1. B1: demonstrate knowledge of scientific theories, concepts and data about physical sciences.
1.1. ways to measure
1.1.1. read student written explanations
1.1.2. daily quizzes on content
1.1.3. daily homework
1.2. Why important
1.2.1. requirement for GE
1.2.2. Specific content provides examples and opportunity for mastery
1.2.3. Specific content allows applications to real word.
1.3. implementation
1.3.1. Arrange class in distinct modules
1.3.2. Each model presented as an example of a particular scientific models.
2. B1: demonstrate an understanding of scientific practices, including the scientific method.
2.1. ways to measure
2.1.1. evaluate student explanations
2.1.2. listen to group reports
2.2. Why important
2.2.1. requirement for GE
2.2.2. valuable for all citizens in a democracy to understand how science works, because science is critical to a well-functioning society, and requires support of everyone.
2.2.3. Understanding how science is done improves people's ability to identify pseudo or sham science/misinformation.
2.3. implementation
2.3.1. Follow the scientific method in all demos/activities
2.3.2. Connect development and use of models to bigger real-world physics endeavors
3. B1: describe the potential limits of scientific endeavors, including the accepted standards and ethics associated with scientific inquiry
3.1. ways to measure
3.1.1. evaluate student explantations
3.1.2. spot checks on student experimental results
3.2. Why important
3.2.1. requirement for GE
3.2.2. create understanding of and trust in science
3.2.3. valuable to recognize what science can't do as well as what it can.
3.3. implementation
3.3.1. tying all conclusions to observations: make explicit, can't conclude without evidence.
3.3.2. emphasize honesty in recording of all observations
4. Recognize active learning techniques as effective ways to engage learners.
4.1. ways to measure
4.1.1. observe full participation
4.1.2. students use active methods when teaching someone else [Light Design Project]
4.1.3. responses to surveys
4.2. Why important
4.2.1. valuable lesson for future teachers
4.2.2. more effective education
4.2.3. greater participation with student buy-in
4.3. implementation
4.3.1. Share method and research Day 1
4.3.2. Daily practice
5. Be able to write and evaluate scientific explanations that are accurate, well-constructed and well-reasoned.
5.1. ways to measure
5.1.1. daily quizzes
5.1.2. unit blog entries
5.1.3. design project submissions
5.2. Why important
5.2.1. Demonstrates knowledge of how science works
5.2.2. Demonstrates how well students understand a particular model
5.2.3. Logical writing valuable in life
5.3. implementation
5.3.1. Share writing rubric early on
5.3.2. continual opportunities to practice
5.3.3. Frequent reminders of what the rubric is
6. Learning that it's ok to be wrong and make mistakes on the path to greater understanding. Embracing mistakes as opportunities to learn.
6.1. ways to measure
6.1.1. final exam essay question
6.1.2. listening in on group discussions
6.1.3. resubmission rate
6.2. Why important
6.2.1. valuable lesson
6.2.2. more effective education
6.2.3. Focus on understanding not initial right/wrong
6.3. implementation
6.3.1. Provide prediction opportunities daily
6.3.2. Carefully present poll results to avoid shaming or judgement. Identify reasonable reasons for each choice.
7. Center of new map
7.1. sub topic 1
7.2. sub topic 2
8. B3: apply their knowledge of scientific theories, concepts and data about physical and sciences [sic] through laboratory activities
8.1. ways to measure
8.1.1. daily quizzes
8.1.2. design projects
8.1.3. group work summary questions
8.2. Why important
8.2.1. requirement for GE
8.2.2. it's how science is practiced
8.2.3. hands-on experience supports learning
8.3. implementation
8.3.1. Hands on activities are all tied to an aspect of a scientific model
8.3.2. Results lead to conclusions; are not goals in and of themselves.
9. B3: apply their understanding of scientific practices, including the scientific method in a laboratory setting.
9.1. ways to measure
9.1.1. group reports
9.1.2. monitor group processes
9.2. Why important
9.2.1. requirement for GE
9.2.2. it's how science is practiced
9.2.3. understand how science is practiced
9.3. implementation
9.3.1. Hands on activities are all tied to an aspect of a scientific model
9.3.2. Daily practice
10. B3: demonstrate accepted standards and ethics associated with scientific inquiry, while completing laboratory activities.
10.1. ways to measure
10.1.1. monitor group work
10.1.2. ask questions as necessary to get clarity during verbal group reports.
10.1.3. For independent work, as for enough documentation/photos/recording of processes to encourage honest participation and be able to evaluate earnest efforts from cheating
10.2. Why important
10.2.1. requirement for GE
10.2.2. increase trust in science
10.2.3. understand how science is practiced
10.3. implementation
10.3.1. Re-enforce every time we make observations to faithfully record what we saw/heard.
10.3.2. Every class, share and compare results between groups. Stress reproducibility as important principle in science.
11. Use scientific models to build explantations for every-day phenomena.
11.1. ways to measure
11.1.1. quizzes
11.1.2. blogs
11.1.3. design projects
11.2. Why important
11.2.1. valuable skill for future teachers
11.2.2. practicing scientific ways of thinking will increase understanding of the process of science.
11.2.3. builds critical thinking skills valuable for life
11.3. implementation
11.3.1. build practice into every module
11.3.2. provide a rubric or scaffolding in the beginning to help.
11.3.3. allow for resubmissions for some of their explanations
12. Improve their understanding of, appreciation for, and skill with group processing techniques.
12.1. ways to measure
12.1.1. daily group evaluation form
12.1.2. daily group reaction
12.1.3. monitoring of group process
12.2. Why important
12.2.1. Important life skill
12.2.2. more effective education
12.2.3. greater participation with student buy-in
12.3. implementation
12.3.1. Share method and research Day 1
12.3.2. Daily practice
13. To embrace science as valuable, interesting and accessible.
13.1. ways to measure
13.1.1. course evals
13.1.2. final exam
13.1.3. daily reactions to group work
13.2. Why important
13.2.1. valuable lesson for future teachers
13.2.2. helpful for making decisions in life
13.2.3. increased science literacy benefits society
13.3. implementation
13.3.1. Interactive, inquiry based active learning
13.3.2. Blogging assignment to find science applications in their life
13.3.3. Design Projects
14. How can I support students' metacognition of learning how to learn and their growth as scholars?
14.1. working in groups necessitates active learning and externalized thinking
14.2. actively support social interactions
14.3. explicitly motivate active learning
14.3.1. externalize thinking
14.3.1.1. Concept Maps
14.3.1.2. Jigsaw Activities
14.3.1.3. Think/Pair/Share or 3-2-1- Go
14.3.1.4. Predict-Explore-Revise
14.3.2. exploration
14.3.3. application
14.3.4. reflection
14.4. address motivation
14.4.1. belonging
14.4.2. engagement
14.4.2.1. behavioral
14.4.2.2. emotional
14.4.2.3. cognitive
14.4.3. value
14.4.4. self-efficacy
14.4.4.1. formative assessments
14.4.5. autonomy
14.5. incorporate relevance to learner
14.5.1. connections
14.5.2. meaning
14.5.3. sincere relationships
14.6. acknowledge prior knowledge
14.6.1. working memory
14.6.1.1. reduced by anxiety
14.6.1.2. processing new information requires working memory
14.6.2. long-term memory
14.6.2.1. mental models
14.6.2.1.1. novice thinking
14.6.2.1.2. expert thinking
14.6.2.2. easily retrieved
14.6.2.3. enduring lessons