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

2. AAAS/DCPS CIPS Workshop8/2-8/13 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

3. AAAS/DCPS CIPS Workshop8/2-8/13 3 Deeper Questions What deeper questions could you envision students asking? What misconceptions or misinterpretations can you foresee? How or what would you say?

4. AAAS/DCPS CIPS Workshop8/2-8/13 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?

5. AAAS/DCPS CIPS Workshop8/2-8/13 5 Pendulum Explanation The period of motion of the simple pendulum isT=2  (l/g) Therefore, the period is independent of angle and mass – it is only a function of length

6. AAAS/DCPS CIPS Workshop8/2-8/13 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. –N osc = K /  L where N osc = Number of Oscillations L = Length of Pendulum K = Constant

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. Same arc as above  F=mg F=mg sin(  ) F=mg cos(  ) F=mg F=mg sin(  ) F=mg cos(  )

8. AAAS/DCPS CIPS Workshop8/2-8/13 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 LabPendulum Lab Pendulum History Overview Swing Set Playground Physics FSEA Pendulum Project Science NetLinks (AAAS) try the Applet and simulationScience NetLinks

9. AAAS/DCPS CIPS Workshop8/2-8/13 9 Connection to Literacy Poe, Edgar Allan, 1809-1849. The Pit and the Pendulum Electronic Text Center, University of Virginia LibraryPoe, Edgar Allan, 1809-1849. The Pit and the Pendulum Student interpretation

10. AAAS/DCPS CIPS Workshop8/2-8/13 10

11. AAAS/DCPS CIPS Workshop8/2-8/13 11 Scientifically Based Research Connection to Experimental Design

12. AAAS/DCPS CIPS Workshop8/2-8/13 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.

13. AAAS/DCPS CIPS Workshop8/2-8/13 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 siteECS 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.”www.nochildleftbehind.gov

14. AAAS/DCPS CIPS Workshop8/2-8/13 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

15. AAAS/DCPS CIPS Workshop8/2-8/13 15 SBR cont. 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”

16. AAAS/DCPS CIPS Workshop8/2-8/13 16 Huh? 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 The following principles define scientific quality: From: Doing What Works: Scientifically Based Research in Education

17. AAAS/DCPS CIPS Workshop8/2-8/13 17 Class Activity Go to and read: What the Words meanWhat the Words mean http://www.thejournal.com/magazin e/vault/A4684.cfmhttp://www.thejournal.com/magazin e/vault/A4684.cfm What “parts” can be applied to students experimental design

18. AAAS/DCPS CIPS Workshop8/2-8/13 18 Class Activity 1.Battery PowerBattery Power 2.WHICH TILE CLEANER REMOVES SOAP SCUM THE BESTWHICH TILE CLEANER REMOVES SOAP SCUM THE BEST 3.The Science of WaterThe Science of Water 4.What Can Affect One’s Perception of SoundWhat Can Affect One’s Perception of Sound 5.Why does junior tennis have such a high injury rate?Why does junior tennis have such a high injury rate? Judge these using the rubric provided

19. AAAS/DCPS CIPS Workshop8/2-8/13 19 More Fun A Science Fair How Not to Guide –http://www.wcsscience.com/scienceexperiment/guide.htmlhttp://www.wcsscience.com/scienceexperiment/guide.html Montykins –http://www.montykins.com/mkins/000620.htmlhttp://www.montykins.com/mkins/000620.html Bogus Entries are Fair Game –http://www.gsdsef.org/pdfs/mar30Article01.pdfhttp://www.gsdsef.org/pdfs/mar30Article01.pdf