PROJECT ENERGY NSTA s97 - PS-21

PROJECT ENERGY NSTA s97 - PS-21

PS21 Physical Science in the 21st Century First Fall Institute September 25, 2015 University of Alabama, Tuscaloosa AL J. W. Harrell, John Vincent, Rainer Schad, Dennis Sunal, Cynthia Sunal, Marilyn Stephens, Justina Ogodo, Tara Ray PS-21 Website: http://ps21.ua.edu PS-21 Partners: Alabama Commission on Higher Education (ACHE), UA College of Arts and Sciences Physics Department, Chemistry Department; UA College of Education, C&I Dept. Science Education; AMSTI, Office of Research in the Disciplines; and Alabama City and County Schools PS21 First Fall Institute Day 2015- 2016: Teaching Physical Science Friday, September 25, 2015 at the University of Alabama, 3408 SEC, Tuscaloosa AL

8:30 am: Registration, Coffee, Agenda, Institute surveys, and PS-21 update and Concept Pre-test 9:00-10:15: Force and Motion I: Motion in one and two dimensions + engaging students & sharing teaching/learning ideas 10:15 10:25: Break 10:25-11:30: Force and Motion II: Newton's 2nd Law of Motion + engaging students & sharing teaching/learning ideas 11:30 12:30: Lunch 12:30-1:30: Force and Motion III: Diagnosing student difficulties in understanding motion, forces, and interactions + developing lessons using Diagnoser to motivate and engage students &

sharing teaching/learning ideas. 1:30 1:40 Break 1:40 3:00 Force and Motion IV: Frictional forces + engaging students with hands-on strategies & sharing teaching/learning 3:00 3:45: Recognition for practice in classrooms; Wrap up, Institute surveys, Feedback, post-test, & next Institute concepts graduate credit assignments PS21 Resources: PS-21 Web Site Website:PS-21 URL: http://ps21.ua.edu

Current activities and many resources: Post the results of your classroom teaching of Institute concepts and activities and get the recognition you earned. Respond to other teachers comments. Post your physical science questions on problem teaching areas to be answered. Threaded discussions on physical science questions and issues e.g. velocity and acceleration, Newtons Laws of motion and other problem areas. Request that each teacher make a monthly posting to the discussion board at http://ps21.ua.edu PS-21 Year long objectives

Acquire and demonstrate greater and deeper 21st century content knowledge on key physics and chemistry concept themes in the physical sciences found in the new national and state standards, Acquire and implement in science classrooms effective teaching techniques aimed at facilitating students meaningful understanding of physical science content [Science pedagogical content knowledge (PCK)] Use student inquiry labs and interactive studenyt-centered approaches to model

conceptual themes in the physical sciences Engage in professional development with PS21 Institute Objectives Experiencing, inquiring, using, and measuring to create meaningful learning of concepts in physical science through three questions: 1. What misconceptions do your students bring to physical science and what should you do about them? 2. What engaging explanations and

activities can be used in teaching the concepts? 3. What applications can be used with the concepts to assist application and transfer to the real world? Bring the following materials. We will use them with science concepts at this PS-21 Institute. Bring lap top computer and/or a flash drive if you have one, you can bookmark URLs of useful sites on it. We have lap top (netbooks) spares here if you need one. Websites to Accompany PS-21 Institute Activities Concept 1&2: Newton's laws of motion - Force and

motion, conservation of momentum The Physics Classroom NEWTONS LAWS OF MOTION http://www.physicsclassroom.com/Spe cialPages/Search.aspx?searchtext=ne wton%27s+laws+&searchmode= FORCE AND MOTION http:// www.physicsclassroom.com/Specia lPages/Search.aspx?searchtext=for ce%20and%20motion%20&search mode=anyword CONSERVATION OF MOMENTUM http://www.physicsclassroom.com/Spe cialPages/Search.aspx?searchtext=co nservation%20of%20momentum%20 &searchmode=anyword PhET NEWTONS LAWS OF MOTION

https:// phet.colorado.edu/en/search?q=Ne wton%27s+laws FORCE AND MOTION https://phet.colorado.edu/en/search ?q=Force+and+motion + CONSERVATION OF MOMENTUM https:// phet.colorado.edu/en/contributions/ Websites to Accompany PS-21 Institute Activities Concept 1: Continued Newtons Laws: Khan Academy : https:// www.khanacademy.org/science/physic

s/forces-newtons-laws Newtons Law: WebQuests http:// www.mpsaz.org/stapley/staff/clewis/sc 09assign/files/newton_webquest.pdf http:// mrhites1.weebly.com/uploads/1/0/4/4/ 10444331/newtons_laws_webquest_2 014.pdf http://kabittel.pbworks.com/w/page/3 7675557/Newton's%20Fun%20Park% 20Webquest Force & Motion Interactive:

http:// interactivesites.weebly.com/physi cs-and-motion.html http://www.sciencechannel.com/gam es-and-interactives/newtons-laws-ofmotion-interactive.htm Hyper Physics: http://hyperphysics.phy-astr.gsu.edu/ hbase/newt.html#ntcon Momentum Conversions: http://hyperphysics.phy-astr.gsu.edu/ hbase/conser.html Websites to Accompany PS-21 Institute Activities Concept 3: Diagnoser -- Teacher and Student Login https:// search.yahoo.com/yhs/search?p=diagnoser.c om&ei=UTF-8&hspart=mozilla&hsimp=yhs003

At this web site you will find diagnostic instructional tools for middle and high school teachers and students. These tools, which include web-served fpormative assessments, are aligned with National Standards and Benchmarks in science and mathematics. Resources in this project have been developed and tested by teachers and are based on research into the teaching and learning of math and science. Websites to Accompany PS-21 Institute Activities Concept 4: Friction Types of Friction http://hyperphysics.phyastr.gsu.edu/hbase/ frict2.html Types of Forces http:// www.physicsclassroom.c om/Class/newtlaws/

u2l2b.cfm Friction Definition http:// www.scienceclarified.c om/everyday/RealLife-Chemistry-Vol-3Physics-Vol-1/ Friction.html http:// dallaswinwin.com/ Newtons_Laws/ friction.htm Websites to Accompany PS-21 Institute Activities Applying What You Learned

Plan which PS-21 activities will fit in your classroom Apply PS-21 activities in lessons in your own classroom Post your results on PS-21 website URL: http://ps21.ua.edu Gain recognition for practice of workshop ideas in your own classroom

NGSS Science and Engineering Practices Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information ices

Science and Engine ering P ract Di sc y C iplin Ide ore ar as tin t u sc pts s o Cr once gC

Why were these standards developed? NGSS Video 15 Developing the Standards Groups Involved in the Writing of NGSS 16 Need for NGSS Current Standards are out of date

Advances in science & technology Advances in understanding of learning College & Career Readiness Lagging achievement of U.S. students Demands of the Job Market Global Competitiveness The NGSS reflects a

national need. What do you think the need is for new science standards for the students in your school and community? 17 Conceptual Shifts in NGSS 1. K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World. 2. The Next Generation Science Standards are student performance expectations NOT curriculum. 3. The science concepts in the NGSS build coherently from K-12. 4. The NGSS Focus on Deeper Understanding of Content as well as

Application of Content. 18 Science and Engineering are Integrated in the NGSS from K12. 5. The NGSS are designed to prepare students for college, career, and citizenship. 6. The NGSS and Common Core State Standards (Mathematics and English Language Arts) are Aligned. A Framework for K-12 Science Education Three-Dimensions: Scientific and Engineering Practices

Crosscutting Concepts Disciplinary Core Ideas What Does NGSS Look Like? Boxes with Information Performance Expectations Science and Engineering Practices Disciplinary Core Ideas (DCI) Cross-cutting Concepts

Foundation Boxes Performance Expectations Students are required to operate at the intersection of practice, content, and connection. Integrates the 3 dimensions Provides Specificity Sets tone for instruction Coherent, Rigorous, Application of content, Problem Solving and Scientific Reasoning (NGSS page 4) 22 Performance Expectations, cont. Inside the NGSSBox Title and Code

PerformanceExpectations The titles of standard pages are not necessarily unique and may be reused at several different grade levels. The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses. A statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned. What isAssessed A collection of several performance expectations describing what students should be able to do to master this standard.

Performance Expectations ClarificationStatement A statement that supplies examples or additional clarification to the performance expectation. Assessment Boundary A statement that provides guidance about the scope of the performance expectation at a particular grade level. EngineeringConnection(*) An asterisk indicates an engineering connection in the practice, core idea, or crosscutting concept that supports the performance expectation. Scientific and EngineeringPractices Activities that scientists and engineers engage in to either understand the world or solve a problem.

Are presented in collections to represent FoundationBox DisciplinaryCoreIdeas the standard Concepts in science and engineering that have broad importance within and across disciplines well as relevance to peoples lives. Include clarification statements asof CrosscuttingConcepts examples and further detail Ideas, such as Patterns and Cause and Effect, which are not specific to any one discipline but Include assessment boundaries cut across them all. that Connectionsto Engineering, Technology, 23 define the scope

for the grade level Connection Box and Applicationsof Science The practices, core disciplinary ideas, and crosscutting concepts from A Framework for K12 Science Education that were used to form the performance expectations. Other standards in the Next Generation Science Standards These connections are drawn from the disciplinary core ideas for engineering, technology, and

Engineering (Student) Practices 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information DCI Disciplinary Core Ideas A core idea for K-12 science instruction is a scientific idea that: Has broad importance across multiple science or engineering disciplines or is a key organizing concept of a single discipline Provides a key tool for understanding or investigating

more complex ideas and solving problems Relates to the interests and life experiences of students or can be connected to societal or personal concerns that require scientific or technical knowledge Is teachable and learnable over multiple grades at increasing levels of depth and sophistication CCC Cross Cutting Concepts Cross Cutting Concepts 1. 2. 3. 4. 5. 6. 7. Patterns Cause and effect Scale, proportion, and quantity

Systems and system models Energy and matter Structure and function Stability and change Disciplinary Common Core Idea Areas PS-21 Institute 10/3/14 Physical Sciences PS 2: Motion and stability: Forces and motion Common Core Ideas in the Framework: Physical Sciences - PS-21 Institute 10/3/14 PS1:Matter and its interactions PS1A: Structure and properties of matter PS1B:Chemical reactions PS1C: Nuclear processes ------------------------------------PS2: Motion and stability: Forces and interactions

PS2A: Forces and motion** PS2B: Types of interaction PS2C: Stability and instability in physical systems PS2A: Forces and motion Example 1 PS2.A: Forces and Motion Key Question How can one predict an objects continued motion, changes in motion, or stability? Key Concept Interactions of an object with another object can be explained and predicted using the concept of forces, which can cause a change in motion of one or

both of the interacting objects. PS1:Matter and Its Interactions Example 2 PS1.B: Chemical Reactions Key Question Why are some physical systems more stable than others? Key Concept Many substances react chemically with other substances to form new substances with different

properties. This change in properties results from the ways in which atoms from the original substances are combined and rearranged in the new substances. However, the total number of each type of atom is conserved. PS21 Resources: Next Generation Science Standards (NGSS) & Common Core Standards The Next Generation Science Standards (Practices, crosscutting concepts, and core ideas) were released summer 2013 by the National Academies Press. The NGSS are based on the Common Core framework. These new core standards (NGSS) are designed to strengthen the National Science Education Standards and gradually replace them. Free access at http://www.nextgenscience.org/

The Common Core Standards have already been developed in English-Language Arts and Math to teach science across all subjects. http://www.nap.edu/catalog.php?record_id=13165 Bibliography Relationship between Energy and Forces

Alabama State Department of Education. (2001). Alabama Course of Study: Science. Montgomery, AL: Alabama State Department of Education. American Association for the Advancement of Science, (1993). Benchmarks for scientific literacy, New York: Oxford University Press. American Association for the Advancement of Science, (1993). Science for all Americans, New York: Oxford University Press (Oxford Univ. Press, Dept. EC, Madison Ave. N.Y.,10016, 1-800-230-3242). American Association for the Advancement of Science (2000 & 2007). Atlas of Science Literacy, Vol 1 & 2, New York: Oxford University Press. http://www.project2061.org/tools/atlas/default.htm Beisenherz, P. & Dantonio, M. (1996). Using the learning cycle to teach physical science, Portsmouth, NH: Heinemann Publishers. Driver, Squires, Rushworth, Wood-Robinson, (1994). Making Sense of Secondary Science, New York: Routledge. Driver, R. (1983). The pupil as scientist, Philadelphia: Open University Press,

Sunal, D. & Wright E. (2011). (Series Eds.) Research in Science Education: DeBoer, G. (Ed. Vol. 5), The role of public policy in K-12 science education. Charlotte, NC: Information Age Publishing. Sunal, D., Sunal, C., & Wright, E. (Eds.). (2010). Teaching Science with Hispanic ELLs in K-16 Classrooms. Charlotte, NC: Information Age Publishing. Sunal, D., Wright, E., & Sundberg, C. (Eds.) (2008). The impact of the laboratory and technology on learning and teaching science K16. Greenwich, CT: Information Age Publishing. Sunal, D. & Wright, E. (Eds.) (2006). The impact of state and

national standards on K-12 science teaching, Greenwich, CT: Information Age Publishing. Sunal, C., Karr, C., & Sunal, D., (2003). Fuzzy logic, neural networks, genetic algorithms: Views of three artificial intelligence concepts used in modeling scientific systems, School Science and Mathematics, 103(2), 81-91. Wright, E. and Govindarajan, G. (1992). Teaching with scientific conceptual discrepancies, Manhattan, KS: Kansas State University. (C/O Emmett Wright, College of Education, Bluemont Hall, Kansas State University, Manhattan, KS 1-913-532-7838) PS21 Resources: Inquiry Instruction Sequence Learning Cycle Students Prior Knowledge Created from personal experiences Disagrees with scientific inquiry Partially valuable and useful in coping

with everyday world Uses household meanings of scientific words Acquired from physical and social world Incorporated new facts with prior knowledge Newton's laws of motion - force and motion, momentum misconceptions To sustain motion you must have a continuous input of force from outside the moving object. (Misconception with Newtons 1st Law Big Misconception #1 Object being pushed experience a larger force exerted by the imparter (e.g., a person) while the force exerted

on the imparter by the object should logically be less (Misconception with Newtons 3rd Law) Big Misconception #2 Newton's laws of motion - force and motion, momentum misconceptions Faster moving objects have a larger force acting on them. For more information, review Common-sense concepts about motion," I. A. Halloun and D. Hestenes, Am. J. Phys. 53, 1056-1065 (1985). A constant force is needed to keep an object moving at constant speed. For more information review, (Sadanand &Ken, 1990; Twigger et al.,

Jung, 1981; Champne et al., 1980; Watts, 1983; Osborne, 1985) 1994; FOR MORE INFORMATION ALSO REVIEW: http://www.physics.montana.edu/physed/misconceptions/forces/forces.html http://www.physicsclassroom.com/class/newtlaws/Lesson-3/The-Big-Misconcept ion http://assessment.aaas.org/topics/FM#/ What are Research Based Strategies in Teaching Force, Motion, and Chemistry Reaction Models It is important to teach what a model is and that all models are limited in specific ways (force, distance, motion, etc.) Teaching should present students with cognitive conflict challenging their existing models. Then students should be offered a new better model that must be practiced.

Next, the new model must impress the students by working when applied in new settings The new models must be simple ones that clearly relate to students prior knowledge. A great amount of experience is needed with predicting and measuring work or equilibrium in various contexts order to challenge prior ideas. Then, ask students to explain what and why these phenomena occur. Important to ask students to develop a generalized theory of force and motion Newtons Laws. Using the LEARNING CYCLE to Plan Lessons*

EXPLORATION Confront existing knowledge - focus students attention Recall and relate previous knowledge in small groups Try out prior knowledge in a new setting INVENTION Reflect on and discuss the results of exploration Use a variety of analogies Provide examples and models Provide closure EXPANSION Provide additional student practice Provide application and transfer skills Provide summary * See ALCOS - Science Group Activity

Can you complete the task below? Review the ideas and materials presented earlier for a Force, Motion, and Friction concept and create/write student activities that when sequenced form a learning/teaching cycle for the concept selected. Brain Storm Some Lesson Ideas on One of the Workshop Concepts How do I plan my lessons around these requirements? Ask these questions when planning your lessons: 1) What do my students need to know? (Content) 2) What do my students need to do? (Practices) 3) To what other sciences is this topic related (Cross-cutting)

4) Where do I get the materials that I need to teach this? (ASIM, AMSTI, UA) 5) How do I assess the content knowledge and the science skills they learned? (Assessment) Resources Table of Contents 1. PS-21 WEEBLY http://ps21pd.weebly.com/ 2. Pathway: Physics Teaching Web Advisory http://www.physicspathway.or g/ 6. Physical Sciences Resource Center http://www.compadre.org/psrc/ 7. Physics classroom topics

www.physicsclassroom.com/Clas s 3. Physics Front http ://www.thephysicsfront.org/ite ms/detail.cfm?ID=2493 8. Physics Forums: help in teaching http://physicsforums.com/ 9. Physics related websites 10. Online simulations http://phet.colorado.edu/index.p hp 4. AAAS 2061 Science Assessment http://assessment.aaas.org/ 5. Annenberg Free videos online http://www.learner.org/resourc

es/browse.html 11. Physical science classroom 12. ACT Preparation in physical science PS21 Resources: 1. PS-21 Web Site Website:PS-21 WEEBLY http://ps21pd.weebly.com/ Current activities and many resources Post your questions to be answered. Respond to other teachers questions Threaded discussions on physical science questions e.g. light & color and other discussions. Request each teacher make a monthly posting to the discussion board on http://ps21pd.weebly.com/ PS21 Resources:

2. Pathway 1. Pathway: Physics Teaching Web Advisory http://www.physicspathway.org/ Digital video library for physics teaching at secondary school level Four expert physics teachers provide expert advice in short scenes through synthetic interviews - Roberta Lang, Paul Hewitt, Chuck Lang, & Leroy Salary Related Videos are also available PS21 Resources: 3. Physics Front K-8 Physical Science Physics First Conceptual Physics http://www.thephy

sicsfront.org/items /detail.cfm?ID=249 3 Some Topics Education Foundations - Alternative Conceptions Modern Physics - General Oscillations & Waves - Wave Motion = Interference and Diffraction = Longitudinal Pulses and Waves = Phase and Group Velocity = Transfer of Energy in Waves = Transverse Pulses and Waves Quantum Physics Probability, Waves, and Interference PS21 Resources:

4. AAAS 2061 Science Assessment Here you will find free access to more than 600 items. The items: Are appropriate for middle and early high school students. Test student understanding in the earth, life, physical sciences, and the nature of science. Test for common misconceptions as well as correct ideas.

http://assessment.aaas.org/ This website also includes: Data on how well U.S. students are doing My Item Bank, a feature that allows you to select, save, and print items A feature that allows you to create and take tests online using items from

the item collection PS21 Resources: 5. Physical Science Teaching Videos Annenberg Free videos online http://www.learner.org/resources/browse.html The Missing Link: Essential Concepts for Middle School M ath Teachers This video workshop for middle school math teachers covers essential topics missed in most U.S. math curricula. Physics for the 21st Century A multimedia course for high school physics teachers, undergraduate students, and science enthusiasts; 11 half-hour programs, online text, facilitator's guide, and Web site. The Science of Teaching Science This video workshop for new and veteran K-8 science teachers inspires them to explore new methods of teaching science. Teaching High School Science This video library for high school teachers shows the practice of effective inquiry teaching in the science classroom.

PS21 Resources: 6. PS Resource Center URL Physical Science Resource Center http:// www.compadre.o rg/psrc/ Browse the PSRC by Subject: - Astronomy

- Education Practices - Electricity & Magnetism - General Physics - Modern Physics - Optics - Oscillations & Waves - Other Sciences PS21 Resources: 7. The Physics Classroom Topics URL Physics Topics www.physicsclassroo m.com/Class

The Physics Classroom Tutorial Multimedia Physics Studios Shockwave Physics Studios Minds on Physics Internet Modules Curriculum Corner Physics Tutorials 1-D Kinematics Newton's Laws Vectors - Motion and

Forces in Two Dimensions Momentum and Its Conservation Work, Energy, and Power Circular Motion and Satellite Motion PS21 Resources: 8. Physics Forums URL Physics Forums: help in teaching science http://physicsfor ums.com/ Science Education Physics Astronomy &

Cosmology Mathematics Engineering Chemistry Biology Other Sciences PS21 Resources: 9. Physics-Related Websites

American Association of Physics Teachers http://www.aapt.org . Alabama Section of AAPT http://bama.ua.edu/~alaapt/ More links from AL/AAPThttp://bama.ua.edu/~alaapt/links.htm Colorado http://phet.colorado.edu/index.php Campadre http://www.compadre.org/ MERLOT http://www.merlot.org/merlot/index.htm American Physical Society educators page http://www.aps.org/studentsandeducators/index.cfm Physics Central http://www.physicscentral.org/ Particle physics http://particleadventure.org/ Physics Teacher Education Coalition http://www.phystec.org/

Live photo project http://livephoto.rit.edu/ A good site for physics applets is: http://www.falstad.com/mathphysics.html PS21 Resources: 10. Interactive Science Simulations Interactive, research based simulations of physical phenomena from the PhET project at the University of Colorado. http://phet.colorado.edu/index.php PS21 Resources: 11. The Physical Science Classroom Physical Science Activities Teacher's Guides by Program Title http://www.pbs.org/wg bh/nova/teachers/reso urces/title.html

Chemistry Activities Videos http://www.pbs.org/wg bh/nova/teachers/reso urces/subj_02_03.html Chemistry Activities Videos PBS-NOVA for Teachers PBS-NOVA for Teachers http://www.pbs.org/wg bh/nova/teachers/ PS21 Resources: 12. ACT test preparation for physical science

ACT Preparation for Physical Science ACT Science Test Description http:// https://www.evernote www.actstudent.org/ .com/shard/s77/sh/3c testprep/ 5258ad-05db-4273-b descriptions/ 8d9-3b68b9ccb238/e 1a9dbec83f4c132c15 scidescript.html? _ga=1.114472580.20 ddfaf354e4d7a 11929057.14122714 28 Bibliography

Alabama State Department of Education. (2005). Alabama Course of Study: Science. Montgomery, AL: Alabama State Department of Education - http://alex.state.al.us/browseSC.php American Association for the Advancement of Science. (1993). Benchmarks for scientific literacy. New York: Oxford University Press. http://project2061.aaas.org/tools/benchol/bolframe.html American Association for the Advancement of Science (1990). Science for all Americans. New York: Oxford University Press. http://www.project2061.org/tools/sfaaol/sfaatoc.htm American Association for the Advancement of Science. (2001). Atlas of scientific literacy. Volume 1, New York: Oxford University Press. http://www.project2061.org/tools/atlas/default.htm

http://www.project2061.org/publications/atlas/sample/toc .htm Table of Contents Vol 1 & 2 at http ://www.project2061.org/publications/atlas/media/combine Bibliography American Association for the Advancement of Science. (2001). Atlas of scientific literacy. Volume 2, New York: Oxford University Press. Accessed free online at http://www.project2061.org/publications/atlas/sampl e/toc2.htm Beisenherz, P. & Dantonio, M. (1996). Using the learning cycle to teach physical science, Portsmouth, NH: Heinemann Publishers. Driver, Squires, Rushworth, Wood-Robinson, (1994). Making Sense of Secondary Science, New York: Routledge.

Driver, R. (1983). The pupil as scientist, Philadelphia: Open University Press, Bibliography National Research Council (2011). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (Common Core), Committee on Conceptual Framework for the New K-12 Science Education Standards. Washington D. C: National Academy Press. Accessed free online at http://www.nap.edu/catalog.php?record_id=13165

National Research Council (2013). Next generation science standards (NGSS) Washington D. C: National Academy Press. http://www.nextgenscience.org/ National Research Council (2000). Inquiry and the national standards. Washington D. C: National Academy Press. ISBN 0-309-06476-7 pbk & pdf. Accessed free online at http://www.nap.edu/booksearch.php?term=Inquiry+a nd+the+National+standards&isbn=030906533X&Se arch+This+Book.x=17&Search+This+Book.y=15 Bibliography National Research Council, (1996). National science education standards, Washington, DC: National Research Council.

Accessed free online at http://www.nap.edu/readingroom/books/nses/html http://www.nap.edu/catalog.php?record_id=4962#toc/ Sunal, D. & Wright E. (2011). (Series Eds.) Research in Science Education: DeBoer, G. (Ed. Vol. 5), The role of public policy in K12 science education. Charlotte, NC: Information Age Publishing. Sunal, D., Sunal, C., & Wright, E. (Eds.). (2010). Teaching Science with Hispanic ELLs in K-16 Classrooms. Charlotte, NC: Information Age Publishing. Sunal, D., Wright, E., & Sundberg, C. (Eds.) (2008). The impact of the laboratory and technology on learning and teaching science K-16. Greenwich, CT: Information Age Publishing. Bibliography Sunal, D. & Wright, E. (Eds.) (2006). The impact of state and

national standards on K-12 science teaching, Greenwich, CT: Information Age Publishing. Sunal, C., Karr, C., & Sunal, D., (2003). Fuzzy logic, neural networks, genetic algorithms: Views of three artificial intelligence concepts used in modeling scientific systems, School Science and Mathematics, 103(2), 81-91. Wright, E. and Govindarajan, G. (1992). Teaching with scientific conceptual discrepancies, Manhattan, KS: Kansas State University. (C/O Emmett Wright, College of Education, Bluemont Hall, Kansas State University, Manhattan, KS 1913-532-7838) Use of Analogies in Teaching Physical Science Concepts Analogies have both value and problems. You must judge the cost vs benefit. Students naturally use their own experience and generate analogies Biological, hydrodynamic, thermal, and mechanical analogies can be used. There are many traps and false conclusions with analogies.

As with all analogies you must review or teach the analogy first understand and experience it, then make specific connections. Important to use multiple analogies citing limitations in each. Research has shown some value in mechanical analogies Students applying ideas find it hard to recognize concepts in the practical analogy situations unless taught the analogy AND the science concept the analogy represents. Teaching Strategy for Science Analogies Step 1--Introduce the concept to be learned Step 2--Review with the students' the

analogous situation. Step 3--Identify the relevant features of the analog model. Step 4--Map out the similarities between the analog model and the concept. Step 5--Indicate where the analogy breaks down. Step 6--Draw conclusions about the concept. Planning Physical Science Lessons General process Elicit student ideas Provide data to link student ideas to science concepts Have students present and defend their ideas Introduce scientific perspective Change context Have students apply and defend their new understanding

Have students reflect on their learning Feedback Status: How are you doing? What are you doing? What is coming up next in your planning? Planning: What are you now planning that relates to this workshop? How far are you along? Do you need any help? Light and Color Concepts: Do you see difficult physical science concepts coming up that we could discuss with you? Technical: What comments on problems do you

have with using technology/internet materials or other technical questions? PS21 Physical Science in the 21st Century First Fall Institute September 25, 2015 University of Alabama, Tuscaloosa AL J. W. Harrell, John Vincent, Rainer Schad, Dennis Sunal, Cynthia Sunal, Marilyn Stephens, Justina Ogodo, Tara Ray PS-21 Website: http://ps21.ua.edu PS-21 Partners: Alabama Commission on Higher Education (ACHE), UA College of Arts and Sciences Physics Department, Chemistry Department; UA College of Education, C&I Dept. Science Education; AMSTI, Office of Research in the Disciplines; and Alabama City and County Schools

Recently Viewed Presentations

  • The story of photosynthesis - Science and Plants for Schools

    The story of photosynthesis - Science and Plants for Schools

    The oxygen produced from this splitting of water is released into our atmosphere. We summarise this using a chemical equation: 6 CO2 + 6 H20 ----- C6H12O6 + 6 O2 carbon water glucose oxygen dioxide The story of photosynthesis Take...
  • PASA PRIMATE WELFARE PASA Welfare Team What do

    PASA PRIMATE WELFARE PASA Welfare Team What do

    Freedom from pain, injury and disease - prevention or rapid treatment, (prevention, or rapid diagnosis and treatment, of injury and disease) ... Anthropomorphism by Omission - Unwittingly neglecting the animal's perspective and Umwelt (also a grievous sin) By Dr. Gordon...
  • January 2019 CONSORTIUM Strengthening Career and Technical Education

    January 2019 CONSORTIUM Strengthening Career and Technical Education

    Each consortium has a minimum of one college and one school district. We do have one consortium with 43 school districts. You can see the organization is geographical. The consortia structure joins our more than343 high schools with the 31...
  • From the author Interactive Map Historical context Whos

    From the author Interactive Map Historical context Whos

    Across Europe Jews were herded together into Ghettos, of which Warsaw's was the largest. These were unbearably over crowded places where deprivation, disease, starvation and cold blooded brutality caused unimaginable suffering. To the NAZIs these "sub-human" Jews were becoming a...
  • Writing an Analytical Paragraph

    Writing an Analytical Paragraph

    Writing an Analytical Paragraph. ... Choose quotes that expand upon your main point (the topic sentence) and allow for elaboration (explanation) or analysis. In other words, choose quotes about which you have something to say.
  • WE ARE NOT A TRUCKING COMPANY BUT WHY

    WE ARE NOT A TRUCKING COMPANY BUT WHY

    Difference in actual and rated weight. Gross Vehicle Weight Rating (GVWR) The maximum a single vehicle can weigh. Fixed value set by the manufacturer. Difference in actual and rated weight. Gross Vehicle Weight Rating (GVWR)
  • How Does The Mind Decide What To Think?

    How Does The Mind Decide What To Think?

    How Does The Mind Decide What To Think? How Does The Mind Decide What To Think? And What Can You Do About It? Prime Directives Of The Human Mind Do What's Necessary to Learn the Truth Do What's Necessary to...
  • Focus on Asia Workshop February 26, 2015 Japan

    Focus on Asia Workshop February 26, 2015 Japan

    First and only non stop service from/to Japan. First commercial flight of Boring's new aircraft, the 787, in the entire western hemisphere. Reduced 5hours off each way comparing connection flight. 787 Dreamliner is a dream come true for markets like...