Reading and writing to learn science and learning to read and write by doing

science

Prof. Jim Shymansky

Obstacles in learning scienceObstacles in learning science

*Myths about hands-on learning

*Demands in the school day

*Myths about hands-on learning

*Demands in the school day

In search of balance?

The answer to balance: INTEGRATION

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)

Teaching students to read, write and speak (English) through inquiry science

Teaching students science by reading, writing and speaking science (in English)

Integrative strategiesIntegrative strategies

The key is to creatively select and sequence hands-on, reading, writing and speaking

activities

The key is to creatively select and sequence hands-on, reading, writing and speaking

activities

Examples of integrative approachesExamples of integrative approaches

Journeys in Science Children’s literature

Journeys in Science Children’s literature

Two lesson examplesTwo lesson examples

Doing, then reading Reading, then doing

Doing, then reading Reading, then doing

Standardizing and operationalizing “behavior”?

Standardizing and operationalizing “behavior”?

The time is takes to complete 10 back and forth swings

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 short-legged 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 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.

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