1. Re-designing General Education Science for Pre-Service Teachers Part II: In class and in the community Kevin Giovanetti, Mary Handley, Cindy Klevickis, Taz Daughtrey, Steven Fairchild, & Bob Kolvoord James Madison University

2.  Friday Activities: Engagement, Hands-on, Evaluation  Student Experts: Depth  Relationship: professional  Abstract Notions: Science Thinking  Note taking: Translating  Connection: Linking knowledge to content  Student Liaison:  Standard:  Book, Homework, Quizzes to motivate pre-class reading, Comprehensive Final

3. Friday Activities Break class into groups Each group chooses a topic (chapter) Students Experts: especially responsible for this material Prepare a 2-hour class: Students work with professor outside the classroom to prepare lesson and evaluation. They are required to identify and teach some “deep” material. Material available: instrumentation, handout suggestions Format: Open

4. TitleChap.SummarySkill Motion (Instructor) 2Motion detector & Computer game Relationship between graphs (x,v) Simple Machines 3&4Pulleys, Block and Tackle, Inclined plane Adding force vectors Sound6Computer and Microphone Doppler effect calculation Sound6Fourier Decomposition (web demos) Presentation only Electricity7Circuits, magnets, Vander Graf Voltage distribution in simple circuit. Light 18lasers and blocksExplain reflection in a mirror. Light 28Lenses, eyeConvex lens ray tracing Water13Solutions, electrolytes, acids/bases indicators Calculate solution concentration.

5. ABSTRACT NOTIONS What helps develop the skills to be a good scientist ? Can we improve education by encouraging young students to probe certain types of questions ? The class has a few discussions on topics that provide mental exercise and are perhaps important during early education to create the scientific thinker..

6. Is Space Continuous? Complicated discussion that involves: Definition of terms Ideas developed previously (Many opinions) Results that require impossible algorithm completion Do not have a known answer Relate to many of the fundamental concepts in science

7. Connections: Problems that can be solved by linking a sound working knowledge with a science concept. EXAMPLE == Vector addition and giving directions. Goal is to learn how to add vectors by translating a force problem into a problem of giving directions.