They know enough, who know how to learn.They know enough, who know how to learn.They know enough, who know how to learn.They know enough, who know how to learn. Henry Adams

South Carolina State UniversitySouth Carolina State UniversitySouth Carolina State UniversitySouth Carolina State University Project NOVA

Implementation Planning Grant Proposal

Introduction …………………………………………………………………………… Page 2 Present Course and Sequence ………………………………………………………… Page 2 Revised Course ………………………………………………………………………. Page 2 Connection to NASA Mission and Strategic Enterprises …………………………….. Page 5 Collaborative Efforts …………………………………………………………………. Page 7 Project Evaluation and Assessment …………………………………………………… Page 9 Action Research ……………………………………………………………………….. Page 11 Diversity Plan …………………………………………………………………………. Page 11 Facilities and Resources (See Appendix IV) Budget and Budget Narrative ………………………………………………………… Page 12 Vitae ………………………………………………………………………………… .. Page 15 Assurances ……………………………………………………………………………. Page 21 Appendices …………………………………………………………………………… Page 28 Appendix I- Connection to National Science Standards Appendix II- Course Syllabus Appendix III- Facilities and Campus Resources Appendix IV- Web Pages Appendix V- Milestone Details

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I. Introduction The School of Engineering Technology and Sciences and the Department of Physical Sciences are collaborating with the School of Education and Department of Teacher Education to enhance pre-service teachers’ understanding and teaching of science. Our goals are (1) to increase student's knowledge of scientific concepts, (2) increase the student's understanding of the scientific process, (3) to improve the way science is taught at the primary and secondary level, and (4) to improve the performance of teacher education majors on the science components of the PRAXIS II. The focus is on the Physical Science course offerings taken by K-12 pre-service teachers. II. Present Courses and Sequence In the current teacher education curriculums students may choose between two Physical Science offerings: 1. PSC150/PSC151…A 4-credit hour lecture-lab sequence presenting concepts in motion, energy, thermodynamics, wave motion, and electricity and magnetism. 2. PSC 152/PSC 153…A 4-credit hour lecture-lab sequence presenting concepts in astronomy, atmospheric science, and geology. These courses are also part of the General Education Curriculum science requirements for all non-science majors. The current courses are based on a lecture-assign-test paradigm, do not consider student’s preconceptions, and only sparingly incorporate the application of technology. As a result, students find the courses to be: intimidating but not challenging, unworthy of their attention or best efforts, of little intrinsic value, and only another hurdle to be negotiated on their way to graduation. III. Revised Course Revised Course Descriptions: PSC 150. Foundations of Physical Science. (3,0). / PSC 151. Foundations of Physical Science Laboratory. (0,1). An inquiry based course and laboratory for non-science majors covering basic concepts in Physical Science. Topics will include the philosophy and methods of science, energy, atmospheric science, solar radiation, geology, and renewable/nonrenewable energy sources The course will be taught using student inquiry and collaborative problem solving as well as traditional lectures. A variety of technologies including CBL/CBR, Internet, and NASA resources will be used throughout the course. Our initial goal is to revise one course offering, PSC 150/PSC 151, to incorporate a constructivist, experiential, and inquiry based approach that encourages students to examine their preconceptions about the content and process of science and to develop new and/or revised understandings based on personal explorations. The course will be firmly founded on National/State Science Standards, Benchmarks for Scientific Literacy, and accepted Best Practices in Teaching. The key idea is to engage the student as an active participant in the quest for knowledge and understanding. The traditional physical science course was based on the attempted transfer of information from the instructor to the student with the premise that understanding would follow the acquisition of sufficient knowledge. Assessment was based on the student's ability to recall the information with little assessment of understanding. The revised course begins not with answers but rather with questions. The process starts with a question through which the student begins to recognize and evaluate prior knowledge and understanding. The student, working with others in a small group, will discuss the question and decide on a plan to investigate possible solutions. This will involve observing, defining concepts, hypothesizing, and the collection, organization, and interpretation of data. The second stage involves the instructor guiding the student toward alternative solutions and new ways of thinking. This is where direct teaching and structured presentation of ideas and methods will be introduced. At the end of this stage, the student will have constructed an explanation of the phenomena under investigation including a description of the process that led to this understanding. In the final stage, the student will be presented with related questions to which the newly acquired knowledge and understanding can be applied. This will provide reinforcement of these new ways of thinking and also demonstrate the transfer of knowledge to diverse situations and contexts. Throughout the process the student will interact with student assistants from the School of Education who have previously taken the course. See section V. Other aspects of the revised course will be: 1. Technology Integration: A. Computer Based Laboratory (CBL/CBR)

The Calculator-Based Laboratory System (CBL) will provide a means for students to collect data and perform graphical analysis as part of their inquiry activities. The CBL's portability, ease of use, and rapid processing allows students to investigate real-life, real-time phenomena. As students become familiar with the CBL's capabilities they will incorporate them into their inquiry and research strategies.

B. Radioastronomy

Using on-site antenna to monitor solar activity and the Goldstone-Apple Valley Radio Telescope Project for off site data acquisition.

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C. Global Positioning System (GPS)

Two professional and 30 student units on-hand for motion studies.

D. NASA CORE multimedia materials

Such as Videos and CD-ROMs (such as The Dynamic Sun) available through our NASA Educator Resource Center (ERC) located in the Stanback Planetarium. (See Appendix III for more information about the ERC.)

E.Internet…NASA Enterprises and other web based activities and research

NASA Space Science Enterprise…Sun-Earth Connection and The Solar and Heliospheric Observatory Students will use data provided on the SOHO website to investigate various solar phenomenon. See Representative Activity #2. Interactive NASA Space Physics Ionospheric Research Experiment (INSPIRE) and Radio JOVE Students will study live JOVE streams and compare with measurements made on-site. Science Museum of Virginia Students will use on-line inquiry activities to investigate (1) solar spectral analysis, (2) the temperature of the sun and other stars, and (3) stellar evolution. National Renewable Energy Laboratory Students will investigate solar energy technology as it relates to other forms of renewable energy. Solar Radiation Research Laboratory Students will use on-line data of solar radiation and surface meteorological parameters to compare with on-site measurements and for constructing measurements of daily incoming solar radiation. Renewable Resource Data Center Secondary source of current measurements of solar radiation.

F. Course website

Basic course information, lectures and assignments, recommended websites, and Email communication with instructor and group members

2. Inclusion of National Science Education Standards This course with its emphasis on energy, both as a basic concept in science and the impetus behind many terrestrial phenomena, will incorporate many of the national science content and process standards. These National Standards are also closely aligned to the South Carolina Science Curriculum Standards, which will be closely followed in our revised course. See table on the next page. National Science Standard Corresponding Course Material CONTENT STANDARD A: all students should develop: 1. Abilities necessary to do scientific inquiry 2. Understandings about scientific inquiry

1. Entire Course 2. Entire Course

CONTENT STANDARD B: all students should develop an understanding of: 1. Position and motion of objects 2. Motions and forces 3. Light, heat, electricity, and magnetism 4. Conservation of energy and increase in disorder 5. Transfer of energy 6. Interactions between energy and matter

1. Unit Three: Mechanical energy 2. Unit Three: Mechanical energy 3. Unit Three: Thermal energy, Electrical energy 4. Unit Three: Mechanical energy, Thermal energy 5. Unit Three: Thermal energy, Electrical energy 6. Unit Three: Mechanical energy, Thermal energy, Electrical energy

CONTENT STANDARD D: all students should develop an understanding of 1. Properties of earth materials

1. Unit Three: Properties of the atmosphere, Structure and composition of the atmosphere; Unit Five: Earth’s interior, Earth’s heat engine 2. Unit Four: Properties of the atmosphere, Structure and composition

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2. Changes in earth and sky 3. Energy in the earth system 4. Structure of the earth system 5. Earth's history

of the atmosphere, Clouds, Wind, Air masses 3. Unit Four: Insolation and the atmosphere’s energy budget; Unit Five: Earth’s heat engine 4. Unit Four: Structure and composition of the atmosphere section; Unit Five: Earth’s interior 5. Unit Four Origin and evolution of the atmosphere; Unit Five: Continental drift

CONTENT STANDARD E: all students should develop 1. Abilities of technological design 2. Understandings about science and technology

1. Solar Energy Activity (See next page.) 2. Solar Energy Activity

CONTENT STANDARD F: all students should develop understanding of 1. Natural resources 2. Environmental quality 3. Natural and human-induced hazards 4. Science and technology in local, national, and global challenges

1. Unit Four: : Properties of the atmosphere, Structure and composition of the atmosphere, Unit Five: Earth’s interior; Solar Energy Activity 2. Unit Four: : Properties of the atmosphere, Structure and composition of the atmosphere; Solar Energy Activity 3. Unit Four: : Properties of the atmosphere, Structure and composition of the atmosphere; Solar Energy Activity 4. Unit Four: : Properties of the atmosphere, Structure and composition of the atmosphere; Solar Energy Activity

CONTENT STANDARD G: all students should develop 1. understanding of Science as a human endeavor 2. Nature of scientific knowledge 3. Historical perspectives

1. Entire course, particularly Unit One: The Scientific Endeavor 2. Entire course, particularly Unit One: The Scientific Endeavor 3. Entire course, particularly Unit One: The Scientific Endeavor

3. Syllabus: The central focus of the course will be “Energy”, with an emphasis on energy in the atmosphere and energy in the earth. The course will begin with an overview of the scientific process and measurement. Topics will include: (See Appendix II for details) Unit One The Scientific Endeavor Unit Two The Physical Universe…Mass, Energy, Space, and Time Unit Three Forms of Energy Unit Four Energy in the Atmosphere Unit Five Energy in the Earth

Representative Activity #1 Following the basic theme of the course, “Energy”, students will work throughout the semester to develop an understanding and appreciation of solar energy…its properties, effects, and potential as a source of renewable energy. The activity is composed of eleven modules through which the student construct a model of the interaction between solar energy and the geosphere. Through other modules in the activity students will investigate global energy use and sources along with economic and environmental issues. Module X involves the student with current technology and research in the application of solar energy. The activity will culminate in a position paper on the development of solar energy.

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Module I: Use a spectrometer to investigate the electromagnetic spectrum and the spectra of elements and the sun. Module II: Use an optical bench and radiation detector to investigate the dependence of radiation intensity on distance. Module III: Use a radiation cube and detector to investigate other properties of radiation: emissivity, temperature dependence. Module IV: Use CBL, on-site satellite dishes, detectors, and GPS to investigate solar radiation dependence on: time of day, weather, day of year. Module V: Use information and data available on the internet to investigate how solar radiation interacts with the Earth’s atmosphere and extraplanetary space. Module VI: Use calorimetry to measure the intensity of insolation at the Earth’s surface. Repeat using CBL with light intensity probe. Module VII: Use data available on the internet (Active Cavity Radiometer Irradiance Monitor) to investigate the intensity of insolation at the top of the Earth’s atmosphere and compare with surface intensity from Module VI. Module VIII: Calculate the total energy from the Sun that reaches the Earth’s surface in one year. Module IX: Use information available on the internet to compile data on world energy consumption relative to: type of energy, country, national/international trends, and environmental hazards. Module X: Use various resources to investigate the use of solar energy as it relates to: advantages/disadvantages, current technology and use…problems, current research and trends. Module XI: Prepare a position paper on the use of solar energy.

Representative Activity #2 Information and data found on the NASA website: hesperia.gsfc.nasa.gov/~knisely/course_development.html will be used to develop a series of inquiry activities concerning the basic course concepts of motion, force, and energy. These activities will be based on solar phenomenon, such as coronal mass ejections, and will allow the student to reinforce and extend these basic ideas from the terrestrial realm to space in general. See table on the next page.

Course Topic Web Based Activity NASA Web Site Position, velocity, acceleration, and force

Measurements of coronal mass ejections

http://sohowww.nascom.nasa.gov/explore/lessons/swvelocity9_12.html http://hesperia.gsfc.nasa.gov/~knisely/course_development.html #less1

Centripetal force, universal gravitation

Centripetal and gravitational force exerted by the sun on the earth, measurement of the mass of the sun

http://hesperia.gsfc.nasa.gov/~knisely/course_development.html #less2

Center of mass Center of mass of the solar system, search for extra-solar planets, search for extraterrestrial intelligent life

http://sohowww.nascom.nasa.gov/explore/lessons/cme_motion.html http://hesperia.gsfc.nasa.gov/~knisely/course_development.html #less3

Electromagnetic energy

Compare images of sun at different wavelengths, compare relative amounts of solar energy in various regions of the EM spectrum

http://imagine.gsfc.nasa.gov/docs/science/know_l2/emspectrum.html http://hesperia.gsfc.nasa.gov/~knisely/course_development.html #less4

Composition of the Solar Wind

Determining composition of solar wind, comparison with earth's composition and relative abundances of terrestrial elements

http://sohowww.nascom.nasa.gov/explore/lessons/compos9_12.html

4. Connection to Systemic Reform The revision of our physical science course is driven at the University level by a mandate to improve the performance of teacher education majors on qualifying exams such as PRAXIS II and to provide pre-service teachers with an effective education in both the content and process of science. At the state level impetus comes from requirements of the Commission on Higher Education, Performance Based Funding, and adherence to South Carolina Science Curriculum Standards. Nationally we are stimulated by National Science Education Standards, Benchmarks for Scientific Literacy, and accrediting agencies such as NCATE. This project will also include the expertise of staff members of the NSF funded South Carolina Statewide Systemic Initiative, SCSSI, through the BCO Math and Science Hub located on the SCSU campus. The revision of PSC150/PSC151 will serve as a template for the revision of additional physical science courses, other courses in the School of Engineering Technology and Sciences and ultimately courses taught in all areas. IV. Connection to NASA Mission and Strategic Enterprises The SCSU NOVA proposal is highly relevant to that part of the NASA mission which is “… to advance and communicate scientific knowledge and understanding of the Earth, the Solar System and universe …." . Our classes will focus on the

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Space Science and Earth Science Enterprises by incorporating data and other resources available from these two enterprises into the coursework as described below and in the previous section.

Space Science Enterprise The study of the Sun and its energy output come under the Space Science Enterprise, specifically the Sun-Earth Connection theme, and are major components in our coursework coverage of the Physical Universe (Unit Three), Energy (Unit Four) and Energy in the Atmosphere (Unit Five). Some specific examples of activities are listed above. These activities as well as others will make use of a number of NASA web resources and databases such as the SOHO site (http://sohowww.nascom.nasa.gov/), the Goldstone-Apple Valley Radio Telescope Project (http://www.avstc.org/gavrt) and Radio Jove site at Goddard (http://radiojove.gsfc.nasa.gov). All of these sites provide background information to better understand the subject matter, such as the excellent glossary of terms on solar physics at the SOHO site and the radio astronomy workbook at the Goldstone site which discusses radio astronomy and the physical processes behind celestial radio emission. These sites also include data, lesson plans and activities. While these activities are largely for students in grades 6-12, we will modify them to be appropriate for our undergraduate students. For example, the SOHO lesson “Measuring the Motion of a Coronal Mass Ejection” is one in which data from SOHO, the NIH imaging software and the subject content for the activity are all available on the site. This will be excellent preparation for the preservice teachers in the SCSU course who can use the same NASA resources and activities when they go on to their teaching career.

Earth Science Enterprise Resources available through the Earth Science Enterprise will be used in Units Five (Energy in the Atmosphere) and Six (Energy in the Earth) for such topics as the greenhouse effect, remote sensing and geomorphology from space. One such example is the education CD available through the NASA/JPL Imaging Radar Group (http://southport.jpl.nasa.gov/), specifically the Shuttle Imaging Radar - C Educational CD-ROM 3 (SIR-CED 03-B). This is the third generation of this CD available and is based on NASA's imaging radar program, specifically SIR-C, or Spaceborne Imaging Radar-C flown on the Space Shuttle several times in 1994. Resources on this CD which are useful to the SCSU course include a discussion of the history and use of remote sensing, background material on imaging radar, video clips on global warming, lesson plans and student activities. Supplemental materials such as additional radar images from around the globe can be found in the on-line archives at the URL listed above. Another example of NASA resources, which are applicable here, is the Landsat website (http://landsat.gsfc.nasa.gov/main/education.html). This site contains a wealth of on-line resources such as a tutorial for undergraduates on remote sensing, which includes an excellent overview of electromagnetic radiation and how to interpret multispectral images from the satellite. Numerous geomorphic features are available for downloading as jpeg images and are accompanied by descriptive material and additional graphical materials such as maps. This will fit nicely with our course discussion of the internal terrestrial energy sources that drive plate tectonics. V. Collaborative Efforts

NOVA Team Member's and Collaborator's Responsibilities Principal Investigator: Mr. Frank Robinson Co-Investigator: Dr. Albert Hayward

Dept. of Physical Sciences School of Education Course content development Course content development (Standards) Course activities development Course activities development (Standards) Development of student assessment instruments Development of student assessment instruments Teaching course Course assessment Planning and moderating workshops and meetings Assisting students with pedagogy of classroom presentationsStudent assessment Observation and evaluation of classroom presentations Course assessment Analysis and dissemination of course evaluation Analysis and dissemination of course evaluation Analysis and dissemination of action research Analysis and dissemination of action research Assisting students with content of classroom presentations

Co-Investigator: Dr. Jim Payne Science Education Specialist: Ms.Theresa Owens Dept. of Physical Sciences Bamberg/Calhoun/Orangeburg Math/Science Hub

Course content development Course content development Course activities development Course activities development Assist teaching course Development of student assessment instruments Student assessment Course assessment Course assessment Evaluation Team Leader Liaison with BCO Hub Coordination of student classroom visits and presentations

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Collaborating Teachers Science Specialists BCO Area Public Schools SCSSI-Math/Science Hubs

Course content development Serve on Evaluation Team Course activities development Course assessment Development of student assessment instruments Analysis and dissemination of course evaluation Course assessment Mentor students making classroom presentations Observation and evaluation of classroom presentations

Teacher Education Students (Completed course) Teacher Education Students (Taking PSC course) SCSU School of Education SCSU School of Education

Course content development Observing science instruction in local school classrooms Course activities development Presentation of inquiry based science activity in local

schools Development of student assessment instruments Evaluation and assessment of classroom presentations Assist course instructor Mentor students taking PSC course

School of Education Student Assistants Through our NOVA grant we will provide several Teacher Education majors with a meaningful preservice teaching experience. NOVA will give technical and financial support to these preservice teachers by allowing them to participate in the implementation of research-based learning tools for the teaching of science. These student assistants will not only help the instructor with the setup, testing and demonstration of equipment for the class, but they will also serve as mentors to those students enrolled in the course. The preservice assistants will be involved with the use of technology in the classroom through our use of web, computer and multimedia materials, something that is currently underutilized in their other coursework. Some of them will also be funded to attend professional meetings and, where appropriate, give presentations. There will be one assistant for each section of the course offered. The SCSU NOVA student assistants will be recruited from students who have already taken the course. In turn, once they have completed their NOVA preservice experience they will be eligible to apply to the SCSU NASA PAIR program that will pair the experienced preservice students with in-service teachers and student research teams at K-12 schools. This two-level experience is a good example of the ability of our NOVA project to leverage additional resources on campus and provide an expanded learning experience for education majors.

Education Majors enrolled in the Course and In-Service Teachers Teacher Education majors taking the course will be paired with an in-service teacher from the three counties served by the BCO Math/Science Hub. Each student will visit the in-service teacher's class to observe and on another occasion to present a selected inquiry based science activity. Near the end of the semester there will be a workshop bringing together all participants to discuss these interactions.

Interaction with the Hub The NOVA program will employ Theresa Owens, Science Specialist with the BCO Math/Science Hub, and a part of the Statewide Systemic Initiative, to assist with the development of the course and as a liaison with local public schools. She will also be the chair of the Evaluation Team. She is familiar with science in K-12, has worked on the development and implementation of science standards in South Carolina, and is an experienced science teacher.

Evaluation of the Program There will be an evaluation team consisting of three science specialists selected from the 13 regional math/science hubs in the state. These specialists are master teachers and due to their present assignment are familiar with the National and South Carolina Science Standards, the teaching of science and the use of technology at all grade levels. This summer the evaluation team will review the plans for the revised course and make recommendations prior to the piloting the course in the fall. The team will review the course at least once during the fall semester and again at the end of the semester. The team's final report will be a part of the overall assessment of the program. Pre-service students taking the pilot course will have an opportunity to interact with the science specialists on the evaluation team. VI. Project Evaluation and Assessment A. Student Assessment

Various methods and levels of student assessment will be employed including: Performance based assessments

Will assess the student's knowledge of the course's content. Knowledge and understanding of scientific facts, concepts, principles, laws, and theories.

Will assess the student's understanding of the processes of science; will be written

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Activity reports

and/or oral presentations of the results of inquiry activities carried out by individuals and/or groups. They would have the format of presentations made at professional meetings.

Individual journals and writing assignments

Will assess the student's ability to use science to make personal decisions and to take positions on societal issues. In these journals student will track their new discoveries, make revisions in their preconceptions, and reflect on how these have impacted their view of science. Students will also keep a record of current events that have a scientific component, such as global warming and the Kyoto Protocol. They will describe their understanding of the issue and how their perception and attitudes have changed.

B. Milestones Course Development and Implementation May 2002 Submit NOVA proposal June-August 2002 Begin development of revised course: syllabus, teaching strategies, materials,

student assessment instruments Select members of Evaluation Team

August-December 2002 Pilot one section of revised course See Appendix V for details August 2001 Administer pre-inventory of attitudes and concepts to all students enrolled in

Physical Science courses.���� See Appendix V for details. November 2002 Attend NOVA Leadership Development Conference October-November 2002 Teacher Education students enrolled in course observe and make presentations at

local schools under the direction of collaborating teachers and Education Co-PI. December 2002 Administer post-inventory of attitudes and concepts to all students enrolled in

Physical Science courses���� See Appendix V for details Administer Student Course Evaluation.

January-May 2003 Offer multiple sections of revised course January 2003 Administer pre-inventory of attitudes and concepts to all students enrolled in

Physical Science courses.���� March-April 2003 Teacher Education students enrolled in course observe and make presentations at

local schools under the direction of collaborating teachers and Education Co-PI. April 2003 Administer post-inventory of attitudes and concepts to all students enrolled in

Physical Science courses��� Administer Student Course Evaluation.

June-August 2003 Begin development of second revised Physical Science course, PSC152/PSC153, and preparation of second NOVA proposal

Meetings and Workshops with Collaborators and Evaluation Team, Presentations July 22–26, 2002 Sponsor session(s) with teachers attending the SCSU Space Science Workshop.

Input from teachers on developing inquiry based course. Attention to content, pedagogy, and assessment.

August 6, 2002 Make presentation at workshop for Professional Development of High School Science Teachers sponsored by the BCO Hub.

August 2002 Conduct joint workshop with faculty from Teacher Education, Physical Sciences, representatives from BCO Hub, and teachers from local schools.�Discuss course development and assessment, particularly as it relates to National/State Science Standards. See Appendix V for details

August 2002 Conduct joint workshop with NOVA Team, HUB Science Specialist, and collaborating teachers to plan classroom observations and presentations by Teacher Education Majors enrolled in course.

October 2002 Meet with evaluation team to assess progress in development, delivery of course. November 2002 Make presentation at South Carolina Science Council conference November-December 2002 Meet with collaborating teachers and Teacher Education students to assess

classroom presentations December 2002-January 2003 Meet with evaluation team to analyze data from pre/post inventories, student course

evaluation, and student assessment January 2003 Joint meeting with faculty from Teacher Education and Physical Sciences to

disseminate and discuss analysis of pilot course See Appendix V for details January 2003 Conduct joint workshop with NOVA Team, Hub Science Specialist, and

collaborating teachers to plan classroom observations and presentations by Teacher

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Education Majors enrolled in course. March 2003 Meet with evaluation team to assess progress in development, delivery of course. April 2003 Make presentation at South Carolina Academy of Sciences General Meeting May 2003 Meet with evaluation team to analyze data from pre/post inventories, student course

evaluation, and student assessment. C. Outcomes

Project Outcomes…Students Method of Measurement Demonstrate higher levels of scientific knowledge and understanding

Performance based assessments (objective w/ statistical analysis) Pre-Post Concept Inventory (objective with statistical analysis)

Demonstrate an accurate understanding of the scientific process and inquiry based learning

Activity reports and journals (subjective with interpretation) Teacher Education students assessed on classroom presentations.

Demonstrate greater satisfaction with their role in the content and process of course work

Student Course Evaluation (subjective with interpretation) Student Satisfaction Survey…end of each unit and end of course (subjective with interpretation)

Demonstrate positive attitudes toward science Pre-Post Attitude Inventory (subjective with interpretation) Project Outcomes…Faculty Method of Measurement

Demonstrate a willingness to adapt teaching strategies based on current research

Faculty outcomes will be assessed by a questionnaire administered at the joint meeting in January 2003 and by their participation in other joint meetings and workshops. For faculty in the Department of Physical Sciences the outcomes will be measured by their acceptance to teach sections of the revised course and working on the revisions of other course such as General Physics.

Demonstrate a willingness to give students more control over the conduct of their courses

Same as above Student Course Evaluation, Student Satisfaction Survey

Demonstrate a willingness to collaborate with School of Education on the development, delivery, and assessment of revised courses

Same as above Student Course Evaluation

Project Outcomes…University Method of Measurement Demonstrate a willingness to encourage innovations in teaching through financial support and opportunities for faculty professional development

Granting release time for faculty working on NOVA related courses and other course revisions incorporating inquiry based learning. Providing matching funds for NOVA grants. Providing institutional funds and resources to facilitate the development and delivery of courses.

Demonstrate a willingness to support innovative courses by inclusion in the required curriculum

Including revised courses in the required curriculum for teacher education majors.

Support collaboration between the Schools of Education and Engineering Technology and Sciences

Providing institutional funds and resources for joint workshops and meetings among the various schools and departments across the campus.

VII. Action Research This course revision represents a dramatic shift in our approach to teaching, from instructor centered-lecture based to student centered-inquiry based. Initially one or two sections of the revised course will be offered at the same time other sections will continue to use traditional teaching methods. This will allow us to compare the two methods and answer the question:

Does inquiry-based instruction produce changes in attitudes and competencies that are significantly different from those changes produced by traditional teaching methods?

This issue will be studied and evaluated by several instruments administered to all sections (NOVA and traditional) of the course: ⇒ Pre-Post Attitude Inventory, Pre-Post Concept Inventory (objective with statistical analysis) ⇒ Evaluation of student performance (see section VI-A) (objective with statistical analysis) ⇒ Student Course Evaluation (subjective with interpretation) ⇒ Student Satisfaction Survey…end of each unit and end of course (subjective with interpretation) Results will be compared with students enrolled in sections of PSC150/PSC151, which have been taught by traditional methods with only moderate inclusion of revisions discussed in Section III. Results, conclusions, and plans of action will be disseminated through faculty workshops and our NOVA website.

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VIII: Diversity Plan South Carolina State University (SCSU) is a Historically Black College/University (HBCU) with an undergraduate student body which is more than 95% African-American. The demographics of the students enrolled in our physical science classes mirrors this distribution. A large number of the new minority K-12 teachers in the state of South Carolina receive their education degree from SCSU and many of them teach in predominately-minority-attended K-12 schools in the state. Since all of those SCSU pre-service teachers are required to take our physical science course, our NOVA-modified course will have a significant impact on the way science is taught by minority teachers to minority students in South Carolina. The SCSU NOVA project clearly supports NASA’s stated goal of diversifying program offerings to include minority institutions and underrepresented minorities. IX: Facilities and Campus Resources… See Appendix III NOVA Budget

Description Details Agency Cost SCSU

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6 Budget continued on the next page.

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Budget Details Page 1 of 2 Direct Labor Costs: Total cost to NOVA: SCSU Cost Share:

(AY=Academic Year, SUM=summer, wks=weeks)

Person Period Time Salary Rate Salary Ben. Rate Benefits

Supplies:

Item Unit Used In Quantity Requested

Total Cost # Presently Available

Budget Detail Information

Page 2 o2 Travel: Total NOVA SCSU Cost Share: See table below for details.

Person Purpose

Air/ Auto

# nights

Lodging # days Food Conference Fee

Taxi/ Bus

# people Total

Other Direct Costs:

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Total cost to NOVA. $1,600 from NOVA for consulting teachers (8 @ $200 each, four 1st semester, four 2nd semester) These teachers will be matched with Teacher Education majors taking the NOVA course. The students will observe in the teacher's classroom and present an inquiry based science activity. These teachers and students will participate in a workshop to discuss the interaction. $2,400 stipends for science specialists. The local specialist, Teresa Owens, will assist with the planning and implementation of the revised course ($1800 for 02-03 Academic Year). She will head the advisory team to include three other specialists (@ $200 each). Indirect Costs: Indirect cost rate at SCSU is 52%.

Vitae Name: Franklin K. Robinson Rank: Instructor, Department of Physical Sciences (Physics area) Education: University of South Carolina, Columbia, S.C. B.S. Physics, January 1970 M.S. Physics, May 1979 Masters Thesis: A Flash Photolytic Study of the Paramagnetic Ion Quenching of Naphthalene Triplet States Teaching Experience: August 1983-Present Instructor of Physics South Carolina State University June 1980-August 1983 Teacher and Assistant Principle Sloan's School August 1973-June 1980 Teacher (Science & Mathematics) Bate's School January 1971-August 1973 Instructor of Physics Allen University August 1972-August 1973 Instructor of Physics (Part Time) Univ. of S.C. at Lancaster August 1970-August 1971 Graduate Teaching Assistant Physics Department University of South Carolina Membership In Professional Societies: American Association of Physics Teachers (AAPT)

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South Atlantic Coast Section of the AAPT (SACSAAPT) South Carolina Academy of Sciences (SCAS) Courses Taught At South Carolina State University: Physical Science 150, 151, 152, 153 Lecture/Laboratory General Physics 250, 251, 252, 253 Lecture/Laboratory Thermodynamics Physics 403 Freshman Seminar, UNIV 101 Departmental Committees: Audio-Visual Aids Student Appeals Student Advising Curriculum and Scheduling Improving Academic Performance Additional Duties At South Carolina State University: Coordinator, Writing Across the Curriculum, Department of Physical Sciences Member, General Education Curriculum Revision Committee Member, University Student Advising Committee Freshman Class Advisor SCAMP Program Instructor Junior Scholars Camp Science Instructor Freshman Seminar Advisor Tutor, Expansion of Special Needs Program Community Service: Judge, Local Science Fairs Judge, S.C. Junior Academy of Sciences Advisor, S.C. Curriculum Frameworks in Science Committee, S.C. Department of Education Other Professional Activities: Created and maintain website housing University Catalog Workshop Leader, Writing Across the Curriculum Developed Evaluation Instrument used in Writing Across the Curriculum Workshop Leader, Training Freshman Seminar Instructors Revised Physical Science Course Offerings Wrote Physics 253 Laboratory Manual (Not Published) Adapted Physics 253 Laboratory Manual to Computer Application Developed Physics Area Exit Exam Wrote General Physics Study Guides (Not Published) Wrote Physical Science Study Guides (Not Published)

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James E. Payne Department of Physical Sciences South Carolina State University Orangeburg, South Carolina 29117 TEL: (803) 536-7111/533-3770 FAX: (803) 536-8436 E-mail: jpayne@scsu.edu Education Ph.D., 1971, Clemson University, Clemson, South Carolina, Research Area: Material Science: Superconductivity M.S., 1969, Clemson University, Clemson, South Carolina, Research Area: Material Science: Superconductivity B.S., 1966, Hampden-Sydney College, Hampden-Sydney, Virginia, Major: Physics and Mathematics Professional Employment 2001-present Interim Associate Dean, School of Engineering Technology and Sciences Chairman, Department of Physical Sciences, South Carolina State University, Orangeburg, SC 1991-Present Adjunct Professor of Physics, Clemson University 1986-Present Professor, Department of Physical Sciences, South Carolina State University, Associate Professor, Department of Physical Sciences, South Carolina State University, Assistant Professor, Department of Physical Sciences, South Carolina State University, Society Memberships/Professional Honors American Physical Society (APS) American Association of Physics Teachers (AAPT) Southeastern Section of the APS (SESAPS) South Atlantic Coast Section of the AAPT (SACSAAPT) South Carolina Academy of Science Total Number of Referred Publications: 15 Presentations/Publications: 65 Honors Received /Professional Activities Adjunct Professor of Physics at Clemson University Consultant to Applied Physics Laboratory at the Savannah River Technology Center Member of the Organizing Committee of SCUREF Partner in 4-H 1994 1996 Teacher of the Year - Physical Sciences Student Oriented Research Co-PI on the NASA PAIR Project: Partnership Award for the Integration of Research into Mathematics, Science, Engineering and Technology; 4 years for $1.2 million Co-PI on the NASA OSS Research Project: to enhance the space science research and education at SCSU; 3 years for $750,000 Current Research Properties of Doped Bi-Based High Tc Superconductors, DOE, $306,000, 1997-2000. Search for Lower Temperature Thermoelectric Materials in the Pentatelluride System and other Low Dimensional Systems, DARPA (subcontract from Clemson University), $10,000, Selected Presentations and Publications Poster Sessions and Presentations:

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* Denotes student participation/presentation *''Preparation and Properties of Some Metal Complexes Meso-Tetra- (P-Dimethy Phenylamine Porphins,'' Annual Xavier MBS Biomedical Symposium (1974). ''Heating Effects on a Tin Film in the Flux Flow State,'' Southeastern Section of the American Physical Society (1975). *"Conservation of Linear Momentum on the Air Track," Southeastern Section of the American Physical Society (1975), South Atlantic Coast Section of the AAPT (1976). *''Different Methods of Using Strobe Photography in Physics Laboratories,'' South Atlantic Coast Section of AAPT (1976). "Production of 1:2:3 Superconductors and Their Applications" Savannah River Laboratory Colloquium Series 1987 "The 1:2:3 Superconductors as Type II Materials" University of South Carolina Superconductivity Seminar August, 1987 "Applications of the New High Temperature Superconductors" South Atlantic Coast Section of the American Association of Physics Teachers" 1988 "Interaction of Molten Metal with Reactor Concrete" Technical Briefing Savannah River Laboratory 1988 "Molten Core - Granitic Concrete Reaction Studies at Savannah River" Invited Paper- American Nuclear Society, March 15,1989, H.W. Randolph, J.E. Payne, and J.L. Margrave "SCUREF in South Carolina" Waste Management '91, Invited Paper by the SCUREF Working Group *"Transuranic Waste Drum Project" Savannah River Technology Center, September 1992 Albert Gerome Hayward, Ph. D. 3305 Dunhill Court Florence, South Carolina 29501 Home - (843) 292-9090 Work - (803) 516-4541 Educational Qualifications and Institutions: 1970-1971 Diploma-College Prep. Valedictorian Pleasant Hill High School Georgetown, South Carolina 1971-1975 B.S. Biology/Chemistry Science Education Magna cum Laude Voorhees College Denmark, South Carolina 1975-1976 M.S. Science Education The Atlanta University Atlanta, Georgia

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1979-1982 Ph.D. Biology The Atlanta University Atlanta, Georgia Additional Studies Science Georgia Institute of Tech. Atlanta, Georgia Educational Administration The Univ. of South Carolina Columbia, South Carolina South Carolina School Certifications: Science Principal Supervisor Superintendent Professional Experiences: 2001-Present Associate Professor of Science Education South Carolina State University Orangeburg, South Carolina 1998-2001 Principal Williams Middle School Florence School District #1 Florence, South Carolina 29501 1995-1998 Associate Professor of Science Education and Director for Middle Grades School of Education North Carolina Central University Durham, North Carolina 1990-1995 Coordinator of Science, K-12 Horry County Schools Conway, South Carolina 1992-1994 Adjunct Professor of Science South Carolina State University Orangeburg, South Carolina 1993-1994 Adjunct Professor of Science The Citadel Charleston, South Carolina 1989-1990 Principal Hunter-Kinard-Tyler High School Orangeburg School District One Springfield, South Carolina 1985-1989 Principal Andrews High School Georgetown County School District 1982-1985 Assistant Professor of Biology Fayetteville State University Fayetteville, North Carolina 1976-1979 Instructor of Biology South Carolina State University Orangeburg, South Carolina Membership in Professional Associations: Regional Board Member for South East Regional Vision for Education (SERVE) for Mathematics and Science South Carolina Association for Supervision and Curriculum Development National Science Teacher Association (NSTA) National Teachers and Parent Association South Carolina Science Council (Past President) Beta Kappa Chi Scientific Honor Society American Society for the Advancement of Science National Association of Biology Teachers South Carolina Middle School Association

Community Involvement: Member of Board of Director for Horry County Solid Waste Authority Alpha Phi Alpha Fraternity Masonic Lodge

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Parents and Teachers Association The Political Parties of South Carolina

South Carolina State University Institutional Support for New and Revised Courses

Course #1: PSC 150 Course is: New Revised X Title: Foundations of Physical Science Course is currently required as part of the teacher education curriculum: Yes X No Course will be required in the coming academic year: Yes X No Course is currently required for teacher certification: Yes X No Course will be required for teacher certification in the coming academic year: Yes X No Course will be offered in the coming academic year: Yes X No Course #2: PSC 151 Course is: New Revised X Title: Foundations of Physical Science Laboratory Course is currently required as part of the teacher education curriculum: Yes X No Course will be required in the coming academic year: Yes X No Course is currently required for teacher certification: Yes X No Course will be required for teacher certification in the coming academic year: Yes X No Course will be offered in the coming academic year: Yes X No South Carolina State University supports these new/revised courses and the NOVA vision: NOVA will create change in higher education to enhance science, mathematics and technology literacy of preservice teachers.

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May 28, 2002 Mr. Franklin Robinson Department of Physical Sciences South Carolina State University Orangeburg, SC 29117 Dear Mr. Robinson: It is my pleasure to write in support of your NOVA proposal to make changes in your physical science courses. As we have discussed in our planning meeting during the development of the proposal, these changes will bring the methodology in these courses into alignment with the principles and philosophy stated in the National Science Education Standards and supported by the National Science Teachers’ Association. The BCO Math/Science Hub pledges to assist with the development and dissemination of the revised Physical Science course: Foundations of Physical Science and its accompanying laboratory. Specifically, the Hub Science Specialist, Theresa Owens, will assist with the development of the course content and its activities, as well as the assessment procedures for both the course and the students. The Hub will help coordinate the students’ classroom visits in area schools by matching the students with in-service teachers and scheduling both the visits and presentations. The BCO Math/Science Hub will enlist other Hub Science Specialists from across South Carolina to serve on the evaluation team, help with course assessment, assist with the analysis of the course evaluation, and dissemination of the course materials. The BCO Math/Science Hub welcomes the opportunity to work with the faculty at South Carolina State University to achieve their vision of an inquiry-based, constructivist Physical Science course and

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recognizes the impact this will have on K-12 education through the involvement of pre-service teachers. Sincerely, Linda L. Payne, Ph. D. Director NASA Assurance of Compliance with the National Aeronautics And Space Administration Regulations Pursuant to National Aeronautics and Nondiscrimination in Federally Assisted Programs Space Administration Washington, DC 20546 The South Carolina State University (Institution, corporation, firm, or other organization, on whose behalf this assurance is signed, hereinafter called “Applicant”) HEREBY AGREES THAT it will comply with Title VI of the Civil Rights Act of 1964 (P.L. 88-352), Title IX of the Education Amendments of 1972 (20 U.S.C. 1680 et seq.), Section 504 of the Rehabilitation Act of 1973, as amended (29 U.S.C. 794), and the Age Discrimination Act of 1975 (42 U.S.C. 16101 et seq.), and all requirements imposed by or pursuant to the Regulation of the National Aeronautics and Space Administration (14 CFR Part 1250) (hereinafter called “NASA”) issued pursuant to these laws, to the end that in accordance with these laws and regulations, no person in the United States shall, on the basis of race, color, national origin, sex, handicapped condition, or age be excluded from participation in, be denied the benefits of, or be otherwise subjected to discrimination under any program or activity for which the Applicant receives federal financial assistance from NASA; and HEREBY GIVES ASSURANCE THAT it will immediately take any measure necessary to effectuate this agreement. If any real property or structure thereon is provided or improved with the aid of federal financial assistance extended to the Applicant by NASA, this assurance shall obligate the Applicant, or in the case of any transfer of such property, any transferee, for the period during which the real property or structure is used for a purpose for which the federal financial assistance is extended or for another purpose involving the provision of similar services or benefits. If any personal property is so provided, this assurance shall obligate the Applicant for the period during which it retains ownership or possession of the property. In all other cases, this assurance shall obligate the Applicant for the period during which the federal financial assistance is extended to it by NASA. THIS ASSURANCE is given in consideration of and for the purpose of obtaining any and all federal grants, loans, contracts, property, discounts or other federal financial assistance extended after the date hereof to the Applicant by NASA, including installment payments after such date on account of applications for federal financial assistance which were approved before such date. The Applicant recognizes and agrees that such federal financial assistance will be extended in reliance on the representations and agreements made in this assurance, and that the United States shall have the right to seek judicial enforcement of this assurance. This assurance is binding on the Applicant, its successors, transferees, and assignees, and the person or persons whose signatures appear below are authorized to sign on behalf of the Applicant. Date 05-29-2002 __South Carolina State University______ (Applicant)

By (President, Chairman of Board, or comparable authorized official) 300 College Street Orangeburg, SC 29117-0001

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(Applicant’s mailing address)

CERTIFICATION REGARDING DEBARMENT, SUSPENSION, AND OTHER RESPONSIBILITY MATTERS ---PRIMARY COVERED TRANSACTIONS

1. The prospective primary participant certifies to the best of its knowledge and belief, that it and its principals:

1. Are not presently debarred, suspended, proposed for debarment, declared ineligible, or

voluntarily excluded from covered transactions by an Federal department or agency;

2. Have not within a three-year period preceding this proposal been convicted of or had a civil judgment rendered against them for commission of fraud or a criminal offense in connection with obtaining, attempting to obtain, or performing a public (Federal, State or local) transaction or contract under a public transaction; violation of Federal or State antitrust statutes or commission of embezzlement, theft, forgery, bribery, falsification or destruction of records, making false statements, or receiving stolen property.

3. Are not presently indicted for or otherwise criminally or civilly charged by a government

entity (Federal, State or local) with commission of any of the offenses enumerated in paragraph (1) (b) of this certification; and

4. Have not within a three-year period preceding this application/proposal had one or more

public transactions (Federal, State or local) terminated for cause of default. 2. Where the prospective primary participant is unable to certify to any of the statements in this

certification, such prospective participant shall attach an explanation to this proposal. Proposal Identification

Signature: Date 05-29-2002 Name and Title: Elbert Malone Director of Sponsored Programs South Carolina State University Institution: South Carolina State University

(End of certification)

CERTIFICATION REGARDING DRUG-FREE WORKPLACE REQUIREMENTS (GRANTS) -- ALTERNATE I (FEB 1989)

2. The grantee certifies that it will provide a drug-free workplace by: 1. Publishing a statement notifying employees that the unlawful manufacture, distribution,

dispensing, possession or use of a controlled substance is prohibited in the grantee’s workplace and specifying the actions that will be taken against employees for violation of such prohibition;

2. Establishing a drug-free awareness program to inform employees about—

♦ The dangers of drug abuse in the workplace; ♦ The grantee’s policy of maintaining a drug-free workplace; ♦ Any available drug counseling, rehabilitation, and employee assistance programs; and ♦ The penalties that may be imposed upon employees for drug abuse violations occurring in the

workplace; 3. Making it a requirement that each employee to be engaged in the performance of the grant be given

a copy of the statement required by paragraph (a); 4. Notifying the employee in the statement required by paragraph (a) that, as a condition of

employment under the grant, the employee will – 1979 Abide by the terms of the statement; and 1980 Notify the employer of any criminal drug statute conviction for a violation occurring in the

workplace no later than five days after such conviction; 5. Notifying the agency within ten days after receiving notice under subparagraph (d) (2) from am

employee or otherwise receiving actual notice of such conviction; 6. Taking one of the following actions, within 30 days of receiving notice under subparagraph (d) (2),

with respect to any employee who is so convicted— 1979 Taking appropriate personnel action against such an employee, up to and including termination;

or 1980 Requiring such employee to participate satisfactorily in a drug abuse assistance or rehabilitation

program approved for such purposes by a Federal, State, or local health, law enforcement, or other appropriate agency;

7. Making a good faith effort to continue to maintain a drug-free workplace through implementation

of paragraphs (a), (b), (c), (d), (e), and (f).

NASA FORM 1206 MAR 84 PREVIOUS EDITION IS OBSOLETE.

3. The grantee shall insert in the space provided below the site(s) for the performance of work done in connection with the specific grant:

PLACE OF PERFORMANCE (Street address, city, county, state, zip code) 300 College Street

Orangeburg, Orangeburg County

South Carolina State University 29117-0001

PROPOSAL IDENTIFICATION

SIGNATURE DATE 05-29-2002 TYPED NAME: Elbert R. Malone TITLE: Director of Sponsored Programs NAME OF INSTITUTION South Carolina State University ADDRESS OF INSTITUTION 300 College Street Orangeburg, SC 29117-0001

Appendix A to Part 1271 Certification Regarding Lobbying Certification for Contracts, Grants, Loans, and Cooperative Agreements The undersigned certifies, to the best of his or her knowledge and belief, that

(1) No Federal appropriated funds have been paid of will be paid by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of an agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the awarding of any Federal contract, the making of any Federal grant, the making of any Federal loan, the entering into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal contract, grant, loan, or cooperative agreement.

(2) If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this Federal contract grant, loan, or cooperative agreement the undersigned shall complete and submit Standard Form – L.L.L. “Disclosure Form to Report Lobbying,” in accordance with its instructions.

(3) The undersigned shall require that the language of this certification be included in the award documents for all subawards at all tiers (including subcontracts, subgrants, and contracts under grants, loans, and cooperative agreements) and that all subrecipients shall certify and disclose accordingly.

This certification is a material representation of fact upon which reliance was placed when this transaction was made or entered into. Submission of this certification is a prerequisite for making or entering into this transaction imposed by section 1332, title 31. U.S. Code. Any person who fails to file the required certification shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for such failure.

Proposal Identification No.

Signature Date 05-29-2002

Name and Title: Elbert R. Malone, Director of Sponsored Programs

Institution South Carolina State University

(end of certification )

Appendix I Inclusion of National Science Education Standards (See also Appendix II. Syllabus) A) CONTENT STANDARD A: As a result of activities, all students should develop:

1) Abilities necessary to do scientific inquiry …entire course

2) Understandings about scientific inquiry …entire course

B) CONTENT STANDARD B: As a result of their activities, all students should develop an understanding of: 1) Position and motion of objects …Unit Four, section 2 2) Motions and forces …Unit Four, section 2 3) Light, heat, electricity, and magnetism …Unit Four, sections 3, 4 4) Conservation of energy and increase in disorder …Unit Four, sections 2, 3 5) Transfer of energy …Unit Four, section 3, 4 6) Interactions between energy and matter …Unit Four, sections 2, 3, 4

C) CONTENT STANDARD D: As a result of their activities, all students should develop an understanding of 1) Properties of earth materials …Unit Five, sections 2, 3; Unit Six, sections 1, 2 2) Changes in earth and sky … Unit Five, sections 2, 3, 6-8; Unit Six, section 3 3) Energy in the earth system … Unit Five, section 4; Unit Six, section 2 4) Structure of the earth system … Unit Five, section 3; Unit Six, section 1 5) Earth's history … Unit Five, section 1; Unit Six, section 3

D) CONTENT STANDARD E: As a result of activities, all students should develop 1) Abilities of technological design …Solar Energy Activity 2) Understandings about science and technology …Solar Energy Activity

E) CONTENT STANDARD F: As a result of activities, all students should develop understanding of 1) Natural resources … Unit Five, sections 2, 3; Unit Six, section 1; Solar Energy Activity 2) Environmental quality … Unit Five, sections 2, 3; Unit Six, section 1; Solar Energy Activity 3) Natural and human-induced hazards … Unit Five, sections 2, 3; Unit Six, section 1; Solar Energy Activity 4) Science and technology in local, national, and global challenges … Unit Five, sections 2, 3; Unit Six,

section 1; Solar Energy Activity F) CONTENT STANDARD G: As a result of activities, all students should develop understanding of

1) Science as a human endeavor …entire course, particularly Unit One 2) Nature of scientific knowledge …entire course, particularly Unit One 3) Historical perspectives …entire course, particularly Unit One

Appendix II

Course Syllabus Unit One: THE SCIENTIFIC ENDEAVOR 1. Fundamentals of Science of the Scientific Process 2. Laws 3. Theories 4. Models 5. Other Ways of Answering Questions 6. Critical Thinking Skills 7. Pseudoscience Unit Two: THE PHYSICAL UNIVERSE 3. Space 4. Time 5. Energy 6. Matter Unit Three: ENERGY

5. Types of energy 6. Mechanical energy 7. Thermal energy 8. Electrical energy 9. Atoms and nuclear energy Unit Four: ENERGY IN THE ATMOSPHERE 1. Origin and evolution of the atmosphere 2. Properties of the atmosphere 3. Structure and composition of the atmosphere 4. Insolation and the atmosphere’s energy budget 5. Weather instruments 6. Clouds 7. Wind 8. Air masses Unit Five: ENERGY IN THE EARTH 8. Earth’s interior 9. Earth’s heat engine 10. Continental drift

Appendix III

Facilities and Campus Resources NASA Educator Resource Center (ERC) and the Stanback Planetarium SCSU houses NASA’s ERC for the state of South Carolina on the campus in the Stanback Planetarium. Our NOVA

team will partner closely with these two valuable resources to further strengthen our physical science course. The

director of the ERC and planetarium is a faculty member in the Department of Physical Sciences and teaches the

very course being modified by our NOVA proposal. The planetarium director is currently funded by another NASA

grant (NCC 5-454) to develop new space science laboratory exercises and is teaching a science education class using

inquiry-based methods and a metacognitive tool known as the concept map. The ERC will work closely with our

NOVA team to supply resource materials to the classes (e.g. lithographs for lab exercises) and more importantly,

make the pre-service teachers aware of the ERC as a resource in their future careers. The Stanback Planetarium will

also be used by the NOVA class for demonstration purposes and inquiry-based exercises. As with the ERC, the use

of the planetarium in our course will make the pre-service teachers aware of yet another resource available to them

after they graduate.

The SCSU Center for NASA Research and Technology (CNRT)

The CNRT (formally known as the Center for Network Resources and Training) is a NASA/MU-SPIN funded

Network Resource and Training Site (NRTS) located in the science building on campus. It houses a computer lab

with 18 IBM/PC platforms, almost all of which are 500-800 MHz Pentium III machines. The laboratory is

connected to the campus fiber backbone that accesses the outside world through a T1 connection. Additional

resources in the CNRT lab include a VTEL ISDN group videoconferencing setup for distance learning, several

UNIX and Windows 2000 servers, a Macintosh G3 machine and multimedia hardware such as color laser printers,

scanners, digital cameras, writeable CD, DVD drives, an LCD projector and other hardware. Software packages

include applications such as Photoshop, Adobe Acrobat, Inspiration and similar packages.

Appendix IV

Web Page Our NOVA web presence will include a web page for the project as well as a site for the actual teaching of the class.

The project page will include a complete copy of our NOVA proposal and the up-to-date status of the

implementation of the project, particularly the results of our Action Research. This will be a valuable aid to other

schools that are preparing their own NOVA proposal. The students and instructors will heavily use the class web

page as a means of dissemination of information and as a resource for in-class exercises and demonstrations as well

as out-of-class assignments. The web server for the physics area (physics.scsu.edu) is physically located in our

science building and is maintained by our own faculty and staff members on the NASA CNRT project, thus ensuring

that our NOVA project will receive the necessary technical support.

Appendix V

Milestone Details

�(1) ���The one-day joint workshop to be held prior to the start of the Fall semester will be designed to

encourage a dialogue between the faculties the Department of Teacher Education and the Department of Physical

Sciences as well in-service teachers from local public schools. We are planning several sessions to compare and

contrast the traditional methods of teaching science with the inquiry approach to be used in the revised course. There

will also be an open forum to discuss current issues in science education and pre-service teacher training. Our

NOVA project will be discussed. This workshop has the enthusiastic endorsement and support of the University

administration and will serve as a template for similar workshops to bring together other schools and departments

from across the campus.

(2) The pilot course will have a limited enrollment (24), will be inquiry based, will be team-taught, and will have

highly integrated lecture and lab. All other sections of Physical Science will follow the same content but use the

more traditional approach to science teaching.

(3) The pre and post inventories will assess student's attitudes about science as well as their knowledge and

understanding of the content and process of science. Since these inventories will be given to all students enrolled in

a physical science course it will be possible to compare the effectiveness of the revised course versus the more

traditional courses.

(4) The joint meeting to be held at the beginning of the Spring semester����� will bring back the participants

from the Fall����� workshop to discuss the evaluation and assessment of the pilot course. There will be a report

from the evaluation team and analysis of the results of the inventories, Student Course Evaluations, and student

assessment. The results and plans from our Action Research will be discussed.