Last day!
Discussion of homework reading. What Scientists Really Do from "Ready, Set, Science!"
How to approach and teach the "scientific method" when where isn't ONE standard scientific method employed by all in the same way. But that students need to understand the particular model they are working with and how it might change down the road.
ONE way is that there are paired manipulated and responding variables in a controlled experiment... but that isn't the only way to do it. Using argument based on evidence or thought experiments are both other VERY valid ways to DO science.
How do kids learn? Using "Claim, Evidence, Reason" model.
Content vs. Methods - how do we combine those?
Taking ownership of our ideas. We came up with the ideas ourselves which we were then able to use.
We make decisions as instructors about when and where to provide information (and how much) so as to allow for understanding can be constructed on their (the students) own.
Energy Art Posters: Gallery Walk and Discussion
Head over to the Energy Art Posters page for information about the assignment and to view the posters.
What is a new idea that was presented in the posters?
What is a question (about energy) that is generated from looking at the posters?
Tracing Energy Sources
Geothermal and Nuclear Energy doesn't seem to go back to the sun.
Other sources seem to go back to getting energy from the sun.
Oil traces back to plankton (not dinosaurs) which had chemical energy which also came from the sun.
Tidal energy also doesn't seem to come from the sun but from gravitational and kinetic energy caused by the Sun-Earth-Moon gravitational relationship.
"Sustainability" - Meeting the needs of the present without compromising the ability of future generations to meet their own needs. (As defined in the standards.)
Why are some energy sources renewable and some are not? Especially if they are all (mostly) coming from the sun?
Sustainability and renewability depend on how we manage the resources.
When discussing global warming or climate change, we are NOT speaking of thermal energy that is created when a chemical reaction happens, we are talking about the carbon dioxide produced during that reaction. If we remember our chemical energy rule #2, when a chemical reaction takes place, matter is rearranged. When you burn coal, yes thermal energy transformed and transferred to the environment, but the matter of the coal has also been rearranged with carbon dioxide being one of the products. The problem with carbon dioxide is that it impedes light energy (in the form of infrared radiation) from leaving the earth back into space. That light energy that is now still in the atmosphere is then turned back into thermal energy of the carbon dioxide.
Check out a simulation from PhET about the greenhouse effect.
Content for Teaching
Energy Rules (here they are!)
Energy Forms
Difference between Energy Transformation and Energy Transfer
Energy from the sun
Different pathways of energy from the sun to other forms
Conservation of energy
Methods of representations (could be in instructional practices or classroom culture as well)
Scientific dialog via articles or arguments
Difference between measuring matter and observing and inferring energy (energy is in matter, but isn't matter)
Re-arrangement of molecules in chemical energy interactions
Instructional Practices
Energy Theater - physical engagement - role playing
Algebra Project
Moving from the physical action to diagrams to written expression (that document can be found here)
White board flow chart as a medium for discussion
Taking pictures of white boards for community discussion/engagement
Rules on the wall. Using energy rules as part of classroom rules? (also part of classroom culture?)
Allowing arguments/discussions/activities to come to an organic resolution - pace of the class. At what point do we move on? There should be a sense of direction.
"Don't get lost in the sauce!"
Using daily reflections and address those issue (ex. given more guidance when needed).
Responsive instruction. Monitoring and adjusting though discussions and questions. Could even change agendas.
Green, Yellow, Red cups to indicate where the groups are.
Classroom Culture
Creating and posting the right as responsibilities.
Creating an environment where students can feel safe to make mistakes. Whether or not mistakes are perceived as "huge". We can meaningfully deal with student ideas.
Respect for the ideas and misconceptions for ideas even if instructors knew something was "wrong"
Patience to help guide to understanding so they can own their ideas as opposed to just giving the answer
Providing the practice dealing with mistakes and showing that that is how science works
"Correct" information is put on the table at some point
Challenge ideas and hold people accountable to the evidence while at the same time being able to safely bring our ideas to the table and having them respected: Rigor and Respect
Discussion about convention. Negotiation of common language. Organic diagramming?
Enthusiasm for complexity - and the process and the unknown
Organic process and struggle and collaboration (example of diagrams and how they changed over time)
It is worth the time!
Seriousness vs. Organic Humor! Allowing for levity when dealing with difficult concepts
Some Links:
Revisiting the OK Go "This Too Shall Pass" Rube Goldberg video.
Other various information and behind the scenes stuff about the video
Honda Cog Video (Another great Rube Goldberg machine)
PhET Simulation: Greenhouse Effect (If you haven't used other PhET simulations, you should check them out!)
Follow-up: We would LOVE to hear back about how things have been implemented into the classroom. What worked? What didn't? Please contact Julie (julieg@spu.edu) and she will pass it on to the appropriate people. Thanks!