Unit
Description (May 8, 2002-February 26, 2004)
Unit
Description: This History of Scientific Thought Unit evolved out of
discussions and analysis of the new GED
(2002) requirements, the Curriculum
Frameworks Habits of Mind, study skills, time management skills, and
previous thematic investigations of "Organic Compounds" and "The
Cell". An overarching goal was to
integrate Science with History and Writing Skills. (Some math concepts were also integrated during the course of
this very long unit.)
The
basic activities were:
1)
Planning the basic structure of the project
a)
Rating Famous Scientists
b)
Profiling Famous Scientists
c)
Writing Historical Paragraphs
2)
Identifying famous scientists
worthy of study
3)
Developing a procedural structure to screen and reduce the list of
scientists to a workable number. This
involved developing a rating system.
4)
Reviewing and rating famous scientists
5)
Developing a common profile
structure for each scientist
6)
Profiling each scientist and posting the profiles to a website
(mostly individual work)
7)
Developing a Timeline Structure
to put the Scientists into a broad historical perspective
8)
Writing brief paragraphs of broad historical eras. (mostly group
work)
9)
Periodically assessing our progress and the status of the
project. (Sometimes we weren't sure we
could maintain the effort.)
10)
Having some fun. We saw
some really fun videos, a play about the
Industrial Revolution, and had a magical day at a Renaissance Faire.
|
Primary: |
Science/Technology: Explore scientific or technology content areas
using methods of inquiry and information technology |
|
Secondary: |
History Social Sciences: How cultures vary and change (Cultures & Identities) |
|
Additional: |
English Language Arts: Acquire more organizational strategies
(Writing) |
Essay on Galileo by Marguerite
Essay on Jane Goodall by Jesus V.
Essay on Madam Curie by Jesus V.
Essay on Watson and Crick by Luz
The Unit itself including Profiles and Timeline Paragraphs
Essay: Scientists v. Philosophers by Hope N.
The
Particle Garden: Our Universe As Understood by Particle Physicists (Helix
Books) by Gordon
Kane, Heather
Mimnaugh (Editor)
Chronology
of Science from Crimson Bird Bookshop
Between the
Canals: The Evolution of a Mill Town in Holyoke
by Enchanted Circle
Theater
Ode on a Grecian Urn,
by John Keats
Between Ancient and Modern by Mr. Dowling
The Industrial Revolution
from "Introduction to
Technology" by The
Bergen County Technical Schools and Special Services
The Connecticut Renaissance Faire
Literacy
With an Attitude: Educating Working-Class Children in Their Own Self-Interest
by Patrick
J. Finn
Sentence
Combining and Sentence
Extraction Activities
VIDEO: Albert
Einstein: Light to the Power of 2
Subjects:
Science-Technology; U.S.- 1946 - 1991 & Diversity;
Biography; Character Development: Self-esteem; Education; Families in Crisis;
Ethical Emphasis: Trustworthiness and Caring. Not Rated; Drama; 1997; 55
minutes; Color; Available from Amazon.com.
Description: Albert Einstein
(1879 - 1955) was interested in young people and tutored at least one child in
math. The film presents a fictional story of a friendship between Einstein and
a young black girl. In the film he helps her to find the self-confidence to
succeed after her teachers have classified her as a slow learner. The movie
also describes the problems faced by her family, which is trying to make its
way in the face of overt and covert racism. Finally, the film shows Einstein's
decision to come to the defense of his friend and colleague, Dr. Robert
Oppenheimer, whose security clearance was being revoked because of his past
association with communists. This film is one of the Inventors' Specials, an
award winning series designed to introduce young people to great scientists and
inventors.
VIDEO: Galileo: On the
Shoulders of Giants
Subjects:
World/Italy & Renaissance; Science-Technology;
Biography; Character Development: Brothers; Education; Ethical Emphasis: Trustworthiness
and Respect.
Rated G; Drama; 1997; 56 minutes; Color; Available from Amazon.com.
Description: This film is
one of the Inventors' Specials, an award winning series designed to introduce
young people to great scientists and inventors. The story centers on a
fictionalized presentation of the relationship between Galileo and his student,
Cosimo de Medici II, Grand Duke of Tuscany. Major events in Galileo's career
are also depicted in the film. The movie presents many of Galileo's great
discoveries (for example: the use of the telescope for astronomical
investigation and the law of physics that objects fall to the earth at the same
rate of speed no matter what their weight).
VIDEO: Marie Curie: More
than Meets the Eye
Subjects: World/France & WW I; Medicine/Psychiatry;
Science-Technology; Biography; Character Development: Female Role Model;
Mother/daughter; Ethical Emphasis: Responsibility.
Not Rated; Drama; 1997; 54 minutes; Color; Available from Amazon.com.
Description: This film
describes Marie Curie's heroic efforts to make X-ray technology available to
surgeons treating wounded soldiers during WW I. The events in Marie Curie: More
than Meets the Eye occur after the famous scientist's discovery of the origins
of radioactivity and after she had been awarded two Nobel Prizes in science.
The film also describes the fictional efforts of two young girls to stay with
their mother in Paris, at that time threatened by a German offensive. The
children mistakenly believe that Marie Curie is a spy. This film is one of the
Inventors' Specials, an award winning series which introduces young people to
great scientists and inventors.
and . . .
Numerous World Wide Web sites, articles and readings in
newspapers, magazines, and encyclopedias, (and memories of same) along with GED
books including Contemporary's
Complete
GED and Complete
GED Preparation by Ellen
Northcutt (Editor), Steck-Vaughn
Company, Jim
Redmond
Wednesday, May 08, 2002 1
ASE Morning 6 Learners present. 3.25 hours
-- Use estimation to develop number sense, operation sense, and to
check reasonableness of results (Number Relationships &
The metric system: a measurement system developed in France during
the French Revolution. It is a decimal system based on powers of ten
Cent refers to HUNDRED (a centigram is 1/100 of a gram, a centimeter is 1/100
of a meter)
milli refers to THOUSANDths ( a milligram is 1/1000 of a gram, a millimeter is
1/1000 of a meter)
kilo refers to THOUSANDS ( a kilogram is 1000 grams, a kilometer is 1000 meters).
We played with conversion tables using the GED calculator. Did lots of rounding
and estimating
Monday, May 13, 2002 1
ASE Morning 5 Learners present. 3.25 hours
-- Express thoughts in complete sentences (Writing)
What does it take to get into (get through) college? A student
generated question connected to GED Essay Templates using the following
template:
I am ___________ . My dream is _______________ My need is
______________ It all depends on __________ . In the end ______________________ .
Learners filled out the template individually and then read them
so they could be typed into the word processor. Learners reviewed the typed
statements along with some syntax changes introduced by the typist (instructor)
Thursday, May 16, 2002 1
ASE Morning 5 Learners present. 3.25 hours
Biochemistry: looked at how organic molecules are represented with the C
(Carbon) often not indicated as a prelude to READING Diagrams about the
structure of DNA and answering GED type questions about those diagrams. We also
reviewed that DNA (deoxyribonucleic acid) is a code for making proteins, it is
the genetic code (genes), it is a molecule that can replicate, it is a very
long double helix (spiral).
Looking at a Diagram is not the same thing as READING a diagram. Diagrams often
have labels that help you understand it or they may have a key that explains
parts of it.
Monday, May 20, 2002 1
ASE Morning 6 Learners present. 3.25 hours
--How individuals and groups interact with and impact systems
(Systems)
Looked at levels of educational achievement and tried to relate
them to levels of cognitive, social and affective development:
Cognitive - refers to thinking and concepts
Affective - refers to feelings and emotions
Discussed "Habits of Mind"
Looked at the structure of a table showing developmental "Can Do's"
and "Can't Do's" for pre-teens and teens to adults. Learners did the
"Threes" identifying key words, concepts they did understand, and
questions they had.
For "homework" learners were given some pages from
"In Over Our Heads: the Mental Demands of Modern Life" which included
a cartoon, a list of the cognitive and affective demands of adult partnering
and parenting, and a poem about traditional and modern heterosexual partnering
Tuesday, May 21, 2002 1
ASE Morning 8 Learners present. 3.25 hours
--Means and varieties of civic participation (Power, Authority,
& Participation) Connecting Social, Cultural, and Environmental Economic
Factors to Health (Sorting out the Facts)
Habits of Mind, Community Development, and Public Policy
Organizing
Luz
reported on a meeting in Springfield where low income people who receive rental
subsidies met to discuss regional development including housing issues, wages,
and community. Many politicians were there and Senator Kennedy addressed the
group via a video. Using the concept, "habits of mind" the class
discussed community development and organizing with a lot of emphasis on Drugs
and possible solutions to this social problem. When the discussion turned to
teen pregnancy and China suggested that drugs and teen pregnancy have been
around for centuries.
Joe put the following "Framework" on the board: HISTORICAL
DEVELOPMENT
Pre - Industrial
Agricultural Society
Industrial Society
Post Industrial Society
Wednesday, May 29, 2002 1
ASE Morning 9 Learners present. 3.25 hours
-- Collect, organize and describe data (Statistics and
Probability)
Math: Measures of Central Tendency: Mean, Median, Mode: The
"mean" is the arithmetic average found by adding up all the data
points and then dividing the sum by the (N) number of data points. The median
is the "middle" of an ordered sequence. We measured everyone's
cranium to get 8 data points and figure mean, median, and mode.
The mode is the most frequent data point (number).
Also reviewed multiplying 3 fractions (cross canceling), and we
will try to forget the discussion on buying a house with a mortgage v buying a
house with cash.
Reviewed exponents and using the GED calculator to calculate x to the y power.
Thursday, May 30, 2002 1
ASE Morning 6 Learners present. 3.25 hours
-- Connecting Social, Cultural, and Environmental Economic Factors
to Health (Sorting out the Facts) Acquire more organizational strategies
(Writing) Explore scientific or technology content areas using methods of inquiry
and information technology ()
Functions of Life:
Brainstormed on functions (actions) that characterize life and came up with
items like (nutrition, growth, movement, excretion, and reproduction. Jason
brought up the Fire could perform all of those functions. When we added
"Synthesis" and "Regulation", he agreed that those did not
apply well to fire. "Transport" (the ability to move substances
"in" and "ou" as well as "within") was considered
debatable unless you described the transport as systematic and organized.
Most people did pretty well keeping the concepts of "Function" and
"Structure" separate, and we also tried to avoid confusion between
those two concepts and specific "examples" of life (like bacteria,
leaf mold, fish, and IRS agents)
Functions of life: Nutrition, excretion, ("transport")
respiration, reproduction, synthesis, and "regulation"
Monday, June 03,
2002 1 ASE Morning 6 Learners present. 3.25 hours
Writing: Prompt: "Discuss 3 'Habits of Mind' necessary for success in
modern society. Which one of them represents the greatest challenge to you?
Why?"
Monday, June 10, 2002 1
ASE Morning 8 Learners present. 3.25 hours
-- Write at greater length in response to a topic or question
(Writing)
Writing: Work and Study Habits
Learners began by writing 1. Their main reason for attending this class, 2.
What goes best in this class, 3. One thing that could make this class better, 4
One thing they could do to learn better, 5. Their plans 1 year after finishing
this class, 6. Their plans 5 years after finishing this class.
We read a page about "Time Management" and then learners
filled out a survey on "Study Habits"
Monday, June 24, 2002 1
ASE Morning 8 Learners present. 3.25 hours
-- Acquire more organizational strategies (Writing)
Writing: "Once _________ used to believe ______________, but
now __________ have learned __________________ ."
Started by reading an article about "Protoplasm" a term
that used to describe all the contents of a cell before scientists learned to
differentiate all the various organelles. Then learners wrote independently,
most of them went through more than one draft.
Wednesday, July 10, 2002
1 ASE Morning 5 Learners present. 3.25 hours
-- Algebra - represent patterns using tables, graphs, verbal rules
and equations (Patterns, Relationships & Functions)
Variable are CONTAINERS: their contents can change. Variables can
hold numbers (like in Algebra) or they can be words (in spoken and written
language . . . Like "he", "she", "Who" etc). We
looked at expressions that use a single variable (10 = x - 2, y = 2 + 4, 12 =
4(a) )
Then we looked at expressions with 2 variable (y= 2x, y= x + 4, y= x/5). We
made table to show that changing one variable would change the other and also
saw that any number of combinations would satisfy each expression. Most
everybody decided that this was really easy and were able to fill out tables on
their own based on a given expression with two variables.
Long Division Practice: Everybody needs to practice long division and its
steps. Some can get by doing just a few problems a week. Others need to do some
long division EVERY DAY!!!! (You know who you are, I hope!)
Thursday, July 11, 2002 1
ASE Morning 4 Learners present. 3.25 hours
--How cultures affect identity and perspective (Cultures &
Identities) Develop writing vocabulary (Writing) Develop reading Vocabulary
The Origins of Science:
Read an excerpt from "The Particle Garden: Our Universe as Understood by
Particle Physicists" by Gordon Kane. It dealt with the origins of
methodological inquiry in Ancient Greece and the resumption of scientific
method more than a thousand years later during the Renaissance.
We discussed this as it is connected to "Finding the Main
Idea", "Looking for Structure", "Logic and Reasoning:
defining your terms" and other "Habits of Mind". We also looked
at specific vocabulary words like "Renaissance",
"dissemination", "mythology", "muse",
"deviation" and "milieu".
The word "analogy" was misspelled on the board so . . .
CHECK YOUR NOTES!
Monday, July 15, 2002 1
ASE Morning 8 Learners present. 3.25 hours
-- Develop reading Vocabulary (Reading) Explore scientific or
technology content areas using methods of inquiry and information
Vocabulary and Terms: The History of Science:
Learners looked up terms related to scientific thinking. They had to develop a
system to make sure every term was defined and also develop a system to make
sure that the whole class learned ALL the terms. We were able to get most of
the terms looked up and to review them quickly.
We will attempt to make sure that everybody learns all the terms
on Thursday.
The terms were: inquiry, data, criteria, logic, theory, hypothesis, deduction,
induction, dialectic, analysis, synthesis, classification, and taxonomy. The
group added "technology" and we are considering whether to add
"skepticism"
Wednesday, July 17, 2002
1 ASE Morning 8 Learners present. 3.25 hours
-- Represent and use numbers in a variety of equivalent forms and
in order relations (Number Relationships & Computation)
Math: Reviewed variables (in linear equations). Practiced
solving simple equations with 2 variables (x & y) plugging in numbers for x
and solving for y). We showed how x and y could change and still satisfy an
equation by plugging the numbers into a table. Then we graphed one of those
equations (tables) and saw that it was a straight line.
X usually stands for the horizontal axis, and Y usually represents
the vertical dimension.
Thursday, July 18, 2002 1
ASE Morning 7 Learners present. 3.25 hours
-- Relationship of Attitudes and Beliefs to Actions (Deciding What
to Do) Develop writing vocabulary (Writing) Develop reading Vocabulary
(Reading) Restate ideas to clarify meaning (Oral Communication) Use appropriate
tools for gathering information (Critical Thinking) Evaluate arguments based on
data analysis (Statistics and Probability) Apply scientific reasoning and
technological problem solving to job
History of Scientific Thought: Vocabulary
Teaching the words to each other using: definitions, explanations,
demonstrations, examples, analogies, contrasts etc. Some people noticed how
many of the words were related to concepts like "organize",
"arrange", and "plan".
The words included: hypothesis, systematic, empirical, data, analyze,
synthesize, criteria (criterion), induction, deduction, skepticism,
dialectical, classification, and taxonomy.
Some of the group looked at a proposed list of 10 scientists
(picked to represent various time periods as well as certain disciplines). They
also got a 5 page list entitled "Famous Scientists" and a brief
account of the development of modern Science from the book "The Particle
Garden".
Monday, July 22, 2002 1
ASE Morning 9 Learners present. 3.25 hours
--How cultures affect identity and perspective (Cultures &
Identities) Develop writing vocabulary (Writing) Develop reading Vocabulary
(Reading) Explore scientific or technology content areas using methods of
inquiry and information technology ()
Vocabulary for the "History of Scientific Thought" unit:
Tried to do a controlled assessment of how much of these words the class as a
whole actually knew. The factors that contributed to the VALIDITY of this
assessment were that people did not put their names on their papers and they
did not correct their own papers. Factors that made the assessment less valid
were: not everybody had attended all the classes so far, some people arrived
late, and the original instructions did not clearly rule out looking at
dictionaries. (There was also some subjectivity in deciding which definitions
to accept and which to reject.)
As a class we only got 40% correct.
Then we watched a video about Galileo brought in by Marguerite. It was both
entertaining and informative and showed how Galileo wanted people to think for
themselves based on logically organized experiments and observations. It also
showed how he would separate a big problem into smaller problems that were each
easier to solve.
Tuesday, July 23, 2002 3
ASE Evening 3 Learners present. 2.5 hours
--How cultures affect identity and perspective (Cultures &
Identities) Use appropriate tools for gathering information (Critical Thinking)
The Birth of Science: Science from the Ancient Greeks to the
Renaissance (with a blank spot during the Dark Ages and the Middle Ages in
Europe). The purpose for reading was to develop a definition of the word
science.
We read the section out loud taking care to notice punctuation and
take appropriate pauses. Then we read it silently taking book notes. We used
key words, questions and facts to have some discussion. (Also looked at maps
and did a chronology). Our definition of science became a diagram with the
three corners being "Investigation", "Testing", and"
Theories". We defined "theories" as "stories" or "explanations".
People had a lot of interest in the Renaissance and want to see the video
"Galileo: On the shoulders of Giants".
Wednesday, July 24, 2002 1
ASE Morning 7 Learners present. 3.25 hours
-- Represent and use numbers in a variety of equivalent forms and
in order relations (Number Relationships & Computation) Coordinate Geometry
(The Cartesian
Coordinate system)
"Cartesian"
refers to Rene Descartes a French mathematician who developed this system
A coordinate system is a method of using numbers to locate the positions of
points.
We used grids with a horizontal reference line (x), and a vertical reference
line (y) and plotted points on a line while filling in an x,y table and then
came up with equations to define the line.
We also started with an equation (y=x-2) to fill in an x,y table and then plot
the points of a line onto a grid.
Thursday, July 25, 2002 1
ASE Morning 6 Learners present. 3.25 hours
Discussed History of Science Unit: Decided it would continue after the
August break. Ratified that the next step was to decide on a list of Famous Scientists.
Discussed other themes that could be connected to this unit. Watched a video
about Madam Curie.
Monday, July 29, 2002 1
ASE Morning 6 Learners present. 3.25 hours
--How different perspectives on human behavior, interactions, and
history affect people's understanding of the world. (Perspective &
Interpretation) Explore scientific or technology content areas using methods of
inquiry and information technology ()
Developed a criteria system for ranking scientists to choose a
list of 12
famous scientists
Fame (1-10), Changed History (1-10), Theories & Discoveries (1-10), Genius
(1-10), Scientist (1-10). We also want to track, Era, Country, and Field to make
sure we have good distribution.
So far we have ranked Madame Curie, Alexander Graham Bell, and
Benjamin Franklin. We did voting and averaging to give candidates overall
scores. Sometimes people had strong disagreements.
Tuesday, July 30, 2002 3
ASE Evening 6 Learners present. 2.5 hours
--How cultures affect identity and perspective (Cultures &
Identities) Develop writing vocabulary (Writing) Develop reading Vocabulary
As agreed we saw the video about Galileo with some
context about the Renaissance
We looked at the Renaissance as a "transitional period" between the
Middle Ages (faith in authority and authority based on power) and Modern Times
(faith in individual effort and conscience - also faith in experience and
logic).
We also looked at Galileo as a transitional figure trying to introduce a new
(more modern) way of thinking, but being suppressed by the power of the church.
We reviewed our definition of Science (triangle of experience, ideas and
checking) using the terms theory, hypothesis as well as experience (facts and
observations)
We decided that next week would be a writing week and generated
some possible writing topics ("transitions", "standing on the
shoulders of giants", "faith in authority v self confidence")
Brief review of the GED essay structure and scoring system.
Tuesday, August 06, 2002 3
ASE Evening 3 Learners present. 2.5 hours
--How cultures vary and change (Cultures & Identities)
Connecting Social, Cultural, and Environmental Economic Factors to Health
(Sorting out the Facts) Learn strategies for organization (Writing)
Writing:
Tried to base our writing topics on themes developed last week when we
discussed the Renaissance as a transitional time and Galileo as a transitional
figure.
Three topics were offered: "Transitions", "Faith in authority v
Faith in oneself" and "Standing on the Shoulders of Giants". The
learners all gravitated towards "Transitions" and we developed this
question: "Transitions for groups or individuals can often be difficult.
What one trait or skill is most important for getting through transitions
successfully? Give reasons and examples to support your answer.
After briefly reviewing the steps in writing process: planning,
drafting, revising/editing, learners started drafting with sharing (reading
aloud and looking at Xeroxes) as individuals were ready. In the second hour
learners continued working on their pieces on the computer saving them to a
floppy and also to a shared folder on the instructor's computer.
Wednesday, August 07, 2002 1
ASE Morning 7 Learners present. 3.25 hours
--How cultures vary
and change (Cultures & Identities) Develop reading Vocabulary (Reading)
Select & use appropriate methods and tools (computer, paper, calculator,
mental) for solving problems (Number Relationships & Computation)
Demonstrate an understanding of technology as a set of human developed
solutions to human problems
Discussed connections between Mathematics and Scientific thought and settled on
the concept of measurement. We also listed ways to "measure"
"air" (windspeed, volume, pressure, mass/weight).
We read a brief article about the Ancient Sumerian number system (based on 60
instead of 10) which lead to a definition of the concept "factor" (A
factor is a number that can be divided into another number without a
remainder)The rest of the class was individual study time though some learners
started filling out the GED registration forms and did a brief review of the
GED calculator (shift key - square root and the fraction key, ways of checking
your results and order of operations)
OTHER CONCEPTS: The ancient Sumerians are much more ANCIENT than the ancient
Greeks, but we do have historical records of Greek individuals who contributed
to scientific thought. We know of Egyptian and Sumerian accomplishments but
don't have much knowledge of actual individual Egyptians and Sumerians who made
scientific and mathematical discoveries before the Greeks)
Also: Scientist use the term "gas" to speak about Oxygen and Carbon
dioxide and Nitrogen etc.
Thursday, August 08, 2002 1
ASE Morning 7 Learners present. 3.25 hours
Brief review of the Multiple Choice Section of the GED Writing
Test: Sentence Structure, Organization, Usage, and Mechanics.
Reviewed steps and process for the History of Scientific Thought
unit. We are still IDENTIFYING Scientists (we will "close
nominations" the first week we are back). We are still developing a
RANKING SYSTEM based on our chosen CRITERIA. We will also have a "Runners
Up" list for anyone who a learner does some writing about. (We MAY also do
an INVENTORS list but ONLY once we are DONE with the TOP SCIENTIST list.
We will try to have a website with the top scientists, the runners up, and just
a few sentences about their importance and links to student writings ).
Some discussion of the Manhattan Project (atomic bomb development
in World War II) and it's relation to the work of Madame Curie, and the German
physicists.
We added Plato, Oppeheimer, Newton, Watson & Crick, Nobel,
Bohr, Heisenberg and Eli Whitney to our candidates for the Top Scientists
lists. Some learners made claims to specific scientists for further writing.
Thursday, September 12, 2002
1 ASE Morning 6 Learners present. 3.25 hours|
--How
individuals and groups interact with and impact systems (Systems) Learn
strategies for organization (Writing) Use computers as learning & research
tool (Critical Thinking) Explore scientific or technology content areas using
methods of inquiry and information
Closed Nominations for the List of TOP TWELVE SCIENTIFIC THINKERS! After adding
Rutherford, Faraday, (Alistair) Crowley, Thomas (discovered electron), Jenner
(smallpox vaccination), Anaxagoras, Bernoulli, Copernicus, Wright Brothers,
Harriot, Dalton (periodic table), Planck, DeBroglie(wave properties of matter),
Hubbell, Coulomb, Bell & Hewish(pulsars), Dirac (relativistic quantum
theory)
Monday, September 16, 2002 1
ASE Morning 8 Learners present. 3.25 hours
--Influence
of production, distribution, and consumption on individual decision making
(Production, Distribution, & Consumption) Learn strategies for organization
(Writing) Use computers as learning & research tool (Critical Thinking)
Explore scientific or technology content areas using methods of inquiry and
information technology ()
Reviewed the criteria for narrowing down our list of 30+ nominees
to "The Top 12 Scientific Thinkers of All Time" Also noted for
which nominees we have some kind of print-out. (We can't rate anybody unless
there is something about them to read.) The "Is Madame Curie a total
genius because she died of radiation poisoning?" controversy was
revisited.
Questions about why there are no Chinese, Japanese, or Puerto
Ricans on the list of nominees lead to another discussion. There are only two
women and one person of African descent on the list of nominees. Scientific
Development was not equally dispersed across the globe and even in those areas
where it largely took place, women and people of color were not always welcomed
- and may still face barriers.
Good use of Individual Time with many people doing internet
research or Word processing.
Luz reminded everybody to vote tomorrow (we went over the Primary
Process very briefly - you only get one ballot! Green OR Democrat OR
Republican)
Thursday, September 19, 2002 1
ASE Morning 7 Learners present . 3.25 hours
--How
individuals and groups interact with and impact systems (Systems) Understanding
Current Health Concepts (Sorting out the Facts) Strategic Reading (Reading)
Explore scientific or technology content areas using methods of inquiry and
information technology ()
History Of Scientific Thought: Reviewed rating system (We will
probably also rate the scientists relative to each other before we have our
final list, but right now we are rating them base on our criteria).
Today we rated George Washington Carver and Louis Pasteur. Carver
was an agricultural scientists who was born a slave. He developed hundreds of
uses for peanuts, the sweet potato, and soybeans. Pasteur was a 19th century
France scientist who helped establish that some diseases are caused by
microbes. He developed the method of killing bacteria in food products (wine,
milk, etc) by using heat (Pasteurization).
He also helped pioneer sanitary practices in hospitals and spatial models of
molecules.
We paid a lot of attention to process - in this case meaning
looking at one question at a time as we rated scientists.
Marguerite did an experiment that showed an egg will sink in plain
water but will float (sometimes) in salt water.
*****
Tuesday, October 01, 2002 3
ASE Evening 3 Learners present. 2.5 hours
--How
cultures vary and change (Cultures & Identities) Awareness of rules for
grammar and mechanics (Writing) Development of comprehension strategies
(Reading)
Commas!
There are some hard rules for commas and there are many soft ones.
Also, there are many places where a comma is necessary, many places where a
comma is optional, and many places where a comma is out of place. One good rule
of thumb is that a comma can go where one would naturally pause for a breath (but
that is not ALWAYS a good guide).
We read an excerpt from Gordon Kane's "The Particle
Garden" where all the commas had been removed. We used a pencil to put in
commas where we believed they should go. Then we compared our commas to the way
the author used commas while also looking at 8 general rules for using commas
from a high school grammar book. It turns out that a college professor can bend
many of the rules and get away with it most of the time - unless he is
INCONSISTANT in the way he "makes his own rules".
Thursday, October 03, 2002
1 ASE Morning 8 Learners present. 3.25 hours
--How cultures vary and change (Cultures & Identities)
Participate effectively in structured types of conversation (interviews, etc,)
(Oral Communication) Explore scientific or technology content areas using
methods of inquiry and information technology ()
We had two articles about Aristotle which we used to rate
him as a candidate for the Top 12 Famous Scientists of History. Aristotle was
important because he developed a systematic way of defining logical thought. He
was also one of the first people to systematically try to classify living
things based on careful, systematic observation. (We also spent some time
defining "Ethics" and looking at some broad periods in World History
(Ancient, Middle Ages, Renaissance, Age of Enlightenment, 19th Century, 20th
Century +)
Thursday, October 10, 2002 1
ASE Morning 7 Learners present. 3.25 hours
--How cultures vary and change (Cultures & Identities) Strategic
Reading (Reading) Select & use appropriate methods and tools (computer,
paper, calculator, mental) for solving problems (Number Relationships &
Computation) Explore scientific or technology content areas using methods of
inquiry and information technology ()
Carl Linnaeus: the founder of the modern classification system for living
things. He lived in the 18th Century (1700's or the "Age of
Enlightenment") and did most of his work classifying plants according to
structural characteristics. Using structure to see differences and similarities
between living things help lay the basis for later theories about Evolution.
Part of his classification system was a system for naming living things (2
names = binomial, "nomenclature" - a system for naming things).
We rated him and used the GED calculator to help calculate average
scores. (also used the standard "rounding system" for whole number
scores)
Other vocabulary words: botany, zoology, vernacular, species,
genera (genus), precise
general v
specific
Thursday, October 17, 2002
1 ASE Morning 9 Learners present. 3.25 hours
--
Recognize there is not always a "right" answer (Critical Thinking) Explore
scientific or technology content areas using methods of inquiry and information
technology ()
Charles Darwin: lived in the 19th Century (Victorian Era in England and
US) during the Industrial Revolution. His theory of "Natural
Selection" backed up by lots of observation, study, and thinking is what
is used to explain Evolution.
Questions: Is "Natural Selection" the same as
"Survival of the Fittest"
Key words: evolution, variation, species, reproduction,
environment, niche, organism
The common defintion of "evolution" is "a
progressive change from simple to more complex"
The THEORY OF EVOLUTION tries to describe how species become
different from each other over the course of many generations of reproduction.
Darwin's key was "Natural Selection" - that certain organisms are
more likely to survive and reproduce in certain environments (niches). It is
important to know that the common definition of the word "Evolution and
the "THEORY" of evolution are really not the same thing.
Tuesday, October 22, 2002 1
ASE Morning 8 Learners present. 3.25 hours
--How
cultures affect identity and perspective (Cultures & Identities) Recognize
there is not always a "right" answer (Critical Thinking)
Started reading about Einstein. Got into a discussion about
Einstein's pacifism and internationalism because the scientist apparently
"dodged the draft" in both Germany and Switzerland. (He renounced his
German citizenship at the age of 16: about 1895, almost 10 years before the
outbreak of World War One). The question arose: Is it more admirable to give
one's primary loyalty to one's country or to one's ideals and beliefs. (People
came down on both sides.)
anti-Semitism (prejudice and hatred against Jews) was also
discussed.
We never really started looking at Einstein as a "Scientist",
but his role as a teacher and researcher whose work indirectly helped the
German state and also helped lead to the Atomic Bomb was brought up
continuously.
Monday, October 28, 2002
1 ASE Morning 7 Learners present. 3.25 hours
--
Development of comprehension strategies (Reading) Explore scientific or
technology content areas using methods of inquiry and information technology ()
Rated Einstein (he ended up getting a perfect score based on ROUNDED
AVERAGES: not everybody gave him TENS, but enough people did do that his
rounded average was always perfect.)
We defined physics as the study of MATTER and ENERGY and the
RELATIONSHIPS between them after organizing gravity and electricity under
FORCES (or ENERGY) and molecules and electrons as STUFF (thanks Jesus) or
MATTER.
Einstein was famous for his THEORY OF RELATIVITY. He contributed a
lot to QUANTUM THEORY (Max Planck). He also did work on the photoelectric
effect for which he won a Nobel prize. His theories helped lead to the ATOMIC
AGE.
Thursday, October 31, 2002
1 ASE Morning 5
Learners present. 3.25 hours
--How
cultures vary and change (Cultures & Identities) Explore scientific or
technology content areas using methods of inquiry and information technology ()
Ranked Heinrich Schliemann, the semi amateur archaeologist who
discovered and excavated Troy and Mycenae. Scheimann, inspired by the Homeric
Epics (The Odyssey and the Iliad) did demonstrate that there was probably some
historical basis for the story of the Trojan War.
Some discussion about Bronze Age v. Iron Age Civilizations.
Thursday, November 07, 2002 1
ASE Morning 8 Learners present. 3.25 hours
--How
cultures vary and change (Cultures & Identities) Strategic Reading
(Reading) Explore scientific or technology content areas using methods of
inquiry and information technology ()
Galileo: Galileo developed the telescope into an instrument
capable of making accurate observations of the solar system. He accumulated
systematic observations and used logic, mathematics, and patterns to find
evidence to support Copernicus's theory of a sun centered system.
He also used observation and mathematics to develop
generalizations (rules) about matter and energy that were built upon by Newton.
We used the GED calculator to average out the rankings.
We tried to learn a little about the Renaissance and the
Protestant Reformation.
We also had an interesting discussion about building on other
people's theories and inventions which turns out to be essential for scientific
thinking.
Thursday, November 14, 2002 1
ASE Morning 5 Learners present. 3.25 hours
--How
cultures vary and change (Cultures & Identities) Development of
comprehension strategies (Reading) Explore scientific or technology content
areas using methods of inquiry and information technology ()
Francis Bacon - Elizabethan (renaissance) English philosopher of science
helped develop and promote the modern scientific method that emphasizes
skepticism and induction as methods of explaining nature. Rated him as a
candidate for the Top 12 Famous Scientists using the
GED calculator to figure average scores for our criteria.
Discussed his metaphor of the Honey Bee.
Thursday, November 21, 2002
1 ASE Morning 6 Learners present. 3.25 hours
--How cultures vary and change (Cultures & Identities)
Development of comprehension strategies (Reading) Explore scientific or
technology content areas using methods of inquiry and information technology ()
Sir Isaac Newton
Strategic reading and summarizing: The long article we read had 5
headers: " Introduction", "Optics",
"Mathematics", "Mechanics and Gravity" and "History,
Humanities, and Religion"
The Introduction was mostly Newton's biography. We learned that he
was a government official, a member of parliament (MP), and was highly respected
during his life.
"Optics" was about light and lenses (curved class)
"Mathematics" was about how Newton developed a calculus
to deal with mathematic problems involving curves (lenses are curved and so are
the orbits of heavenly bodies)
"Mechanics and Gravity" was about Physics - the study of
matter and energy, though Newton was very interested in Astonomy (heavenly
bodies) too.
We didn't summarize the "History, Humanities, and
Religion" section.
The short article was a summary that covered all of the above very
briefly.
When we rated Newton, it was obvious that people in this class are
getting very good at estimating averages.
Newton's most famous books were "Opticks" and "Principia"
Tuesday, November 26, 2002 1
ASE Morning 7 Learners present. 3.25 hours
--How
individuals and groups interact with and impact systems (Systems) Recognize
there is not always a "right" answer (Critical Thinking) Explore
scientific or technology content areas using methods of inquiry and information
technology ()
HISTORY OF SCIENTIFIC THOUGHT (Ongoing Unit)
Pared down our list of unranked scientists to 5 (five)
This means we will have a total list of 17 candidates who have
gone through the first ranking process. In the end we used a simple voting
technique and picked the 5 scientists with the most points.
We will rank Watson & Crick (& Rosiland Franklin), Plato, Jenner,
Goodall and the Leakey family. Then will do a final ranking to come up with the
top (X) scientists, and concentrate on coming up with a good way of presenting
them - using the web.
Watson Crick and Franklin were chosen because of the importance of DNA research
Plato was chosen because of his general fame (but mostly because Marguerite is
very invested in learning more about his philosophy)
Jenner was chosen because of the importance of vaccinations and immunology.
Goodall and the Leakey's were chosen because we need to learn more about human
evolution.
Monday, December 02, 2002
1 ASE Morning 6 Learners present. 3.25 hours
--How
cultures vary and change (Cultures & Identities) Awareness of rules for
grammar and mechanics (Writing) Development of comprehension strategies
(Reading) Recognize there is not always a "right" answer (Critical
Thinking)
Writing: The "Rules" for commas.
We went over the rules for using commas given by the GED book: (1.
To separate items in a series, 2. Between independent clauses in a compound
sentence (along with a coordinating conjunction), 3. After introductory
elements, 4. After a dependent clause that begins a sentence, 5. To set off non
essential appositives, 6. To set off parenthetical expressions.)
Then we looked at our excerpt from Gordon Kane's "The
Particle Garden: Chapter 2: A Brief History of Particle Physics" that had
been scanned in with the commas deleted. We put in commas where we thought they
should go, and then compared our commas with the author's.
Apparently, Professor Kane did not always follow the comma rules
consistently, but there is room for judgment on SOME comma rules.
Thursday, December 05, 2002 1
ASE Morning 8 Learners present. 3.25 hours
--How cultures vary and change (Cultures & Identities)
Development of comprehension strategies (Reading) Explore scientific or
technology content areas using methods of inquiry and information technology ()
Watson, Crick & Franklin
What did we know about DNA? (It is found in the nuclei of cells,
it can copy itself, it can be compared between individuals and between species,
it is a code for proteins, it has a double helix shape, it forms chromosomes,
it is the genetic code)
Why were Watson, Crick, & Franklin important? (They identified
the structure of DNA, the double helix with matching bases.)
A helix is a twisted, spiral shape.
A chromosome is a strand of DNA bundled up in a protein case
Cells don't divide until their DNA replicates itself
Each cell in an individual animal's body has the same DNA except
for egg cells (in the female) and sperm cells (in the male) - Humans have 46
chromosomes in each cell but human eggs and sperm only have 23.
Nucleic acids (DNA and RNA) are long chains with a frame of
phosphates and sugars with rungs composed of bases (adenine, thymine, quanine,
cytosine, and uracil )
Ribose is a sugar found in RNA. Deoxyribose (ribose less one
oxygen) is a sugar found in DNA