslearnedsectionoftheT‐chart.Theteachershouldinitiateadebriefingdiscussiontofocusonhowthequestionsdirectlyproceededfromthequestionsposed,andthateventhoughFranklinwasingeniousinhisviews,thatheusedhisownpriorknowledgeofstatics(andLeyden’sworkwithcapacitorsfromEurope)alongwithhisnewexperimentstoresultinourmodernunderstandingsofscience.Materials:Studentsshouldworkinpairs.Eachpairofstudentswillneedthefollowingmaterials:

‐ Twofilmcanisterswithalid‐ Aluminumfoil‐ Glue‐ Largepaperclip‐ Twoemptycupswithwater

‐ Chargingrod(amberrodwithfur,glassrodwithsilk)‐ “BenjaminFranklinasmyLabPartner”laboratoryworksheetsandletterreadings.

Modifications:

‐ Iffilmcanistersareobsolete,twoplasticcupsstackedoneinsideoftheotherwillalsoserveasacapacitor.Theoutsidecupmustbelinedwithaluminumfoilontheoutsideandinside.Analuminum“tag”mustprotrudefromthemiddleofthecupstoallowforcharging.

‐ Ifcommercialchargingrodsareunavailable,PVCpipewithfauxfurfromafabricstoreworknearlyaswell.‐ Hairdryerscanbeusedifhumidityisslightlytoohigh.‐ Videosformakingthefilmcanistersandperformingpartoftheexperimentcanbefoundonlineattheabove

listedsource.