HONORS EXPERIMENTAL SCIENCE IV
UNIT ONE: WHAT IS TRUTH IN SCIENCE
AGENDA
I. LESSONS
1. Scientist vs Laymen: Who decides what is truth in data? (See sources in HOMEWORK section)
2. JCHS Databases with Mrs. Potts
3. Babbie Chapter 1: Looking for Reality (pgs 3-8)
4. Babbie 153-157 Validity and Reliability
5. Goldenberg Chapter 2: Locate Sources (pg 22-46)
6. Introduction Powerpoint DAY ONE!
7. KILLING CANCER (https://www.youtube.com/watch?v=FlK-PeCfezM)
II. ACTIVITIES
1. Work with Mrs Potts to navigate Scientific databases available through JCHS Library Services
2. Find online research that has been proven correct and then incorrect (be prepared to discuss)
3. Acceptable vs unacceptable research sources: Activity: Several types of media will be presented. In groups, students must determine what is primary, secondary and tertiary sources based on sources given
4. Dissect journal articles and categorize as primary, secondary or tertiary
5. Laboratory Research Format notes and discussion
6. Brainstorm research ideas
7. EXCELLENT RESEARCH MODULE https://umd.instructure.com/courses/1082806/pages/module-1-home
8. QUIZLET: https://quizlet.com/246784367/research-methods-pols-3950-final-exam-flash-cards/
9. HOAX PAPERS (1:18:28)
III. HOMEWORK
1. Read the following journal articles and write your thoughts and impressions. You can either print it out and make notes in the margins, highlight passages that you find interesting, and write questions where you are confused. Or, you are welcome to write these notes in your notebooks. The intent is to have you be knowledgeable enough about the two readings to discuss intelligently. The topics to ponder while reading are:
What is truth in science?
Who owns the knowledge?
How much of truth is based on trust or common beliefs?
May the sheep safely graze (Wynne, 1996) Wynne-Misunderstood- PUS.pdf Read ALL of it.
Public trust (Lidskog) Section 1 pgs 31-33 (read more if you like-be able to compare to Wynne)
FRAUD OR FACT: https://docs.google.com/document/d/1KTvtU6Ce9_pkWCraWKS75Al_Ei7G-wo74PcLP5aXw7E/edit?usp=sharing
2. Babbie Chapter 5 write a one page 1” margin single spaced paper on your thoughts and impressions. Use examples from the paper and chapter.
Babbie Chapter 5: Who Decides What is Valid? (pgs 153-156)
3. Corrected Thesis, 5 journal articles and BIB: EXAMPLES ON HOME PAGE
4. Intro paragraph, annotated papers, proper bibliography: EXAMPLES ON HOME PAGE
5. COMPARE AND CONTRAST IDEAS-BE ABLE TO DISCUSS IN CLASS:
Videos: Watch videos and respond via indication in Google Classroom
IV. STANDARDS AND OUTCOMES
1. Explain how identify a primary source
2. Describe how bias can influence and negate good data
3. Demonstrate ability to navigate scientific databases available through JCHS Library Services
4. Identify and Discern among sections of journal articles
5. Compare and contrast journal sections, citations, and language based on discipline
6. Demonstrate mastery of the scientific process through analysis and format
7. Discern among "truths" in science through examples of how bias plays a role in all scientific endeavors from inception to publication
Vocabulary
Observation Controlled Experiment independent Variable Dependent Variable Control Group Pseudo Science
Inference Data Theory Primary Source Secondary Source Tertiary Source
Bias Stimulus Response Laymen Baconian Method Scientific Method
Thesis/Hypothesis Conclusion Literature Review Methods and Materials Results
Discussion Graph Peer Review . Deductive Reasoning Inductive Reasoning
Course Description and Standards
Define a problem based on a specific body of knowledge, for example:
biology
chemistry
physics
earth/space science
Do the following:
1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts).
2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships
between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent
observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines).
3. Examine books and other sources of information to see what is already known,
4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models).
GENERAL NOTES
In addition to the course related benchmarks, this course requires additional science content that must include benchmarks from at least one other Body of Knowledge. The
additional benchmarks must include rigor appropriate for Level 3 courses. Laboratory investigations that include the use of scientific inquiry, research, measurement, problem
solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations.
Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007).
Instructional Practices
Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis:
1. Ensuring wide reading from complex text that varies in length.
2. Making close reading and rereading of texts central to lessons.
3. Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.
4. Emphasizing students supporting answers based upon evidence from the text.
5. Providing extensive research and writing opportunities (claims and evidence).
SC.912.N.1.1: Plan investigations, (Design and evaluate a scientific investigation).
6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including setup, calibration, technique, maintenance, and storage).
7. Pose answers, explanations, or descriptions of events,
8. Generate explanations that explicate or describe natural phenomena (inferences),
9. Use appropriate evidence and reasoning to justify these explanations to others,
10. Communicate results of scientific investigations, and
11. Evaluate the merits of the explanations produced by others.
For Students in Grades 11-12
LAFS.1112.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
LAFS.1112.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks analyze the specific results based on explanations in the text.
LAFS.1112.RST.3.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
LAFS.1112.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
LAFS.1112.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research. Florida Standards Connections for Mathematical Practices
MAFS.K12.MP.1: Make sense of problems and persevere in solving them.
MAFS.K12.MP.2: Reason abstractly and quantitatively.
MAFS.K12.MP.3: Construct viable arguments and critique the reasoning of others. [Viable arguments include evidence.]
MAFS.K12.MP.4: Model with mathematics.
MAFS.K12.MP.5: Use appropriate tools strategically.
MAFS.K12.MP.6: Attend to precision.
MAFS.K12.MP.7: Look for and make use of structure.
MAFS.K12.MP.8: Look for and express regularity in repeated reasoning