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Objectives:
Objectives:
To understand the expectations needed to be successful in this course
To become familiar with both the standards and Guiding Principles of the Massachusetts Science Frameworks
To understand the difference between science, engineering, technology, educational technology, and pseudoscience
To understand how to log in and submit assignments through the Blackboard LMS
To understand how to create a course in Google Classroom and post assignments
To become familiar with common science and learning resources
Every kid starts out as a natural-born scientist,
and then we beat it out of them.
A few trickle through with their wonder and enthusiasm intact.
- Carl Sagan
What is science?
What is science?
Science is both a body of knowledge that represents current understanding of natural systems and the process whereby that body of knowledge has been established and is being continually extended, refined, and revised. Both elements are essential: one cannot make progress in science without an understanding of both. Likewise, in learning science one must come to understand both the body of knowledge and the process by which this knowledge is established, extended, refined, and revised.
Elements:
Science is the study of the natural world ( vs engineering which is about solving human needs)
Science aims to explain and understand
The knowledge that is built by science is always open to question and revision. No scientific idea is ever once-and-for-all "proved." Why not? Well, science is constantly seeking new evidence, which could reveal problems with our current understandings. Ideas that we fully accept today may be rejected or modified in light of new evidence discovered tomorrow
Science works with testable ideas
Only testable ideas are within the purview of science. For an idea to be testable, it must logically generate specific expectations — in other words, a set of observations that we could expect to make if the idea were true and a set of observations that would be inconsistent with the idea and lead you to believe that it is not true.
Science relies on evidence
Science is embedded in the scientific community
Scientific ideas lead to ongoing research
Science Skills
Science Skills
https://learning-center.homesciencetools.com/article/how-to-develop-science-skills-in-students/
Observing – This is the most fundamental of science skills. That’s because most students are born with five senses, which inform how they experience the world.
Encourage your students to describe what they see in detail; this will help them identify properties and make more knowledgeable hypotheses. When studying botany, for example, have them do more than just note the color and shape of the flower. Have them count the petals, draw pictures of the leaves, and look at the pollen under a magnifying glass.
Classifying – This skill builds upon observation. Students can learn to separate and sort objects based on properties. Younger students can learn to sort using a single factor (e.g., number of legs: spiders have eight and insects have six), while older students can classify using several factors at once.
Quantifying – One of the most valuable skills needed for science study is the ability to measure accurately.
You can start by teaching young students how to use a ruler and a measuring cup. As they grow older, they will acquire more complex measuring skills using mathematical equations and advanced equipment.
Predicting – This skill derives from your students being able to spot patterns in past experiments or existing evidence (i.e., from the natural world).
Predicting is an educated guess about what’s likely to happen when you introduce changes.
Controlling variables – Many different factors can affect the outcome of an experiment. You can help students understand this by discussing potential factors before starting. This provides context.
After doing an experiment, encourage them to change one variable factor and try again.
Interpreting – This skill is closely related to inferring, which means coming to a conclusion after analyzing information. Interpreting, is inferring, from a point of view. Two students may interpret an experiment’s results differently.
Communicating – This skill touches every other one. Students must be able to transmit information through words, charts, diagrams, and other mediums.
Forming conclusions – This skill is connected to interpreting. Students cannot make conclusions hastily; they must be reached through careful reasoning.
When forming conclusions, have your students look back at their predictions and compare them with the actual results. Make sure they take all the information they gathered into account as they draw a conclusion.
Pseudoscience
Pseudoscience
Science's crazy cousin is pseudoscience-
A pseudoscience is a belief or process which masquerades as science in an attempt to claim a legitimacy which it would not otherwise be able to achieve on its own terms; it is often known as fringe- or alternative science. The most important of its defects is usually the lack of the carefully controlled and thoughtfully interpreted experiments which provide the foundation of the natural sciences and which contribute to their advancement. ( https://www.chem1.com/acad/sci/pseudosci.html)
Examples:
Astrology
Healing Crystals
Scientology
Flat Earth
Magnetic Copper healing bracelets
Evolution denial
Parapsychology
Telekinesis
Quantum Healing
Anti-Vaxxers
Homeopathy
Detoxification and 'cleanses'
New Age "chakras" etc.
At best, pseudoscience claims are a way for scammers to separate the gullible from their money; at worst, beliefs such as anti-vaxxers and homeopathy can cost lives.
What is Technology?
What is Technology?
Technology is literally the knowledge of techniques - the knowledge of how to make things
Each change in technology- stone age, bronze age, iron age, invention of concrete, invention of arch, electronics— has changed society.
Technology is the knowledge of how to make things, whereas technological artifacts are the objects produced with this knowledge- a clay pot, an iron sword, a computer, a Youtube video.
Conflicts regarding theft of technology have generally focused on theft of information, concepts, and techniques- how to weave cloth, how to make an atomic bomb, how to make a visual interface- vs theft of physical artifacts.
Technological skills are used throughout scientific work, both in laboratory work and analysis, and should be embedded in lesson plans.
Examples:
Using a triple beam balance
Preparing a microscope slide
Preparing a chemical dilution
Implementing a PCR procedure
Measuring tensile strength of a cable
Dissecting a cow eye
Graphing data using Excel
Educational Technology
Educational Technology
Technology as a general concept should be distinguished from educational technology, which focuses on the the use of computer-driven tools and resources such as Chromebooks, tablets, Khan Academy, and Scratch as classroom teaching aids.
Educational Technology includes:
Hardware- Chromebooks, Ipads, smartphones, laptop and desktop computers, wifi networks, etc.
Learning Management Systems- Blackboard, Google Classroom, Schoology, Canvas, EdX, Coursera
Downloaded software- MS Office, etc.
Cloud-based software and apps- Ofiice 365, Google Chrome Apps, WeVideo, Loom, etc.
Content websites- Khan Academy, Crash Course Kids, etc.
Below: 19th-century concept of 20th-century educational technology:
What is engineering?
What is engineering?
Engineering is the design of solutions to a human needs, typically based on a (mathematical ) model of materials or systems. Such a design is good enough for the required task. It does the job, with an adequate margin of safety, but is not wasteful.
Example: Pizza Engineering: How many pizzas do you order if 10 friends are coming for a pizza party? Engineering Model: Average person eats 2 slices, but some might eat more. Calculation: If 8 slices per pizza, you might order 3 pizzas( safety factor of 2 slices) or 4 pizzas ( safety factor of 10 slices). The most efficient design is the least expensive one that meets the performance criteria. Engineering designs almost always involve trade-offs- speed vs force, cost vs performance.
Below: Engineering calculation of the forces on a truss. Engineering commonly involves mathematical modeling.
Readings
Readings
Read the Guiding Principles from the Massachusetts Science Frameworks
Review MA Science and Technology/Engineering Frameworks, including introductory sections
Review DESE Digital Literacy and Communication Framework(excerpts)
Select Framework(s) that will be the basis of your Unit Plan- include interdisciplinary goals in ELA, Math, and Technology
Learn or review how to log into into Blackboard(AIC), Google Classroom(your district). The purpose of the Benchmark assignment is to create a unit that you will be able to use in your classroom. If your district does not use Google Classroom, you can either use the online instructional platform your district uses or you can create a free google account and create a Google Classroom using a personal account.
View Google Classroom Tutorials( https://teachercenter.withgoogle.com/first-day-trainings/welcome-to-classroom )
Research primary learning resources including textbooks, NSTA resources, online videos/Khan Academy, simulations, etc.
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