Welcome Teachers USC Summer Inquiry Institute 2012

1. Welcome Teachers USC Summer Inquiry Institute 2012

2. Welcome • Introductions of Staff • Notebooks (will go over more at lunch) • Schedule • Pedagogy Session in Section 1 • Curriculum • Daily Reflection Sheets • General Information (USC info, Fun things to do) • Surveys

3. Room Assignments • Model Teaching/Content at 9:30 am: Report to Content rooms • 6thEnergy: Room 12 • 7th Genetics: Room 20 • 8thAstronomy: Room 15 • 6th and 7th grade science teachers will be split into two groups within your content groups to watch your respective “model” teaching lessons from 9:30-10:55 then go to content • 8th Grade Teachers: Go to content first and then split into two groups of teachers to watch “model” teaching lessons from 11:00 -12:30 • Pretests • Lunch back here at 1:00 pm

4. Science Practices • What scientific practices should students be engaged in during middle school? • Talk with the people at your table and come up with a list of 4-5 scientific practices. Be able to justify your choices. (if you say inquiry—tell what that means)

5. What makes water unique? Jot down some ideas on your group’s large paper. Write down any questions you might have about water.

6. Water’s Atomic Structure • The average electron density around the oxygen atom in a water molecule is about 10 times greater than the density around the hydrogen atoms • This non-uniform distribution of positive and negative charges, called a dipole, leads to the substance’s unusual behavior

7. Atomic Structure of Water • Water is made of what two elements? • How are they put together? • Use the marshmallows and tooth picks to make a model of water. • You will need two small and one large marshmallow and toothpicks for bonds.

8. Water is a polar molecule • The unequal distribution of charges on the water molecule make it a polar molecule • One end is more negative, and one end is more positive • The partial negative end of the oxygen atom is attracted to the partial positive end of the H atom on an adjacent molecule • Hydrogen bonds give water its unique properties • http://www.northland.cc.mn.us/biology/Biology1111/animations/hydrogenbonds.html

9. Water Stations • Materials for 3 “stations” in the center of your table • Work with a partner at your table to complete the 3 stations (as time allows) • Answer the questions on your answer sheet • Discuss stations with your table group • Why is water unique? • What additional questions do you have? • What other ways could we investigate water?

10. High Surface Tension • Allows water to form drops • Allows water to form waves • Water drops can “adhere” to surfaces even though gravity is pulling on them

11. Surface Tension How can this spider “walk on water”?

12. Adhesion • Adhesive forces are attractive forces that occur between two unlike substances • In a narrow glass tube • Water molecules are more strongly attracted to the tube than they are to each other (cohesion) – The cup shape formed at the top of the water is called a meniscus

13. Water Climbs Trees • Evapotranspiration – The tiny tubes in the root hairs move water from the soil – Inside the plant are more hollow tubes (xylem) for transporting water through the plant – Finally, water exits the plant through the tiny openings in its leaves (stomata)

14. High Specific Heat Regulates Earth’s Temperature • Specific heat • The amount of energy required to change 1 gram of a substance 1 o C • Water has high specific heat • Absorbs large amounts of heat energy before it begins to get hot • Releases heat energy slowly • Moderates the Earth's climate and helps living organisms regulate their body temperature

15. Solid, Liquid and Gas • Water is the only substance which exists under normal conditions on earth as a solid, a liquid, and a gas • Ice is less dense than liquid water—so it floats!

16. Atomic Structure of Water Get together with 3 other students and decide how your molecules would bond together in liquid and solid form. Jot down some ideas on your paper.

17. Ice • Hydrogen bonding allows for ice to be less dense than liquid water • http://nanosense.org/download/finefilters/MeltingIce.mov

18. Universal Solvent • Water is a polar molecule with one end more positive and one end more negative • Being polar allows water to dissolve nearly any substance with an unequal distribution of charges • Water is the best substance that is universally used for transporting dissolved substances

19. 8 Science Practices • Asking questions (for science) and defining problems (for engineering) • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics, information and computer technology, and computational thinking • Constructing explanations (for science) and designing solutions (for engineering) • Engaging in argument from evidence • Obtaining, evaluating, and communicating information (NRC, 2011)

20. Science Practices • What practices did you use in today’s investigation of water? What did we not do? • How could this lesson be changed to include more science practices?

21. Why Science Practices? • “First, it minimizes the tendency to reduce scientific practice to a single set of procedures, such as identifying and controlling variables, classifying entities, and identifying sources of error. • “This tendency overemphasizes experimental investigation at the expense of other practices, such as modeling, critique, and communication. • “In addition, when such procedures are taught in isolation from science content, they become the aims of instruction in and of themselves rather than a means of developing a deeper understanding of the concepts and purposes of science .” (NRC, 2011, p. 17, New Science Education Framework)

22. Why Science Practices? • “Second, a focus on practices (in the plural) avoids the mistaken impression that there is one distinctive approach common to all science—a single “scientific method” • —or that uncertainty is a universal attribute of science. In reality, practicing scientists employ a broad spectrum of methods, and although science involves many areas of uncertainty as knowledge is developed, there are now many aspects of scientific knowledge that are so well established as to be unquestioned foundations of the culture and its technologies. • It is only through engagement in the practices that students can recognize how such knowledge comes about and why some parts of scientific theory are more firmly established than others.” (NRC, 2011, p. 17, New Science Education Framework)

23. 8 Science Practices • Asking questions (for science) and defining problems (for engineering) • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics, information and computer technology, and computational thinking • Constructing explanations (for science) and designing solutions (for engineering) • Engaging in argument from evidence • Obtaining, evaluating, and communicating information (NRC, 2011)