Atomic Structure : History

1. Atomic Structure : History Michael “Shane” Tutwiler T527 14 December 2006

2. Unit Design Throughlines • Collaborative Inquiry • Revolutionary Nature of Scientific Discovery • 3. Standards

3. Unit Design Targets of Difficulty Generative Topic • “History in Science Class” • Visualization • Computer Availability AtomicHistory SWU: change over time SWU: properties SWU: energy transmit. SWU: collaborate Observations? Understanding Goals Similar / different?

4. Unit Design AtomicHistory K SWU: change over time P SWU: properties K SWU: energy transmit. K M SWU: collaborate F • Dimensions of Understanding: (Boix Mansilla, & Gardner, 1998) • Knowledge • Methods • Purpose • Forms M Observations? Similar / different? M

5. Backwards Design (Wiggins, 1998, pp. 9) Alignment (Anderson et al, 2001, pp. 10) Performances Ongoing Assessments Introductory Activity Introductory Activity GI Lab 1 GI Lab 1 GI Lab 2 (Virtual) Understanding Goals GI Lab 2 (Virtual) GI Lab 3 GI Lab 3 Culminating: WebQuest / Timeline Culminating: WebQuest / Timeline

6. Technology: Internet Access 1. WebQuests, completed in teams, will be used to guide students through the evolution of the theory of atomic structure over time. 2. Interactive science simulations will be used in virtual labs to recreate historic science experiments. Rationale: 1. WebQuests foster collaboration, a stated throughline, while giving students a way to actively apply their understanding. In addition, WebQuests address the third Target of Difficulty by allowing students to work in groups, making full use of the short supply of computers in the lab. "Through their activity with shared tools people are brought in contact with and connected to the history, values and social relations of society." (Jewwit,2006, pp.4) 2. The interactive demonstrations online address the second Target of Difficulty, by allowing students to visualize otherwise abstract scientific phenomena. 

7. Technology: Microsoft PowerPoint Students will use Microsoft PowerPoint to complete the group presentation section of their Culminating Performance WebQuest. Rationale:1. PowerPoint supports multi-modal learning through the use of animation, sound, static images, and text. "Students learn from all the modes present on the screen and around it - not only from what is written and said." (Jewitt, 2006, pp.7) 2. PowerPoint addresses the first Target of Difficulty by allowing students to utilize different learning styles by the use of multi-modal presentation. 

8. Technology: Scientific Instruments • 1. Spectroscopes are used during the Guided Inquiry: Spectroscopy lab to help students visualize the effect of quantum electromagnetic energy emission. 2. Electric scales are used during the Guided Inquiry: Mass Conservation lab to help students test if mass is conserved during chemical reactions. Rationale: Scientific instruments help give salience to primary and secondary traits of systems that allow students to make observations during experimentation. These observations are then used to make inferences, contributing to a cycle that is critical to scientific thought as well as meeting the requirements for Understanding Goal 1.a. (observations?)

9. Insights and Dilemmas Insights • Collaborative assignments reduce the load on computers. Also, students can hand write and edit lab reports in class. • Design process doesn’t have to start with technology. Focus on developing a meaningful curriculum, and research technologies that will help leverage understanding. Don’t tie yourself to anything in particular. • Don’t be afraid to make major changes to goals (combine, add, or remove) to meet the needs of your design. • Wear sunscreen. Dilemmas • Teacher partner never took part in CCDT • Computer lab kept shrinking! • Understanding Goals vs. Behavioral Objectives (and how they line up with Standards)

10. THANKS!