Science Semester
“Powerpoint” organizers for Spring 2004
Investigation 1: Energy
Some important notes:
Not all of the overheads which were shown are in this particular web page. Some were shown by the geology teacher (John Madsen) or by the biology teachers (Deb Allen and Richard Donham). Most of these are available on webCT.
Some of the handwritten overheads which were used during class minilectures are also not here. I have transcribed those which I consider to be important. However I am not guaranteeing that every topic that might come up in a complete answer to a test question is mentioned somewhere here.
UNIV 110- 2004
Science Semester
First class:
• Introduction and welcome
• Interdisciplinary nature of this class
Example 1: Energy includes geology and biology
Example 2: Teaching motion through a UD research vessel
• Interactive nature of this class
Example 1: pre-assessments now
Example 2: Group projects
• Intense nature of this class (15 credits!!)
- at least one assignment due every day
-group projects
Some important details (see the full syllabus on WebCT)
• This Friday: session in the Library Conference room at 1 PM.
• This Friday/weekend: first group report (25 points) due on Monday; group needs to meet
• Field experiences (see UD calendar)
• Check UD e-mail (not aol, yahoo, etc... forwarding is unreliable) every day.
• Check WebCT frequently.
• Sororities/Fraternities.
Science Semester instructors:
Life Science:
Deborah Allen and Richard Donham
Science Methods:
Zoubeida Dagher
Earth Science:
John Madsen
Physical Science:
Harry Shipman
Others who may be involved:
Steve Fifield and Liz Bates (researchers)
Your lab TA’s from the three science content areas
Other visitors
The National Science Foundation, for providing us with a grant to support this course.
Science Semester 2/11/04
• Introduction to Investigation 1:
- Scenario
- What you will have to do
• Physics pre-test
• Investigation 1, stage 1: distribute and have groups work on it.
• (if there’s time) report out \
Some important details:
PBL session meeting TOMORROW begins at 1PM, not 12:30. Groups ___ to ___ meet in Gore 114; the remainder meet here. (Groups 1-4 were filled in as a result of drawing a playing card.)
The “discussion section” listed for GEOL 113 on Tuesday/Thursday morning does not exist.
SCEN 102 conceptual ideas (extracts from WebCT syllabus)
Topics: Sources of energy; electricity; environmental consequences of energy use; energy in chemical reactions; energy transformations
Conceptual Themes:
• Change, constancy and measurement
• Energy and matter
• Systems, order & organization
• Evidence, models, explanation & ways of knowing
SCEN 102 important ideas continued...
Some inquiry learning goals:
• How to reason critically and creatively
• How to pose questions that aid in self-directed learning
• How to piece information together into a coherent and cohesive framework
• Gaining the self-confidence necessary to use thinking and communication skills in a public setting
GRADES FOR SCEN 102 (other courses will be similar but not necessarily identical)
End of investigation 200 pts 40 %
Exams
(About 150 pts on March 2; exactly 140 pts; rest on later exams)
Investigation project 100 pts 20 %
25 pts stage 1+3; 15
pts stage 2+4; 20 pts
stage 5)
Lab 75 pts 15 %
Group Evaluation 25 pts 5 %
Daily Assignments and 100 pts 20 %
Group reports
Group Work 2/11/04
On your group report form write down the following:
1. The question your group is going to answer for item 5 of the problem.
2. A plan for doing the research for items 1-4, which progress should be made on by tomorrow.
3. Any open questions that you have regarding these issues. The course staff can give minilectures in response to questions.
Write these questions on your group report form. Hand in the top copy (for which you earn 5 participation points)
ASSIGNMENT DUE TOMORROW. Each person should bring in TWO COPIES of their library research on the questions which are asked in stage 1. Hand in one and keep the other to discuss with your group.
Group Report for PBL Sessions Feb 12, 2004
Answer two questions on your form:
1. What did your group do today to accomplish two objectives?
• turn in a good Stage 1 report on Monday
• have EACH GROUP member well enough prepared on all topics that they can handle the “site visit,” which is Stage 2 of this problem.
2. What can we give minilectures on in tomorrow’s class to help you accomplish these two objectives? So far, we don’t have much.......
Be specific.
Science Semester 2004 2/13/04
• Reactions to yesterday
bouquets
taking it to the next level.
• Procedural questions.
Minilectures:
• biomass: what it is and how it's used.
• how different forms of energy, or energy sources, are tied together
• Long minilecture on the geological reasons that the Middle East is so special (John Madsen)
Micro-lectures (less than 5 mins).
Photosynthesis and respiration (there will be LOTS more on this on Feb 19 and 20)
The US "domestic needs" for oil
(When I cross out something, it means we didn’t do it).
why conserving energy is important
Use of biomass by Emu Ridge Farms, Kangaroo Island, Australia, as an example of using biomass for energy:
Sunlight becomes Eucalpytus plants becomes Eucalyptus oil (commercial product)
becomes Wood, Sticks (biomass) becomes steam becomes electricity becomes steam powered
computer
also known as, how to drive the world’s only steam powered computer.
Note: This distinct font is used to illustrate the hand written overheads which were part of a mini- or micro-lecture.
Sunlight
Photosynthesis: CO2 + energy becomes carbohydrates + O2 (highly simplified)
Stores energy in plankton and creatures.
Respiration: carbohydrates + O2 becomes CO2 + energy required for plants and creatures to exist
chemical energy in food (Calories) becomes muscle action becomes kinetic energy (energy of motion)
WHAT HAPPENS TO THIS KINETIC ENERGY?
Taking questions to the next level:
Bloom taxonomy level 1: KNOWLEDGE
possible verbs: describe, define, how much, what, .......
Bloom taxonomy level 2: COMPREHENSION
verbs: classify, show, tell, translate, explain what is happening......
Bloom taxonomy levels 3-6: HIGHER ORDER THINKING
verbs: predict, analyze, what ideas justify conclusion, create, plan, design, criticize.
Science Semester 2/17/04
• How groups can work, and sometimes don’t
• Role-play
• De-brief role-play
Ground rules are due at the beginning of class Monday 2/23. Stage 3 is due Tuesday 2/24, also at the beginning of class.
• Literacy Circles on Tillery chapter 7 (break apart into separate rooms)
• Report out on literacy circles.
Group report on literacy circles:
TURN IN one overhead which responds to the following questions:
1. Give in bulleted form two MAIN IDEAS from this chapter which are most relevant to your curriculum development institute on energy. One phrase per idea should be sufficient.
2. List no more than two KEY TERMS, FIGURES, OR EQUATIONS which are most relevant.
Also turn in a 1/3-sheet of paper with your group number and names of people who contributed to this report.
Science Semester 2/18/04
• Where does energy go?
• The big picture of electric circuits.
• Bottle Biology Introduction:
- levels of organization of life
- ecosystems and interactions
- food webs and energy pyramids
• Introduction to record-keeping for stage 4.
• Generator demonstration
• Write-up of Generator Demonstration, Higher-order thinking, and Bloom’s Taxonomy
• (if time) research on stage 3
The Big Picture of Electrical Circuits
Sun
Indirectly produces energy in a variety of forms:
Coal Oil Natural Gas Nuclear
Wind Tidal power
Hydropower Geothermal
Solar-electric
with varying efficiencies (which you put in in your stage 3 write-ups), these various fuels mostly feed
Electric generators becomes HEAT
Science Semester 2/23/04
• Stage 3 news
• Collect ground rules
• Stage 4 questions
• “work” minilecture
• Bloom activity
• Transmission Lines minilecture
• Batteries and bulbs activity
Science Semester 2/24/04
• Hand back yesterday’s writeup with nice comments
• Hand out stages 4/5, questions?
• News about literacy circles; request for comments
• Power, Volts, and Amps Demonstrations
------- less than 20 min. for the above-------
• You work in groups on stage 3
Science Semester where we’re going
2/25 tomorrow: reflections on “Round and Round we go,” activity on electricity flow in a circuit, access the spreadsheet . Bring in your record of stage 4 (2 copies) and a disk which can hold 200 K on it.
2/26 Thursday: Two activities on energy chains in small groups, time to work on stages 4 and possibly 5
2/27 Friday: Why did the West Grow Rich? Lecturette and activity (on technology); The Plate Tectonics Lab, Mini-debate on when will the oil run out? STAGE 4 DUE
3/1 Monday: Concept map activity to organize the course, summary of energy part of the course, possibly a story to place it in context
3/2 Tuesday: Exam on Investigation 1
Science Semester 2/25/04
• Investigation on Electric Circuits
• Discussion of “Round and Round we Go”
• Working on Groups on Stage 4.
Stage 4 instructions:
Get a laptop from the cabinet. Be sure that the battery power is 100 %.
Turn the laptop on. It will take a while.
USE INTERNET EXPLORER to access the internet. Netscape is sloooowwww.
You can (preferably) search for this case yourself by Googling “Buffalo Case Studies” or some such or using the URL below. When you get to Buffalo Case Studies, look for “ Watch Your Step:
Understanding the Impact of Your Personal Consumption on the Environment”
Scroll down to find the green box and download “footprint.xls” to your laptop.
Put in the numbers from your group.
When you’re done or when it is 11:00, save your spreadsheet file to the floppy disk.
Key points from the Buffalo Case Study page:
Ecological footprint is measured in hectares of land. 1 hectare is 2.47 acres.
North Green* area is 0.72 hectares.
Most land categories should be clear:
• arable land (land that can be farmed), the sea, and pasture land are required to grow food,
• built-up land is required for houses, roads, universities, shopping malls, and so on
• forests for paper and wood.
But the big category of “fossil energy land” requires some explanation, which will be provided.
*North Green aka North Mall, is the open land area between Main Street, Memorial Hall, and the rows of buildings on either side. There was not time to cover this in class, so I sent out an email message with similar content.
Science Semester Thurs 2/26/04
• Energy Chains and Matter Chains for “Plants growing in rocks,” group activity
• (if time) Two flashlights: one with batteries, one without. Draw simple energy chains for each. Don’t carry it back to the sun, but do follow the energy all the way to the end.
----------no more than 30 min. should be spent on the above activities ----------
• Time for you to work on stage 4 and maybe on stage 5
Science Semester 2/27/04
This is what actually happened.
• Energy Concept map
• Wisdom Walk
• What did you learn?
• Biology and trophic levels
• Geology and plate tectonics
Science Semester 3/1/04
ENERGY: THE REALLY BIG PICTURE
• Where circuit labs and Tillery chapter 7 fits in
• Sharing your results from Stage 4
• Why did the West Grow Rich? A minilecture
• (if time) Two flashlights: one with batteries, one without. Draw simple energy chains for each. Don’t carry it back to the sun, but do follow the energy all the way to the end.
• Answers to your questions