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Constructing Ideas in Physical Science

CIPS Institute for Middle School Science Teachers. Constructing Ideas in Physical Science. Joan Abdallah , AAAS Darcy Hampton, DCPS Davina Pruitt-Mentle , University of Maryland. Session 1 Debriefing. What do you remember from yesterday’s session (no peeking at text or notes)

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Constructing Ideas in Physical Science

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  1. CIPS Institute for Middle School Science Teachers Constructing Ideas in Physical Science Joan Abdallah, AAAS Darcy Hampton, DCPS Davina Pruitt-Mentle, University of Maryland

  2. Session 1 Debriefing • What do you remember from yesterday’s session (no peeking at text or notes) • What were the “essential questions” being asked/explored • What conclusions did “we” decide 8/2-8/13

  3. Deeper Questions • What deeper questions could you envision students asking? • What misconceptions or misinterpretations can you foresee? • How or what would you say? 8/2-8/13

  4. Deeper Questions or Possible Misinterpretations “The longer the length of the pendulum the longer time it takes, because it has a longer distance to travel” What would you say? 8/2-8/13

  5. Pendulum Explanation The period of motion of the simple pendulum is T=2(l/g) Therefore, the period is independent of angle and mass – it is only a function of length 8/2-8/13

  6. GALILEO’S TWO PRINCIPLES FOR THE PENDULUM: • For a pendulum with a given length, the time of each oscillation is unchanged regardless of the amplitude (how far it swings). The term “isochronism” (equal time-ness) was formulated to describe this property. • To reduce the period (time of isolation) for the pendulum, it is necessary to reduce the length of the pendulum in the following proportion: • To double the rate of oscillation, reduce the length to ¼ the original length. • To triple the oscillation, reduce the length to 1/9 the original length. • Stated mathematically, the number of oscillations in a given period of time varies inversely with the square root of the length of the pendulum. • Nosc =K /L where Nosc = Number of Oscillations L = Length of Pendulum K = Constant 8/2-8/13

  7. For a fixed length - as the angle increases, the period does not change because gravity causes a faster initial acceleration which exactly compensates for the increased distance (more gravity forces the mass “downward” at the higher the angle – less force is along the direction of the string) For a fixed angle - Initial acceleration is independent of length. However, a longer string has a longer arc to travel and therefore takes longer.  F=mg cos() F=mg sin() F=mg F=mg sin() Same arc as above F=mg cos() F=mg

  8. Want To Learn More? • Science Activities with the Pendulum • How Pendulum Clocks Work • Galileo's Pendulum Experiments • The pendulum lab • Internet Science Institute Pendulum Lab • Pendulum History Overview • Swing Set Playground Physics • FSEA Pendulum Project • Science NetLinks (AAAS) try the Applet and simulation 8/2-8/13

  9. Connection to Literacy • Poe, Edgar Allan, 1809-1849. The Pit and the PendulumElectronic Text Center, University of Virginia Library • Student interpretation 8/2-8/13

  10. 8/2-8/13

  11. Scientifically Based ResearchConnection to Experimental Design 8/2-8/13

  12. No Child Left Behind Act • Requires programs and practices to be based on research. • The term, "scientifically based research programs," appears throughout the law – from reading to teacher professional development to supplemental education services to anti-drug-abuse programs. 8/2-8/13

  13. Mandate Raises Questions • Regarding definition, enforcement and the quality of existing education research. • Despite reservations and concerns, the insistence on using "what works“[1] could prompt discussion, debate and action, and ultimately lead to better teaching and learning in classrooms across the country. From: ECS Resource site [1] must be based on research studies that meet scientific standards. Government publicity materials (see www.nochildleftbehind.gov) refer to this as “doing what works.” 8/2-8/13

  14. The Term Scientifically Based Research (SBR) • Means research that involves the application of rigorous, systematic and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs; and • includes research that: • Employs systematic, empirical methods that draw on observation or experiment • Involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn • Relies on measurements or observational methods that provide reliable and valid data across evaluators and observers, across multiple measurements and observations, and across studies by the same or different investigators 8/2-8/13

  15. SBRcont. • Includes research that: • Is evaluated using experimental or quasi-experimental designs in which individuals, entities, programs or activities are assigned to different conditions and with appropriate controls to evaluate the effects of the condition of interest, with a preference for random-assignment experiments, or other designs to the extent that those designs contain within-condition or across-condition controls • Ensures experimental studies are presented in sufficient detail and clarity to allow for replication or, at a minimum, offer the opportunity to build systematically on their findings • Has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective and scientific review." More on “the lingo” 8/2-8/13

  16. Huh? The following principles define scientific quality: • Use of the scientific method with an emphasis on experimental control (or comparison) groups • Replication of results, using multiple studies by different investigators • Ability to generalize results from one sample to other children in the general population • Fulfillment of rigorous standards with an emphasis on peer review • Convergence (or consistency) of results between studies From: Doing What Works: Scientifically Based Research in Education 8/2-8/13

  17. Class Activity • Go to and read: What the Words mean • http://www.thejournal.com/magazine/vault/A4684.cfm • What “parts” can be applied to students experimental design 8/2-8/13

  18. Class Activity • Battery Power • WHICH TILE CLEANER REMOVES SOAP SCUM THE BEST • The Science of Water • What Can Affect One’s Perception of Sound • Why does junior tennis have such a high injury rate? Judge these using the rubric provided 8/2-8/13

  19. More Fun • A Science Fair How Not to Guide • http://www.wcsscience.com/scienceexperiment/guide.html • Montykins • http://www.montykins.com/mkins/000620.html • Bogus Entries are Fair Game • http://www.gsdsef.org/pdfs/mar30Article01.pdf 8/2-8/13

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