By Debbie Voorhees
Completed in partial fulfillment of the requirements for
"Teaching High School Physics"
Physics 301
Autumn 1998
Illinois State University
Carl J. Wenning, Instructor
Author's Note: This "unit plan" does not include a daily schedule of planned activities. It provides suggested learning activities which are intended to align with the Illinois State Science Goal 12, specifically, Learning Standard F: Know an apply concepts that explain the composition and structure of the universe and Earth's place in it.
I. Unit Overview
A. Summary: This unit focuses on the nature of the universe. The majority of the learning activities follow inquiry-based, constructivist, and cooperative learning models of instruction. The intended student for this unit is enrolled in a Physics I course with a mathematics prerequisite of Geometry. The one of the reference textbooks used in the Physics I course is Conceptual Physics by Hewitt. The main text for the course is PhysicAL by Spronk.
B. Goals:
1. Content Knowledge: The student will:
a) characterize and organize the objects in our solar system,
b) explain natural cycles and patterns in a solar system,
c) explain the effect of gravitational force in the solar system,
d) classify the sun in relationship to other objects in a galaxy,
e) explain the three main theories of the universe,
f) compare types of galaxies and objects within them,
g) explain the life cycle of stars.
2. Process Skills: The student will demonstrate the ability to:
a) recognize variables inherent in a phenomenon,
b) organize and display information requiring further examination,
c) interpret graphical information for relationships,
d) estimate quantities based on theoretical predictions,
e) transfer written information to a spatial model of the universe.
f) construct meaning from refuted prior misconceptions,
3. Scientific Dispositions: The student will show:
a) verbal evidence of creative thinking in applying learned concepts,
b) appreciation for differences of thought in the inquiry learning process,
c) a willingness to ask questions and seek answers,
d) a desire to inform others of scientific evidence and its validity to a claim,
e) the ability to contribute productively as an individual working within a group.
C. Rationale:
1. Student: Each student should have the opportunity to construct new knowledge about the origin and evolution of the universe given a cooperative classroom structure and the resource materials needed to develop scientific inquiry techniques of obtaining information. Curriculum content is selected to align within the framework of the 1997 Illinois Learning Standards. The emphasis in learning science should not only be exploration and experiment but also include scientific argument and explanation in order to promote inquiry. This is only one change in instruction emphasis proposed by the 1996 National Science Education Standards. Student exposure to more than one correct solution during a discovery activity may aid in the identification of a student misconception about a concept. Learning to accept the logic behind another student's explanation for a natural phenomenon may be a lofty disposition to obtain, however, each person contributing to the construction of a concept needs to feel comfortable to express individual differences and creativity in thought.
2. Society: Teaching the concepts related to the origin of the universe may become a controversial issue, however, avoiding discussion of the models of the universe will not result in necessary student learning. Part of a science education is allowing students the opportunity to discover ideas that maybe different from personal beliefs which may have been learned in the home or in the church. The debate format of instruction is a proven method when controversy arises with the introduction of concepts involving the universe. Scientific verification of physical phenomenon is different from religious belief.
3. Scientific Profession: Using an inquiry and constructivist approach to learning will not only develop student scientific process skills but will also develop healthy student dispositions to science. In order to preserve the profession young minds must be permitted to construct meaning from the existing knowledge base and must be encouraged to pursue the creation of new knowledge.
II. Content/Procedures Outline
A. Characteristics
1. Sun
2. Earth
3. Moon
4. Planets
B. Simulations of Earth's rotation and revolution
1. Daily
2. Seasonal
3. Annual
C. Natural Cycles and Patterns in the Solar System
1. Planetary orbits
2. Moon Phases
D. Explain Apparent Motion
1. Moon2. Sun
3. Stars
E. Identify Star Patterns
F. Effects of Gravitational Force in the Solar System
1. Tides
2. Orbital Shape and Speed
3. Shape of celestial objects
G. Organization and Physical Characteristics of the Solar System
1. Sun
2. Planets
3. Satellites
4. Asteroids
5. Comets
H. The Sun versus Milky Way objects
1. Nebulae
2. Dust Clouds
3. Stars
4. Black Holes
I. Theories for changes in the Universe
1. Past
2. Present
J. Chemical and Physical Characteristics of Galaxies
1. Pulsars
2. Nebulae
3. Black Holes
4. Dark Matter
5. Stars
K. Processes of Star Life Cycle
1. Gravitational Collapse
2. Thermonuclear fusion
3. Nova and Supernova
L. The Universe
1. Size and Age
2. Red Shift
3. Hubble's Constant
III. Major Objectives
A. Content Knowledge Objectives:
1. The collimating activity at the end of the unit requires that the student write, critique, and audiotape a three minute radio spot demonstrating knowledge of the formation and the composition of the universe meeting the "fully developed" category of the performance-based criteria as determined by the class.
2. The student will score eighty percent or better on space science concepts given a true/false, multiple-choice, and short answer test instrument with validity, reliability, and fairness.
B. Process Skill:
The student will video tape himself or herself presenting an argument which refutes one of his/her previous believed notions about the nature of the universe. Included in the presentation will be a demonstration of use of the approximate distances and velocities of clusters of galaxies to determine the value of the Hubble constant. Assessment will be based on a performance criterion rubric where the minimum requirement accepted will be the "developed" category.
C. Student disposition:
At the end of the unit the student will demonstrate a scientific attitude and will demonstrate the ability to use logical argument while maintaining a friendly skepticism when confronted with the opinions and arguments of peers.
IV. Alternative Conceptions
Students' Alternate Conceptions in Introductory Physics, CP3 Project: http://phys.udallas.edu/altconcp.html
A. Gravitation:
1. The Moon is not falling or is not in free fall.
2. The force that acts on an apple is not the force that acts on the Moon.
3. The gravitational force is the same on all falling bodies.
4. There are no gravitational forces in space.
5. The gravitational force acting on the space shuttle is nearly zero.
6. The Moon stays in orbit because the gravitational force on it is balanced by the centrifugal force acting on it.
7. Weightlessness means no gravity.
8. The Earth's spinning motion causes gravity.
B. Kepler's Laws:
1. Planetary orbits are circles.
1. The speed of a planet in orbit never changes.
2. An object must be at both foci of an elliptical orbit.
3. All the planets move in their orbits with the same speed.
4. No work is done on orbiting planets by the sun.
5. All of the orbits lie in the same plane.
V. Classroom Methods - Two Lessons
A. Cooperative Learning Lesson: "Lost on the Moon" from Cooperative Learning Resources for Teachers by Spencer Kagan.
1. Goal: The student will work in a cooperative group to determine by consensus items
necessary for survival on the moon and also to compare the group's responses and explanations with the responses of NASA scientists.
2. Predominate Learning Modes: auditory and visual
3. Student misconceptions:
a) Physical survival on the moon does not require a stellar map to determine position
b) Food is more important than water.
c) FM transceivers cannot be detected on the moon.
d) The terrain of the moon does not require a rope to climb lunar mountains.
e) Human injury cannot occur inside of a spacesuit.
f) A parachute cannot protect from both sunlight and from heat buildup.
g) Micro-meteorite showers do not occur on the moon.
h) Flares cannot burn so cannot be shot for propulsive devices.
i) Freezing to death is a problem on the moon.
j) A magnetic compass will help on the surface of the moon.
k) Matches are always needed for anyone who is lost anywhere.
4. Group membership: teacher assigns student to heterogeneous group of three or four members.
5. Trust Activity: allow newly formed groups to get acquainted by discussion.
Q: A man died with a hole in his suit. There was no visible blood. How did he die?
A: There was a hole in his space suit.
6. Introduce Activity and Assign roles and Numbered Heads.
a) Positive Interdependence:
1) Shared Materials - one final paper is turned in for entire group.
2) Roles assigned -
· Reader: reads directions and problems out loud. The reader's thoughtfulness and careful expressiveness should help all group members understand the material.
· Recorder: Carefully and precisely writes down the consensus answers of the group. A good recorder will check with others for understanding and ask about the need for editing as the work is being recorded.
· Responder: Summarizes or paraphrases what has just been read or makes the group examine answers before accepting them too quickly. Keeps the group thinking at its best.
· Conductor: Makes sure that the group is using skills correctly. Keeps the group on task, quiet, physically together, using names, avoiding put-downs, taking turns, etc. If the group starts to derail, the conductor quickly and politely gets it back on track.
b) Individual Accountability:
· Teacher will use time on task data for individual participation points.
· Teacher to use Numbered Heads to obtain group justifications for decisions in ranking of items for survival.
c) Group Processing:
· Rank each group's data with NASA answers.
· Stem statements at the end of the lesson (if time)
1) I contributed to my group by..
2) Share something that was said that had an impact on you.
3) A feeling that you have about what you have learned today
d) Social Skills:
1) conflict management - disagree agreeably
2) decision making
3) trust
4) communication
5) respecting the rights of others
e) face-to-face Interaction
1) talking through and create the concept
2) brainstorming to gather information
3) use alternative sources of information
4) explain a constructed idea to someone else
5) suggest causes for events
6) restructure personal concepts on basis of new evidence
B. A Lesson In Problem-based Learning:
THE DILEMMA:
Should the government continue to fund artificial satellite research?
You are a legislator in the United States House of Representatives with a conservative constituency in your home state. House Bill #PHY301 has been introduced by the Technology Subcommittee to discuss the federal funding of research to make artificial satellites more cost effective. Your office has been petitioned by a significant number of citizens whose tax dollars would be used to support satellite research. These citizens argue that there is scientific evidence that shows that artificial satellites are expensive and harmful to the planet. They also suggest that evidence from industry points to the fact that satellites do not contribute enough meaningful service to the population to justify the cost of mass production; not everyone wants, needs, or can afford a cell phone.
According to the "halt the research" proponents, scientists have refused to recognize a large body of evidence that suggests that private investors are not convinced that world-wide cell phone use is possible without "dead-zones." These citizens view the potential risks of funding unproven technology without the backing of known consumer markets a financial waste. Given this common sense information, the concerned citizens of your state argue that no government funding should be allocated to support the research of artificial satellites in this country.
NASA scientists and telecommunications corporations disagree. They argue that government funding is essential to continue off setting the high cost of developing new technology not only for space research, but for the resulting future consumer markets. Only governmental funding can allow the continued development of the technology that also supports key consumer services that use artificial satellites in geosynchronous orbit above the planet. Communications is only a fraction of the known benefits obtained from the use, maintenance, and continued development of artificial satellites.
The Task:
As a member of the Technology subcommittee you must gather the evidence, evaluate the arguments, and decide whether or not our government should be funding research for artificial satellites or should private industry pick up cost of research and development of new technology based on world consumer markets alone. Others in your four person committee will need your assistance in breaking up the project into manageable and equally shared duties. The Technology subcommittee will present its findings to legislators present at the next full session of the House.
The Process:
· gather the evidence against the funding of artificial satellites
· gather the evidence to support the funding of artificial satellites
· determine whether or not research and development of new satellite technology is necessary
· reach an individual decision about whether or not our government should fund the technology
· present the subcommittee's findings to the House subcommittee and to the House floor in a concise and convincing speech
· create a press release and "publish" a web page that details arguments surrounding the issue, include each subcommittee members position, the position of colleagues in opposition to the committee's recommendation, and explain the majority decision of the House.
The Communication:
One unpleasant outcome in any governmental agency is the collapse of communication. While citizen fears about the monetary cost of developing new satellite technology are reasonable and understandable, lobbyists cannot detour us from our obligation to understand, discuss, and analyze the issues in a deliberative manner. Honest disagreements between legislators and their constituents or lobbyists should not lead to the conclusion that legislators do not represent their constituents, or that that the citizens have a desire to complicate the legislative process. As a legislator who may already have strong opinions on this matter, you have the obligation to understand the issue doing everything possible to help both sides understand and appreciate the concerns of the other. And then provide your colleagues with your suggestion to resolve the issue.
The Disclaimer:
Keep in mind that many governments of the world have little need for electronic luxury items since the high cost is prohibitive. The consumer needs of one country maybe considered excessive by the beliefs of others in the world. It should be noted that a country's budget may allocate funds in one area of perceived need thereby cutting funds from another area of perceived need, such as, domestic social services or foreign aid exports of food and of emergency medical supplies. Some legislators think locally and some legislators think globally, however, both represent the people who voted them into the House of Legislators to serve the citizens.
The Resources:
Satellites and Data:
http://imagine.gsfc.nasa.gov/docs/sats_n_data/sats_n_data.html
Eila and Jarrel's Web Page On Artificial Satellite: http://www.trms.ga.net/~jtucker/students/astronomy/seventh/satellites/
Cosmic Ray Astronomy Satellites & Missions:
http://imagine.gsfc.nasa.gov/docs/sats_n_data/cosmic_missions.html
The Satellite Site
http://www.thetech.org/exhibits_events/online/satellite/
IRIDIUM Network of Satellites
http://www.comlinks.com/satcom/iridium.htm
Position Paper: Critiques of Government Science Policy
http://www.cord.edu/faculty/gealy/221/Gayvert.html
Cost-Effective Launch System:
http://coe-info.cen.uiuc.edu/Publications/summary/aero/SPACE.html
Investors put Faith in satellite-based phones:
http://businesstoday.com/techpages/satellite082998.htm
Cassini Launch: Get Your Radiation Suit Ready:
http://www.newsroom.co.nz/stories/HL9710/S00031.htm
Satellite to Fall from the Sky:
http://archive.abcnews.com/sections/scitech/satellite920/index.html
Spy in Sky Focused on You:
http://archive.abcnews.com/sections/tech/DailyNews/satimage980612.html
VI. Demonstrations:
A. Center of Mass Demo
1. Concept: To illustrate the astrometric wobble of a star with a planetary companion.
2. Materials and Procedure:
· Elongated rubber pet toy with two loops one smaller than the other.
· Two rubber balls - similar size but unequal mass
· Phosphorescent (bright) sticker (to put over the center of mass)
· Phosphorescent ball
· Attach two rubber balls to pet toy. The "double loop" hold them in place
· Ask students to determine the center of mass experimentally. Mark it with a bright sticker. Throw model up. Note end-over-end revolution.
· In the dark toss Phosphorescent ball up.
· Repeat with Phosphorescent ball in pet toy with the other loop empty.
· Ask student to explain why the apparent motion of the ball differed between both tosses.
3. Reference:
Hockey, T. (1992). Center of Mass Demonstration. The Universe in the Classroom,19, p 4.
B. Shapes and Sizes
1. Concept: This is a all class activity where each student records his/her height and weight in SI units on the overhead computer projection to derive the body structures of the class. This makes a graph similar to the H-R Diagram used to determine relationships between stars. This class activity provides a concrete link to finding patterns in data sets with deviations from an assumed pattern.
2. Procedure: Use the computer linked to the television or an overhead projection system. Gather data from each student in the class. Plot height Vs weight with the heaviest weight closest to the axis. Have students predict how many patterns will emerge from the data set.
3. Reference:
Wenning, C.J., (1998). Working with Illinois Learning Standards: A Constructivist Approach Draft Document. Illinois State University
C. Making a Comet in the Classroom
1. Concept: Demonstrate physical properties of a comet, such as, sublimination. Watch a comet being constructed.
2. Procedure:
a) Combine water, sand, dash of ammonia, dash of organic substance and stir well.
b) Wear gloves place crushed dry ice into bowl lined with two or three garbage bags.
c) Add combined ingredients to dry ice stir vigorously.
d) When mixture freezes shape into a ball using the plastic liner.
e) Unwrap, display for students to watch it melt and sublimate.
f) Relate student observations to the life of a comet; i.e. As the comet becomes crater filled with jetting gases where would the comet be located while in orbit
3. Reference: For a more complete guide contact the Astronomical Society of the Pacific (ASP). Schatz, D. Pacific Science Center. (1985). Making A Comet in the Classroom. The Universe at your Fingertips. ASP, 390 Ashton Avenue, San Francisco, CA.
D. No Weight
1. Concept: The effects of "apparent weightlessness" can be shown by allowing a body to follow a parabolic path in free fall.
2. Procedure:
· Tie a mass to the hook of a spring balance with a large dial.
· Hold the balance up the position of the pointer on the scale is interpreted as the "weight" of the object or the reaction force to the gravitational pull of the earth on the object.
· Drop the balance with an initial horizontal velocity and mass from10 feet onto padded surface on the floor.
· Note the scale reading during the free fall.
· What would the balance read if the object and the balance fell with the same constant velocity?
3. Reference: Berry (ed.). Potpourri of Physics Teaching Ideas. AAPT. Physics InfoMall CD-ROM.
E. Spinning Earth
1. Concept: The tangential velocity of an object in circular motion.
2. Procedure:
· Poke a hole 1/2 of the way into a Nerf ball and imbed a 20g mass attached to a string in the middle of the foam.
· Swing the ball in a circle over your head.
· Ask students at what moment in its path you should release it to hit a target.
· Use with the discrepant event activity "The Earth is not Spinning"
3. References:
Preston B., Physics Demonstrations from the Woodrow Wilson Physics Institute. Compiled by Pat Cannan.(Physics Institute, Woodrow Wilson National Fellowship Foundation, Princeton, NJ). Public domain courseware. Physics Infomall CD-ROM.
Wenning, C.J. (1998). Using Discrepant Events to Teach Scientific Process Skills. Physics Teacher Education Program. Illinois State University.
F. Seeing the Sun before Sunrise.
1. Concept: Refraction of sunlight by the atmosphere makes the sun appear higher than it is. When the sun first appears in the morning, it is still out of sight below the horizon. Evidence that one may see the sun while it is still below the horizon can be modeled by looking at a penny at the bottom of a bowl filled with water. When the sun first appears in the morning, it is still out of sight below the horizon.
2. Procedure: Put penny at the bottom of a bowl. Try to look at penny from the over the rim. Note that the penny cannot be seen over the rim of the bowl. Add water to the bowl with the penny on the bottom. Note penny can be seen over the rim with the water in the bowl. When the sun first appears in the morning, it is still out of sight below
3. Reference: Physics Infomall Citation: Herbert Gottlieb, ed., Physics Demonstration Quickies, [Bayside, N.Y. ]. Permission granted by Herbert Gottlieb.
VII. Laboratory Activities
A. The Moon
1. Concept: Patterns can be discovered in the Earth and Moon system due to the relative positions of each as view from the Earth.
2. Procedure:
· Starting with a full moon record the position of the moon in a journal and draw its position in the sky with reference to objects on the horizon.
· Continue recording observations until the next full moon appears.
· Summarize your observations in a visual way that you can explain to others.
· Set up a sun-earth-moon model which will show your ideas about what causes the moon to have different phases.
3. Reference: Lab activity is modified from the original version.
Bybee, R & Trowbridge, L. (1990) Teaching Secondary School Science. Englewood Cliffs, NJ: Prentice Hall p 431-432.
B. The H-R Diagram for NGC 6819
1. Concept: Explore the relationship between star luminosity and star color for the star cluster NGC 6819. Discover the patterns formed by different types of stars.
2. Procedure:
· Predict the pattern that you will find on a graph with luminosity as the dependent variable and the Color Index (B-V) as the independent variable.
· Make a data table in your lab book to record your bivariate data.
· Use a measuring wedge to find the diameter of each numbered star image on the photographic plate reproduction (Figure 31-2).
· From the Photometric Data Chart (Table 31-1) obtain the B-V color index information for each numbered star on the plate.
· Use the Graphical Analysis program to plot the data.
· Expand the y-axis by using the logarithm of the luminosity data set.
· Compare the results of your graph with the Hertzsprung-Russell Diagram constructed with star size and color from the project SPICA activity.
· Describe the pattern formed by the NGC 6819 data.
3. References: This lab activity is modified from the original sources.
"S.P.I.C.A. Support Program for Instructional Competency In Astronomy" (1990). Center For Astrophysics Harvard University. Worksheets.
Holzinger, J.H., & Seeds, M.A. (1976). Laboratory Exercises in Astronomy. New York, NY: Macmillan Publishing Co., Inc. p. 201-210.
C. Hubble's Law
1. Concept: Use the approximate distances and velocities of clusters of galaxies to determine the value of the Hubble constant. Hubble's Law which correlates the red shift or recessive velocity of a galaxy with the distance that the galaxy is away from earth in megaparsecs. The data used should lead to the conclusion that the universe is expanding.
2. Procedure:
· Research how astronomers are able to determine the distance to a galaxy and record your findings in your lab book.
· From an alternative source explain how the Doppler Effect is used to determine galactic velocities.
· Use a graphical analysis program to graph the distance and velocity data for the eight galaxies listed in Table 41-II.
· Edwin Hubble in 1929 found the original value to be 550 km/sec/magaparsec. Find the slope of your graph and record your calculated value for Hubble's constant.
· Look up the known value for Hubble's constant. Find the percent difference between your value and the standard value.
· What do you think the effects of special relativity should be on your data? Write "what you know," "what you do not know," and "what you need to know" in order to answer this question.
3. Reference
Kelsey, L.J., Hoff, D.B., & Neff, J.S. (1983). Astronomy Activities and Experiments. Dubuque, Iowa: Kendall/Hunt Publishing Company. p 176-178
XI. Safety Considerations
A. General Safety Responsibilities:
1. The Building Principal: Providing the necessary classroom safety equipment to meet OSHA and state standards are the responsibility of the building principal. Items such as eye wash stations and fire blankets are standard equipment for a science classroom and should not be omitted from the budget. The principal signs all accident reports with in 24 hours of an occurrence and reports serious concerns to the Superintendent.
2. The Science Department Chairperson: This person is responsible for performing safety checks in the science department. If a concern surfaces the department chair will inform both the teacher and the building principal of the noted problem. Serving as a liaison between the classroom teacher and the building principal the department ensures that the teacher understands all building policies regarding safety, including fire drills.
3. The Science Teacher: Responsible for acquiring, maintaining, and using equipment properly, the classroom teacher instructs and supervises students in using laboratory equipment safety. Classroom management must not allow irresponsible or careless students to continue such behavior unchecked. The teacher should have a parent/guardian and student signed lab safety contract on file for each science student. Rules for equipment use should be given both verbally and in writing to each participating student.
B. Potential safety concerns for this teaching unit include:
1. The Center of Mass Demo's rubber pet toy with two loops may slip out of the teacher's hand an accidentally be thrown at a student instead of straight up overhead.
2. The Shapes and Sizes class activity uses meter sticks to measure which might turn into a student fencing match. Also, if students are permitted to walk around the classroom someone might accidentally trip on the power cord to the computer or overheard projector.
3. The Making a Comet in the Classroom demonstration has many safety hazards. Students should be a safe distance from the demo table. Ammonia should not be inhaled. Dry ice should be used with gloves. A waste bucket needs to be available at the conclusion of the demo.
4. The No Weight demonstration allows a mass and a spring scale to free fall for 10 feet. Students should not stand directly under the apparatus while trying to read the scale.
5. The Spinning Earth demo for tangential velocity in circular motion will have safety problems if the mass inside of the Nerf ball is not secured to the string well enough. Safety glasses should be worn whenever objects are swinging overhead.
6. The Seeing the Sun before Sunrise demo uses glassware so safety glasses are required. The bowl could break if it is bumped or pushed to the floor inadvertently by an unaware student.
C. Each demonstration could have an unforeseen accident waiting to happen. Knowing the proper steps to follow given a classroom accident is a lesson that students must not miss. While a total prevention is impossible, being prepared in the event of an unexpected laboratory accident is the responsibility of each person using the room.
XI. Special Student Needs
A. Blindness: Since many of the activities in this unit require a visual observation special accommodations are needed for a student who is blind. In order for a visually-disabled student to gain the opportunity to learn from visual observation which cannot be personally made, a study buddy will be assigned to the student unable to record personal observations.
B. Handicaps in classroom include:
1. lab tables that have sharp corners and outlet on the side.
2. Related posters on the walls
3. Computer internet searches
4. Reading instruments or measuring devises
5. Bumping into students cramming into class before the bell rings
6. All written material not in Braille.
C. Accommodations: The assigned study buddy will help tape record the classroom discussions relating to the description of demonstration and laboratory activity. All graphs printed out will have a pin hole poked into each data point so that the student will be able to feel a patterned relationship. Use a computer keyboard that has Braille on the keys and allow the student to type up every written assignment. Give oral tests when possible otherwise have another student be reader and vocalize any needed information.
D. Gifted Enrichment Activity: Use classroom posters that say "Know It" "Don't Know IT" "Need to Know It" encourage all students to place a sticky note on the posters with impromptu thoughts for the daily activity. Encourage small group discussions regarding possible research topics to pursue.
E. Limited English Proficiency: Allow students with language barriers the option to write predictions and conclusions in the primary language. Ask an language resource teacher to assist the student in the translation of the difficult science vocabulary.
XI. Student Assessment
A. Process Assessment:
General Laboratory Checklist
1. Investigation Techniques (1 point each item)
· Prediction written in lab book before starting lab.
· Proper use of equipment.
· References used to gather more previously known information.
· Variables identified
· Drawings and procedure noted well enough to duplicate results.
2. Data Representation ( 1 point each item)
· Data tables used for all collected information.
· Units are assigned to each variable
· Calculation section with a representative calculation for each type of value.
· Graphical representation of data.
· Functional Relationship found.
3. Data Analysis and Conclusion(1 point each item)
· Make a statement that states the relationship between variables.
· Note where the statement verifies the pattern uncovered.
· Note where is statement does not verify any known pattern.
· Think outside of the box to state what might have happened during the data collection that could have altered the results.
· Draw inferences based on your experimental results.
B. Scientific Disposition Assessment: Please answer the following:
· Write a twelve sentence paragraph indicating what you liked about the unit and how would you change it to allow you to maximize your learning.
C. Alternative Assessment
· Produce a 3 minute radio announcement which can be played on the Planetarium hotline where anyone in the community can understand what significant outcome you choose to emphasize for your final project.
XI. Congruence with State and National Goals
A. Illinois State Goals for Learning:
This unit provides suggested learning activities which are intended to align with the Illinois State Science Goal 12, specifically, Learning Standard F: Know an apply concepts that explain the composition and structure of the universe and Earth's place in it.
B. National Science Education Standards:
This unit suggests emphasis on the following to promote inquiry learning in science:
1. Activities that investigate and analyze science questions.
2. Investigations over extended periods of time.
3. Process skills used in context.
4. Using evidence and strategies for developing an explanation.
5. Science as argument and explanation.
6. Public communication of student ideas and work to classmates.
C. Project 2061's Benchmarks for Science Literacy: The reform based on the goal of science literacy developed by F. James Rutherford in the 1980's.
This unit somewhat aligns with the Science for All Americans philosophy in that it contains a Problem-based Learning activity. Blending the traditional boundaries between traditional disciplines of science, mathematics, language, and social studies together into an integrated study of a simulated real world problem involving the funding of satellite research provides all students the opportunity to make interdisciplinary connections in learning.
XII. Philosophy of Teaching Statement
Goal
To systematically create a respectful user-friendly environment in which to motivate, guide, facilitate, and challenge the student's cognitive and conceptual thought processes by using a curriculum which promotes inquiry, integrated problem solving, accountability to self and peers, and remains within the mores of society.
Philosophy
Teaching is the ability to facilitate, coordinate, and adapt the curriculum to allow for active student involvement, not to instruct and deliver information for passive student learning. The teacher must adapt the curriculum to allow for student differences in maturity, intellectual development, and any physical impairment. Metacognitive processes that emphasize the student's ability to think critically and integrate ideas will be obtainable by all students since meaning is constructed and not rotely memorized for assessment. Meaningful learning occurs when students are confronted with real problems and are able to make decisions and find solutions to the problems that are encountered.
Moral Virtues
An aware teacher will be sensitive to the diversity of the culture, will allow for individual differences in order to complement the whole group, and will have a disposition which shows the seriousness of modeling ethical behavior as a member of the public and as a teaching professional. The teacher will show without doubt an unconditional respect for all learners who are valued members of our democratic society.
Intellectual Virtues
A prepared teacher will model for students, parents, and colleagues an appreciation of, and an interest in the profession through example by seeking a deeper understanding of content, pedagogy, and the creative process with a personal enthusiasm to learn. Professional development is a requirement in our changing democratic society.
XIII. REFERENCES
National Science Education Standards. (October, 1996). National Academy of Sciences. Washington D.C.: National Academy Press. p. 187-193. http://www.nas.edu
Illinois Learning Standards. (July, 1997). Illinois State Board of Education. Goal 12 Learning Standard F. p 36-37. http://www.isbe.state.il.us/ils/lstandards.html
American Association for the Advancement of Science. (1995). Project 2061- Science for All Americans. Washington, DC.
Arons, A. B. (1990) A Guide to Introductory Physics Teaching. New York, NY: John Wiley & Sons.
Bybee, R & Trowbridge, L. (1990) Teaching Secondary School Science. Englewood Cliffs, NJ: Prentice Hall
Griffith, W. Thomas. (1992). The Physics of Everyday Phenomena: A Conceptual Introduction to Physics. Dubuque, IA: Wm. C. Brown Publishers. p. 85 - 99.
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