Transcript Reading and writing to learn science and learning to read and write

Reading and writing to learn science and
learning to read and write by doing
science
Prof. Jim Shymansky
Obstacles in learning science
*Myths about hands-on learning
*Demands in the school day
In search of balance?
The answer to balance:
INTEGRATION
 Teaching students to read, write and speak
(English) through inquiry science
 Teaching students science by reading,
writing and speaking science (in English)
Integrative strategies
The key is to creatively select and sequence
hands-on, reading, writing and speaking
activities
Examples of integrative approaches
 Journeys in Science
 Children’s literature
Two lesson examples
 Doing, then reading
 Reading, then doing
Standardizing and operationalizing
“behavior”?
The time is takes to complete 10 back and
forth swings
Motion of a Pendulum*
Suspend a stone at the end of a string and you have a
simple pendulum. Pendulums swing back and forth with
such regularity that they have long been used to control the
motion of clocks. Galileo discovered that the time a
pendulum swings back and forth through small angles does
not depend on the mass of the pendulum or on the distance
through which it swings. The time of a back-and-forth
swing—called the period—depends only on the length of
the pendulum and the acceleration of gravity.
T = 2  l/ g
A long pendulum has a longer period than a shorter
pendulum; that is, it swings back and forth more slowly—
less frequently—than a shorter pendulum. When walking,
we allow our legs to swing with the help of gravity, like a
pendulum. In the same way that a long pendulum has a
greater period, a person with long legs tends to walk with a
slower stride than a person with short legs. This is most
noticeable in long-legged animals such as giraffes, horses
and ostriches, which run with a slower gait than do shortlegged animals such as hamsters and mice.
*Taken from Paul G. Hewitt (1997). Conceptual Physics (3rd Edition). New
York: Addison-Wesley Publishing Company, pps. 372-3.
Motion of a Pendulum*
Suspend a stone at the end of a string and you have a simple
pendulum. Pendulums swing back and forth with such regularity
that they have long been used to control the motion of clocks.
Galileo discovered that the time a pendulum swings back and forth
through small angles does not depend on the mass (*1) of the
pendulum or on the distance through which it swings (*2). The
time of a back-and-forth swing—called the period—depends only
on the length of the pendulum and the acceleration of gravity (*3).
T = 2  l/ g
*1. Does your evidence support this claim?
*2. How can this claim be tested?
*3. Do any of your graphs support this claim?
A long pendulum has a longer period than a shorter pendulum; that
is, it swings back and forth more slowly—less frequently—than a
shorter pendulum. When walking, we allow our legs to swing with
the help of gravity, like a pendulum. In the same way that a long
pendulum has a greater period, a person with long legs tends to
walk with a slower stride than a person with short legs. This is
most noticeable in long-legged animals such as giraffes, horses and
ostriches, which run with a slower gait than do short-legged
animals such as hamsters and mice (*4).
*4. What other familiar examples can you describe?
*Taken from Paul G. Hewitt (1997). Conceptual Physics (3rd Edition). New
York: Addison-Wesley Publishing Company, pps. 372-3.
Induced Currents and Fields
Hans C hristian Oersted discovered that an
electric current flowing in a wire produces a
magnetic field around the wire. The magnitude
and di rection of the magnetic field is related to
the size and direction of the current. Michael
Faraday and Joseph Henry later discovered that
a voltage is induced in a wire by the relative
motion of a mag net in or out of a wire coil.
The size of the voltage is directly related to the
strength of the magnetic field, the relative
motion of t he magnetic field and the copper co il,
and the num ber of turns in the copper coil.
Induced Currents and Fields
Hans Christian Oersted discovered that an electric current
flowing in a wire produces a magnetic field around the
wire. The magnitude and direction of the magnetic field is
related to the size and direction of the current. Michael
Faraday and Joseph Henry later discovered that a voltage is
induced in a wire by the relative motion of a magnet in
or out of a wire coil. The size of the voltage is directly
related to the strength of the magnetic field, the relative
motion of the magnetic field and the copper coil, and the
number of turns in the copper coil.
*How does the behavior of the various sliding slugs relate
to the Oersted and Faraday principles? In other words,
how can the motion of the various slugs in this
demonstration be explained?
*What other tests could you do to confirm or disconfrim
your explanation?
Celebrate the yin and the yang!
• World, conceptual knowledge
• Making connections