NSCI 310RATC 112 T-Th 7-8:50 PM

Randall CatonDepartment of Physics, Computer Science and

EngineeringGosnold 221

rcaton@cnu.edu594-7188

January 16, 07 NSCI 310 2

Day 1

• What do you need?– Discovering Elementary Science, Tolman,

3rd edition• Sewn, hard-cover composition book• Calculator or laptop computer• Pencils, ruler, markers• Easy access to college-level textbooks

in physics, chemistry, biology, environmental science, geology, geography (we have a department library in Gosnold 130)

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NSCI 310 course description

• prospective elementary school teachers to study…• fundamental science content such as:

– motion, force, energy, heat, electricity and magnetism, light, atoms, the Earth, the solar system and the Universe

• in the context of– models, change, systems, cause and effect, and scale

• also students will have opportunities to: – examine science curriculum, – review characteristics of the learner, and – develop effective instructional strategies and assessment instruments

needed to teach science.• 4 credit course!! = LOT OF WORK!

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What do we have to do?

• Review basic scientific concepts– Learn new content as we need to

• Understand the learner (PK-6)– Cognitive psychology

• Learn about curriculum & instruction– Content+learner+teacher+assessme

nt

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How will we do it?• Content review

– Readings, in-class discussion and activities, homework

• Assessments– Formative, Quizzes, tests, written reports

• Inquiry– Science research project

• Fieldwork– Working with PK-6 children through Math and

Science Nights at Riverside Elementary• Science ‘stations’ around a theme• 2 during the semester

Goals of the course• learning fundamental principles,

generalizations, or theories• learning to apply course material to

improve thinking, problem solving, and decision making

• gaining factual knowledge; developing specific skills, competencies, and points of view needed by professionals

• acquiring an interest in learning more by asking questions and seeking answers

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Activities in this course

• Modeling teaching with technology• Hands-on activities to explore concepts in

detail• Lecture/demonstrations to review concepts• Fieldwork to apply concepts in mini-

teaching situations• Guest presenters to give the ‘real life’ view• Design + Enact + Reflect

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Introduction to ClickersQ 1. How would you prefer your break?A. A 10 minute

break afteraboutone hour?

B. No break andleave at 8:40.

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Q 2. What is your academic standing at CNU?

A. JuniorB. SeniorC. Licensure onlyD. MAT

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Q 3. How confident are you of success in this course?

A. I am very anxious - don’t like science and math

B. Somewhat anxious - heard bad things about this course

C. Somewhat confident - I should do well…D. No worries man!

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Do This Alone

Q4. A jeweler cut a small chip off a large, uncut diamond. How does the density of the chip compare with the density of the original diamond?

A. The density of the chip is the same as the density of the original.B. The density of the chip is smaller than the density of the original.C. The density of the chip is larger than the density of the original.D. Impossible to tell unless the volume and mass of each piece are given.

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Use Peer Instruction

Q4. A jeweler cut a small chip off a large, uncut diamond. How does the density of the chip compare with the density of the original diamond?

A. The density of the chip is the same as the density of the original.B. The density of the chip is smaller than the density of the original.C. The density of the chip is larger than the density of the original.D. Impossible to tell unless the volume and mass of each piece are given.

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Do This Alone

Q5. People think of lots of different ways of losing weight. Which of the following would make you weigh half as much as you do right now?

A. Take away half of the Earth’s atmosphere.B. Double the distance between the Sun and the Earth.C. Make the Earth spin half as fast.D. Take away half of the Earth’s mass.E. More than one of the above

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Use Peer Instruction

Q5. People think of lots of different ways of losing weight. Which of the following would make you weigh half as much as you do right now?

A. Take away half of the Earth’s atmosphere.B. Double the distance between the Sun and the Earth.C. Make the Earth spin half as fast.D. Take away half of the Earth’s mass.E. More than one of the above

Q6: Do this AloneWhat would make the

seasons as we know them nearly disappear?

A. Remove the Moon from the Earth-Moon system so it doesn’t interfere.

B. Make the Earth move in a perfect circle about the Sun so the Earth-Sun distance is constant.

C. Remove the tilt of the Earth’s axis so the axis is perpendicular to the plane of the Earth-Sun orbit.

D. Stop the Earth from spinning on its axis.

Q6: Use Peer InstructionWhat would make the

seasons as we know them nearly disappear?

A. Remove the Moon from the Earth-Moon system so it doesn’t interfere.

B. Make the Earth move in a perfect circle about the Sun so the Earth-Sun distance is constant.

C. Remove the tilt of the Earth’s axis so the axis is perpendicular to the plane of the Earth-Sun orbit.

D. Stop the Earth from spinning on its axis.

Check out HarvardStudents and Professors

Wait…Wait…Don’t Tell MeOnly one of the scenarios below is a true

statement. Which is it?

A. The Pentagon Goes Hollywood: The pentagon is putting scientists in screenwriting classes to produce sexier science movies and TV programs that lure young people into the sciences.

B. The Department of Education has decided that Direct Instruction is the best strategy in teaching science and has published a book called Direct Instruction – It Works in Science!

C. Speaker of the House, Nancy Pelosi is introducing a bill to double the salary of K-12 science teachers by 2008. When interviewed, she said “Well, it’s about time!”

How People Learn

• It is necessary to engage and address student preconceptions.

• To develop competence in a discipline, learners must have a deep foundation of factual knowledge, understand facts in the context of a conceptual framework, and organize knowledge in ways that facilitate retrieval and application.

• A “metacognitive” approach to instruction can help students take control of their own learning. They can monitor their progress in achieving learning goals.

“Fish is Fish”

Leo Lionni

A parable for how people learn

Fish and tadpole (who looks like fish) are friends

Tadpole Frog

Cause for concern

“Frog is Frog” and “Fish is Fish” and that is that!

the frog leaves the pond and is gone for a while…

Frog returns : “I have seen wonderful things!”

“Birds – they have feathers, wings, they fly…”

“Cows – black/white, chew cud, have horns…”

“People – walk on 2 legs, wear clothes…”

Fish took a test

Which of the following best describes a cow?

a) A swimming creature with fins that has wings, covered with feathers and can fly

b) A swimming creature with fins that walks upright on 2 feet and wears clothes

c) A swimming creature with fins that has black and white markings, has horns and chews cud

d) A swimming creature with fins that has 2 long hind legs, leaps & eats flies

What is the moral of the story?

A. If you do well on a test your knowledge of the subject matter must be scientifically complete.

B. Fish don’t have much imagination.C. There are no real facts in science, everything

is relative.D. You build knowledge by processing new

information and making connections with things you already know.

How People Learn

• It is necessary to engage and address student preconceptions.

• To develop competence in a discipline, learners must have a deep foundation of factual knowledge, understand facts in the context of a conceptual framework, and organize knowledge in ways that facilitate retrieval and application.

• A “metacognitive” approach to instruction can help students take control of their own learning. They can monitor their progress in achieving learning goals.

Force / Motion Concept Map

Given some forces

1. F 2. m

1. Motion: r,v,a 2. F

Motion: r,v,a

Determine unknown forces

m

Vectors and component resolution

ENGINE

F = ma 1. Draw Picture. 2. Isolate Bodies. 3. Draw FBD. 4. Choose Axes. 5. Apply Fx = max Fy = may

6. Solve 7. Check

Special Cases 1. Constant v a = 0 v = r / t 2. Constant a a = v / t = F/m Example: ax=0, ay=-9.8m/s2 3. Motion in a circle ar = v2/r at = dv/dt

Models 1. Ropes massless and don't stretch. 2. Pulleys massless and frictionless. 3. Weight: Fg = mg 4. Equilibrium: F = 0 5. Friction: fs sn fk = kn f along common plane n common plane dimensionless materials parameter

v is slope of x vs t a is slope of v vs t

1. Motion: r,v,a 2. m

F and individual forces

INPUTS OUTPUTS

Constant Acceleration Kinematics

vxf = vxi + axt x = (vxi+vxf)t/2 x = vxit + axt

2/2 vxf

2 = vxi2 + 2axx

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Constructivism vs. Directed Study

How would you describe yourself?

A. Mostly in the constructivist camp

B. Mostly in the directed study camp

C. A foot in each camp

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On an index card

• Side A– In order for me to succeed in this

course I should…

• Side B– In order for me to succeed in this

course the professor should…

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Activity

• What is science?– On an index card, write a one sentence

definition by yourself– Partner up with someone and reach

consensus on a definition– Pair up with another pair and reach

consensus– Pair up with another quad and reach

consensus– Can you keep going?

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What is science?

• Science is an enterprise of learning about specific aspects of our surroundings through the design and testing of refutable hypotheses.

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Diagnoser Homework Due Wednesday, January 17 by 6

PMSee my web page for this

course.

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Motion

• Demonstration• Position 1D – number line

0- +

x

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Motion

• Position 2D – coordinate system

0

-

+

t

x