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Knowledge Building – Understanding It…. … A Look Back in History

Instructions-

1. Read the following article about an important historical case study in science 2. Then, try to answer the questions that follow at the end. 3. In the process, answering the questions using content from this reading should hopefully help

you to gain a bigger understanding about the bigger process in science: knowledge building…

The Article-

A Case Study on Rutherford and the Atom: A Science Prototype (From Berkeley University, Understanding Science: How Science Really Works, page 1-13) In the early 1900s, Ernest Rutherford studied (among other things) the organization of the atom — the fundamental particle of the natural world. Though atoms cannot be seen with the naked eye, they can be studied with the tools of science since they are part of the natural world.

He investigated the atom in various investigations using alpha particles, which are helium atoms stripped of their electrons. Rutherford had found that when a beam of these tiny, positively-charged alpha particles is fired through gold foil, the particles don't stay on their beeline course, but are deflected (or "scattered") at different angles. Rutherford wanted to figure out what this might tell him about the layout of an atom.

Before 1910, Ernest Rutherford and many other scientists had the idea that the positive charge and the mass of an atom were evenly distributed throughout the whole atom, with electrons scattered throughout. You can imagine this model of the atom as a loosely packed snowball (the positive mass of the atom) with a few tiny grains of sand (the electrons) scattered throughout. The idea that atoms are arranged in this way can be tested by firing an alpha particle beam through a piece of gold foil. If the idea were correct,

then the positive mass in the gold foil would be relatively diffuse (the loosely packed snow) and would allow the alpha particles to pass through the foil with only minor scattering. When Ernest Rutherford's lab tested the idea that an atom's positive mass is spread out diffusely by firing an alpha particle beam through a piece of gold foil, the evidence resulting from that experiment was a complete surprise: most of the alpha particles passed through the gold foil without changing direction much as expected, but some of the alpha particles came bouncing back in the opposite direction, as though they had struck something dense and solid in the gold foil. If the gold atoms were really like loosely packed snowballs, all of the alpha particles should have passed through the foil, but they did not!

From this evidence, Rutherford concluded that their snowball model of the atom had been incorrect, even though it was popular with many other scientists. Instead, the evidence suggested that an atom is mostly empty space and that its positive charge is concentrated in a dense mass at its core, forming a nucleus. When the positively charged alpha particles were fired at the gold foil, most of them passed through the empty space of the gold atoms with little deflection, but a few of them ran smack into the dense, positively charged nucleus of a gold atom and were repelled straight back (like what would happen if you tried to make the north poles of two strong magnets touch). The idea that

atoms have positively charged nuclei was also testable. Many independent experiments were performed by other researchers to see if the idea fit with other experimental results. Though Ernest Rutherford came up with the idea that atoms have positively charged nuclei, the research that led to this idea was a collaborative effort: Rutherford was assisted by Hans Geiger, and the critical alpha-scattering experiment was actually carried out by Ernest Marsden, an undergraduate student working in Rutherford's lab. Furthermore, after his discovery of the layout of the atom, Rutherford published a description of the idea and the relevant evidence, releasing it to the scientific community for scrutiny (critical analysis) and evaluation. And scrutinize they did. Niels Bohr noticed a problem with Rutherford's idea: there was nothing keeping the orbiting electrons from spiraling into the nucleus of the atom, causing the whole thing to collapse! Bohr modified Rutherford's basic model by proposing that electrons had set energy levels, which helped solve the problem and earned Bohr a Nobel Prize. Since then, many other scientists have built on and modified Bohr's model.

Lithium atoms, diagrammed in the Rutherford and Bohr models. Rutherford's model does not differentiate between any of the electrons, while Bohr's places electrons into orbits with set energy levels. Questions to Answer 1. What did Rutherford want to learn more about? 2. What was Rutherford’s first idea before performing his first investigation? What did he do to test his

idea? 3. Did Rutherford keep his idea after performing the investigation? How did he support keeping or changing his idea? 4. How is Bohr connected to Rutherford and his ideas? 5. Is there anything wrong with saying ―Rutherford’s idea‖?

-AFTER- you finish writing your answers, read through the following important ideas on the next page to help consolidate your learning for this article. Be read to discuss with your class.

The Bigger Picture ….

Ernest Rutherford and his colleagues acted in ways that show a bigger process in how science works in the big picture.

Scientists understood the relevant knowledge in their field. Rutherford had studied physics for more than 20 years when he proposed the idea of the nucleus.

They exposed their ideas to testing. Even though his original view of the atom suggested that no backscattering should occur, Rutherford decided to look for backscattered alpha particles anyway, just to be thorough.

Scientists assimilated the evidence. When their experimental results did not support the "snowball" model of the atom, instead of writing those results off as an anomaly, modified their original ideas in light of the new evidence.

They openly communicated their ideas so that other physicists could test them as well. Rutherford published the experimental results, a description of his reasoning, and the idea of the nucleus in 1911 in a scientific journal

In other words …

Scientific knowledge is built by scientists involving a number of key actions or process:

___________________________________________________________ General Overview Most likely you have learned by now about a number of important actions or even processes in science. For example, you have probably been taught that scientists do experiments, discover things, and make conclusions. You may have learned about things such as scientific investigations, inquires or even other related processes such as designing technology and artifacts or problem solving. Are things like experiments and investigations important parts of science? ___________! Are things like experiments and investigations the only important parts of science? ___________! It can be argued that the above actions/processes are actually only stages of a much bigger process that real scientists actively go through to performing most of their work. This bigger process can be defined in general as knowledge building. ____________________________________? Knowledge building can simply defined as the kind of creative work communities of scientists (and others) do where they brainstorm, debate and refine ideas that may ultimately form new theories, facts or even truths. In addition, such idea creation and improvement often occurs through multiple actions/stages including inquiry, discussion with others and reflection in an ongoing (continuous and repetitive) fashion. Ultimately, the goal of knowledge building is to advance current knowledge by judging it and identifying other relative information that can either improve upon it, discount it or even replace it. ________________________________________? Knowledge Building is a complex process. Part of the complexity may come from the argument that nobody can agree on the specific steps that are followed. Many models of knowledge building have been proposed over the year such as Thomas Kuhn’s model (See http://www.cwu.edu/~warren/Unit1/kuhndiagram.gif) or Imre Lakatos’ model of progress (See http://www.bauer.uh.edu/parks/fis/Bharadwaj.htm). Some scientists like Paul Feyerabend even think that any way can be possible as with his saying ―Anything Goes in science!‖ However, it is possible to outline some of the more rough (basic) areas of action that general occur to happen whenever scientific knowledge is built. The areas can then make a bigger and broader section in science called the Knowledge Building process. ____________________________________- 1. ____________________________________ – Science often begins with some critical or stressful event the demands a solution. In other words, scientists are often not motivated to do science because of mere passion or desire. Rather, they do science in order to so something to address a critical event in the world. Ex. They consider some dangerous environmental problem. They try to build knowledge in order to create some important technology or other artifact. Realization of the trigger event could involve merely watching or hearing about the event, performing a relevant inquiry, or listening to the words of others in a critical way. 2. _____________________________________________- Once scientists are motivated to do science (normally) by some trigger event, then they usually spend good time and resources generating ideas on how to solve or address the event. There are various ways scientists can do this. For instance, they may make observations and discover something but they often

read or review background knowledge on earlier ideas that relate to the event and then make predictions. They may also become more opinionated and form strong ideas known as views. On the other hand, as they learn more and suggest ideas, they may later realize there are other questions they must answer to address the event or problem. 3. ___________________________________________- While or just after generating some initial idea or other, scientists also often work together to share them and find connections. In doing so, they can choose the better ones and eliminate the less feasible ones which saves them time. Also, by relating different ideas and work, they can better understand the ―bigger picture‖ and possible get a solution faster. 4. _________________________________________- It is not enough for scientists to simply have ideas including even good ideas. They need to convince to everyone of what they think is correct. And often, their ideas need to be explained better or even corrected. All of this requires not only collecting evidence but also a lot of debating and reflection. So scientists do do inquiries or investigations where they test their ideas by experiments. But they also often research, talk to other people. They may design things as well depending upon the situation. And they also spend good time –thinking- about what they did and how they can make it better. (ie. they reflect). OR they get other people to check and even revise their work. 5. ________________________________________- Once the community is satisfied (at least for the time) with the scientists’ work and evidence, their ideas or solutions can then be accepted as a more formal piece of knowledge such as a widely accepted belief or even a scientific fact or truth. 6. __________________________________ – finally, it is important to note that science is an ongoing endeavor. Scientists do not stop doing science once their ideas are accepted as hard knowledge. They continue to constantly challenge established facts and truths as they are confronted with future trigger events and learn or discover new things as well as think up new ideas. Thus, scientific knowledge is never a constant but is constantly being refined, improved or even rejected and replaced. _________________________!- The importance of _______________________________… It is also extremely important to that the process outline above requires MANY people or more specifically a ____________________________. Scientists do not usually work alone to build knowledge. They collaborate to generate initial ideas, views or questions. They share their work and critique others. In fact, at a later point, big committees read and judge before scientists can publish their work. Only when the whole community agrees and accepts their ideas can they become knowledge that is considered usable by society.

Knowledge Building – Stage ________ _______________________________ As you learned briefly in an earlier lesson, the building of knowledge is often triggered (started or activated) by some stress. In this case, such a stress could refer to a variety of things including something scary, something alarming or even something exciting or puzzling. In other words, scientists normally do not start making knowledge without any particular reason or motivation. They often generate new knowledge because they are stimulated or influenced to do so by something else. ―This something else‖ is called the trigger event.

Examples of Trigger Events-

1. _____________________________ – Something terrible is happening or has happened in the

environment. For example, there was a big oil spill, an animal species is about to extinct, an area

of the world has been devastated by a nuclear plant explosion. Scientists (and others too) are

stimulated to seek out new knowledge out of a sense of duty in order to solve or at least deal with

the effects of the environmental concern. The scientists might propose new theories that will lead

to clean up technology for an oil spill or nuclear explosion. Scientists might try to learn better why

an animal species is dying out and propose new ideas.

2. __________________________ – Many people are also motivated to do science in order to help

humanity. Scientists often begin research out of compassion and concern in order to learn more

about some disease such as cancer. Others make efforts to discover more about why people age

and eventually die. Certain scientists might seek to create new knowledge in excitement over

finding ways to help people stay thinner or become smarter.

3. _____________________________ – technology is a rapidly advancing field at presents.

Understanding how technology works and making it better or even making new technology often

requires the generation of new scientific ideas. For example, scientists may build or develop

current knowledge on electricity to improve computer hardware or improve their understanding of

magnetism and motion to make better cars.

4. _________________________ – scientists can be driven to improve their understanding of the

world out of a simple curiosity. Some scientists simply ask the question ―Why is that?‖ or ―Why

does that happen?‖ and then try to generate ideas to answer them out of curiosity. Again, often

(but not always), topics of their curiosity often indirectly and even directly related to important

things or even issues. For example, ―How long will the sun last for?‖ is an important question

since the sun is essential for the survival of all living things.

5. ______________________________ – sometimes scientists become motivated to do learn

something new because doing satisfies some personal desire or goal and/or gives them some

benefit. For instance, some scientists are ―persuaded‖ into conducting new research by

businesses that will pay them big money to help create some new product (ex. a drug) or solve

some problem (ex. make bigger fruit that stays fresh longer). Other scientists may build or

develop knowledge simply to gain personal recognition from the general public. They want to be

famous for some invention of piece of new information.

Final Note – Hopefully from above, you can understand that stage 1 of the Knowledge Building

process is not a stage of doing. Rather it is a stage of activation. Because of the trigger event, other stages and actions/or event then happen that lead to the founding of new scientific information. Hopefully, you too will be motivated by the trigger events in your science class to go through the other stages of knowledge building with your class and seek out and secure knowledge.

Knowledge Building – Stage ___ _____________________________________________ Generating views is often the first real stage of action in knowledge building. By now something (ex. a trigger event) has stimulated you to wonder about something and hopefully take future steps to explore certain relevant questions, seek out answers to what you wonder about and form logical opinions of your own. In other words, you begin to ________________________.

Key Features of a View

i) _______________________________________

The generation of views is a personal action. Here, you (and others) first communicate your OWN thoughts, possible answers or even questions or beliefs about something that relates to the event (or other) that has stimulated you into action. So, you do not simply retell what someone else has already said or thinks. Rather, you tell what YOU think.

ii) _________________________________________

When you first communicate your thoughts about something that has your interest, you do not need to worry about whether you are wrong or right. Because you are dealing with knowledge building, you are trying to find answers or pieces of knowledge that are unknown (at least to you) at least in part. So you should not worry about being right or wrong because you cannot really know for sure at first! However, you should try to create an idea, opinion or question that is sensible. It may not be right but it seems it could be right. Therefore, your idea or other should be at least based on OTHER THINGS that you know already to be right and true whenever possible.

iii) _____________________________________________

As just mentioned, to knowledge build, your ideas, opinions or questions are just your thoughts and therefore they must be proven (as best as possible). As a result, you must consider ways to test out your ideas to confirm them later. For instance, you could have an idea that could be proven in a future inquiry of simply confirmed through dialogue with others. Most likely, your idea or other will change! That is okay. Scientists are constantly changing what they first thought after they carry out later actions to check or confirm them.

How to Generate a View- Generating a view (again) is a personal action. Consequently there is no one best way to create it. Generation also depends upon the particular trigger event as well as other constraints such as what background knowledge do you already have or what resources will you be able use later to explore the idea more. As well, your view’s composition could also be shaped by the strength of your thoughts. Are you asserting a strong opinion or struggling away by considering other questions that might make sense of your target event and/or situation involved. However, there are some common characteristics that you should be aware of and include whenever creating a view.

1. ________________________________________________________________-

All views should start with at least one (And possible more) sentence that clearly describes or marks a personal thought about the trigger event or something relating to it. For instance, you could start by simply writing ―I think …….‖ and answer an important question. You might even start by writing ―I simply

do not know or understand but…‖ and try to pose other questions or suggestions that might help you to answer or understand something better about your trigger event. There is also again nothing wrong with writing an opinion and even a weak one but try your best!

2. ___________________________________________________________________-

After you have written an initial sentence, you should try to include (somewhere!) in your view, a number of sentences that help to make your opinion, belief, question or other more sensible and more believable. To do that, it is advisable here that you include content from the work of others. For example, you could give content from your textbook or Internet site that helps to convince others of what you think. You might also simply use expressions like ―I believe I am correct because I heard from my teacher that …‖ or ―I remember hearing about …… ― Whatever you do though, it is important though that use specific detail with good explanation to help make support.

3. _______________________________________________________ –

It is not enough to simply support your answer by reviewing or writing something that you learned from a book, the Internet or someone else. You should also add extra comments of your own. There are many ways to do this. You simple by explain further how your support helps your view. Sometimes, after writing some support, you may realize another good point and then you can add onto what you wrote for your support. You may even be critical of what you wrote for your support. You could point out possible problems even though it seems basically write. Sometimes, you may also suddenly have some other interesting and even insightful thought that you can explore by writing other sentences for your view.

Example View-

What is Tap Water?

I am not exactly sure but I think tap water is a mixture of things. First, of all tap water contains well water. I’ve learned from my earlier grades that water is actually a mineral and it is made up of a bunch of molecules. A molecule is a combination of 2 or more atoms. In this case, a water molecule is a combination of one oxygen atom bonded to two hydrogen atoms. I think that these molecules also must be colourless because normally water is clear. But if look really close at the tap water, it is not exactly clear. In my opinion, this is because there are other things in tap water besides just water molecules. I actually have seen them separated out of tap water at home. We have a kitchen item called a water purifier. The cleaning lady has even shown my family and I the filter part when she visits. She pointed out to us and even showed us there are a lot of small black substances that have collected on the filter. I guess these substances are things like bacteria, maybe dust or even harmful chemicals. I think there are harmful chemicals too because I have learned a lot last year about pollution which gets produced by cars and even buildings. These harmful chemicals can enter the water supply and contaminate slightly the water that we drink. In any case, I think tap water is not completely safe to drink. I also wonder if there is anything we can do to make it safer instead of having to also use and even buy bottles of water. Paragraph Key-

1. Underlined part = Initial Sentence

2. Bolded part = supporting content from outside sources

3. Italicized parts = other comments

More Skill-Building for Knowledge Building – Responding to Views As you begin to form your views (and later revise them too!), it is not enough to keep your views to yourself. Rather, knowledge built by sharing your views with others and getting their feedback in an ongoing fashion. In this way, ideas can be tested and challenged by others. Then, they can be also revised and improved. By such collaboration, knowledge can often be more accurate and also accessible to all. Thus, it is important for people to respond to each other’s views to give them constructive help or even to learn more from each other. In this note, you will learn how to do this.

Part 1 - How to Respond to Views- The following outlines a useful (but not the only) format for responding to another’s views:

A. Begin with Your Purpose-

The beginning of any response should begin with a simple sentence (or two perhaps) that communicate the purpose of your response. You see there are many ways you can respond to someone’s post to assist them or even get assistance from them such as…

i) Agree – you could write (tell) that you agree with the person’s view. Then later, you may

explain why you agree. You can also use this purpose to elaborate on the person’s view. In

other words, you might have additional points, ideas or even questions that the person did not

include and you can add them onto his/her view in your response.

ii) Disagree – you could write (tell) that you disagree with person’s view. Doing this then allows

you to later explain why you think the person’s ideas are not all accurate, or maybe disturbing

or perhaps confusing. Again, you should be read to explain good reasons or other details later

for why you don’t agree.

iii) Ask for more- sometimes you may not understand the person’s view. They may write about

scientific concepts or other details that you have not learned before. Sometimes, they may not

write enough details to make their ideas or points clear. In this case, you can ask the person

to explain more about one or more areas. You should elaborate later on what exactly you do

not understand or wish to know more about.

iv) Other – sometimes you may have another purpose for writing your response. Maybe there is

something else interesting, surprising or shocking, scary, worrisome about the person’s view

and you have some other comments to add. Still, your comments should relate somewhat at

least to the general topic that everyone is posting about.

Final Note- Also remember, that posts can be really variable just like your opinion. You do not always have to completely agree or disagree. You could agree somewhat or even be in the middle and then state how you agree and also disagree. You might just need a little elaboration or sometimes you could be totally lost. Try your best simply to be clear and honest about what you really think or mean.

B. Explain-

Once you have stated in the first or two sentences the purpose of your response, you should now explain more. There are many ways to do this. It depends also a lot on the actual purpose for writing your response. However, just like writing a view in stage 2, it is important to explain sufficient support.

Some of that support should come from what you just read or studied about prior to writing the initial views in stage 2. Some support should come things outside of what you read such as your own ideas or information from other resources such as other books or acceptable internet sites etc.

Part 2 - How to Respond to Views Politely- Because you are responding to someone’s idea and giving feedback, you will often also criticize or judge what they have write. Of course, you should be honest even when someone is wrong. But at the same time, it is important to be POLITE when you write a response so that the person feels more positive after viewing your response and will be more willing to listen to your feedback. As well, certain kinds of responses could even seriously hurt the person’s feelings or make them upset in an unproductive way. It is thus important to use good etiquette or in the case of posting online, netiquette! Etiquette or netiquette are simply a code of choice or style of/with words, grammar, expressions and sentences that tend to be received by others in more positive ways. To give an example, if you say ―Your view contains many good ideas but I have a concern about the last one…, you are using good etiquette. What you wrote is probably not going to be too offensive. On the other hand, if you wrote, ―I hate your last idea! It is completely wrong‖, you are not using good etiquette. You could hurt the person with this sentence. Also, how can you even be sure that the person’s idea is –completely- wrong- ? The following page outlines a few of the more common tips for employing etiquette or in our case netiquette because we will usually post responses online. 10 Tips for Netiquette and Responding to Posts More Politely

1. Don’t shout. In other words, do not use all capitals when posting.

2. Don’t be completely negative. In other words, you may have some complaints or concerns but

try to say some positive things too in your response.

3. Be sure to use a proper heading, title and also greeting sentence. In other words, give your

response a title or heading that fits well. Your first sentence should not be your purpose and

definitely not negative sentences. Start first with a simple “Hello (name) How are you?” or

something similar.

4. Don’t mass (spam) post the same response to everyone. The people who wrote the posts

each have their own unique ideas. You should respond to each and everyone specifically.

5. Use proper grammar and vocabulary. For example, don’t use kiddi-speak or texting language

like “Cuz it rocks..lol” Use a proper sentence like .. “I think so because your idea sounds

great!”

6. Don’t write too little or too much – Make sure that you explain things well. At the same time, if

you write too much, many people may be unmotivated to read your response. 100 – 500 words

is a good rule of thumb.

7. Cite your information properly. (We will learn more about this soon).

8. Be sure to write your name at the bottom which is a normal custom people use to be polite just

like a greeting. You could also include some other warm or positive end sentence.

9. Be careful with your fonts and highlighters- be sure to use font sizes as well as font and

highlighter colours that are easy to look at.

10. Be careful with emoticons. Emoticons for the most part are not necessary in a response post for

the sake of good academics. Sometimes it might be nice to include one or two in an appropriate

place (Ex. at the end of a point that praises). At the same time, do not overuse emoticons and in

general be extra careful with the use of more negative emoticons.

Knowledge Building – Stage _______ _______________________________________ _______________________________________ Right after scientists think of, or find and express their views, the often begin to connect them for sorting or grouping. This makes it easier for them to decide on the next direction to take for build more knowledge and learn more about their issue or topic.

___________________________________________ Step 1 – ________________________________ First, scientists must ensure that all initial views have been __________________________ in stage 1through or on some clear medium that allows them to understand and also analyze or judge them more easily later. For example, scientists might collaborate online to record all ideas, opinions or questions in a table or chart. When scientists have written a lot about their views they might publish their views in a book or site and then spend time reading each other’s published ideas. Then after, they could do some further sharing and write down summaries of the main points to look at and consider more. Step 2 – __________________________________ Next, scientists often determine together how _________________________________ all views are. Of course, doing so may involve guesswork since the scientists are considering ideas about information that is new to them or not understood well. (They are trying to build new knowledge). But using proper logic and other support, they can often decide which ideas to keep and which ideas to remove. Again, this is a group effort. Normally, all or most scientists must agree to keep a view for further exploration. It is also okay for everyone to simply be unsure and still keep the view for further researching too. Step 3 – ___________________________________ After, scientists have agreed on sensible or apparently accurate views to view more, they next often try to __________________________ them in ________________________________________ to make it easier to study more after. For instance, they might put similar ideas in a single group with some category word. (Example- Ideas on the Function of Water, Ideas on the Structure of Water, Ideas on the Effects of Drinking Water, etc.) They might simply group ideas on their basis of understanding (ex. Things We Understand Well Already, Things We Understand by need a little more help, Things We Really Can’t Comprehend, etc). So this step involves making headings or categories, moving and arranging ideas and other organizational methods. Step 4 – __________________________________________ Once scientists have arranged their views well, they can then begin to _______________________ for ___________________________________. Here, they often decide on who will do what and how. For instance, they might decide some scientists will simply try to read other sources and research more. Other people might have to carry out new inquiries or investigations. Some scientists might have to even do interviews, take trips, design things, make models… the list goes. What is important here is that the scientists (and others) have made a good plan to learn more about their sorted and clarified views for future study and knowledge development. ____________________________________- Look at your classes’ collaborative task in Google Docs!!

Instructions for Collaboration Activity with Google Documents For today’ task, you will continue to learn more about knowledge building and also water by doing a special collaborative activity with Google Docs. ** Please also note, this assignment will be viewed and marked as a task score. Try your best!

Part 1 – Understanding Your Task Assignment

- In this stage, you learn the basic ideas for completing this task.

1. Listen carefully as your teacher explains to you the basic ideas of this task. (creating a special drawing to connect your ideas on water with other member of your group)

2. When instructed, go to Google Docs to view a sample for your task using the link below.

https://docs.google.com/drawings/d/17Ul9RmOQ5FWq1npHudN8y_1j6Vme11tvi0HEzYwsAjY/edit?hl=en_US

3. You will then need to log into Google Docs to the view the example using your gmail email and password. (Note other email addresses such as Hotmail should work)

Part 2 – Setting up your Collaborative Environment

- In this stage, you make all initial preparation that will allow you to work online synchronously with your group to create a special drawing.

1. Click one of the links below according to the group you have been placed in by your teacher.

Doing so will take you to Google Document (Docs), a special online program that will allow you to work with your group. (You can also access the link from a recent email you just received from Mr. Zions)

Group 1 https://docs.google.com/drawings/d/16Ud0SpPLGgDMHdhTxqpYWGIDxop5NZ5YS2YyZSbZ_Uk/edit Group 2 https://docs.google.com/drawings/d/14OkyUsh5PnqTHnU4DK21e5dSxuZD_aPjsIVe9ychHjk/edit Group 3, https://docs.google.com/drawings/d/1_Ffu9r8I0d6SGnJ_ChOvSDXKUwq-fDOHaBxizOPzQX0/edit 2. Log into Google Docs using your gmail email ID and password. (Note- If you do not have gmail, other email addresses such as hotmail may work also) 3. Together with your group, play around with the icons to begin familiarizing yourself with the operations necessary to create a drawing in Google Docs. * Refer to the helpful instructions on the 1/2 page handout (or at the very bottom online) if necessary.

Part 3 – Creating your Drawing

- In this stage, you will work synchronously (and possibly later asynchronously if you don’t finish in class) with your group to create a special online drawing that shows connections for your ideas on tap water.

1. Look again carefully at the sample document you viewed with your class in Part 1. 2. Brainstorm with your group ideas on how you will make a similar document.

- You may use the chat window that appears in one of the corners OR – you may simply talk face-to-face in your classroom

- Make sure you look at the MUST SEES list below when deciding on your ideas and responsibilities for the task

3. Work hard with your group to create your drawing. Make sure that you check the MUST SEES list below to ensure all parts are properly completed. You will be graded!

MUST SEES for Collaborative Diagram Task on “What is Tap Water?”

_____ Our drawing has a suitable title _____ Each member has his/her own box containing an image of him/herself and other ID information. (ex. name) ____ Each member includes all main ideas and supporting ideas from his view post on ―What I water‖ in his/her own box. _____ Every idea from each member has been placed in a centre box (ie. Ideas We Agree On OR Ideas We Do not Completely Agree On)

_____ Other ideas have been added to a centre box titled ―What We Want or Need to Know‖ _____ Other suitable words have been chosen and put in the final centre box ―Useful Categories and Labels) _____ Lines have been inserted properly between each and every member’s boxes and the first two centre boxes _____ Everything is organized in a neat and attractive way.

Part 4 – Posting your Drawing in Pepper

1. Please have one member create a note in Pepper that contains the link to your google document.

Then note should be created in the subfolder ―Connecting Our Ideas on Tap Water‖

Knowledge Building – Stage _____ ______________________________________ So far you have spent ample time generating views, responding to views and also organizing, sorting and even categorizing them. Hopefully, by now you should be able to develop some of your starting ideas by making them more concrete (visible) to your general community in an organized way. Then, the community can begin to confirm your initial ideas or as often happens in the knowledge building process, make them better. This is stage 4 – Confirming and Improving Ideas.

Basic Goals for Stage 4 – In Stage 4, you will be engaged in developing your ideas more that usually involves 3 important goals as shown below:

1. Check all ideas that your community has agreed upon (_________________________) 2. Seek resolution for ideas that your community is in disagreement when possible

(______________________) 3. Search further for answers to questions your community has (_________________________)

Basic Features of Stage 4 –

Stage 4 is another BIG stage. Attaining the three goals above often involves various types of actions. These actions can also be repeated again and again until your community is ―satisfied‖.

i) _________________________

Like stage 3, stage 4 involves (especially at first) good organization where your community makes everyone’s ideas known to each other. There are various ways to do this. This may involve having everyone simply reading each others’ views and sorting notes and then taking further notes on their own. It could also involve the use of some collaborative organizer where students can arrange all of their ideas, questions and other comments on paper or on the computer to help them see the bigger picture better. As well, students might present through debate, formal presentations and other formats their many individual and group ideas to their community for further development.

ii) ____________________________

At some point during stage 4, it is important to verify ideas that have been created by members of the community. This can occur in various ways as shown at the end of the note

iii) ___________________________

As well, your community will likely have ideas that you are not sure about on whether they are in fact accurate or not. It is important that you take further action to reach a resolution (a common agreement) on their validity. In other words, you need to do other actions to convince everyone to agree with the idea (where you can then keep the idea) or disagree with the idea (where you can then make it known an idea is wrong or even throw out an idea if it is no longer needed or desired)

iv) ____________________________

In stage 4, you may also find out there are questions in your community that nobody knows the answers to. In stage 4, you should also take actions when possible to find out answers to those questions. Then, any answers you discover or learn can be further debated and check for reliability and added to your growing sources of knowledge.

____________________________________________?

There are various ways that you can check further if your community’s idea is correct. You can also do various things to show even that the idea is –not- correct. As well, there are useful methods to employ to get more ideas for questions that you are not sure about. The following list outlines some possible ways to do all of this!

Research books and online sites

Do an investigation or even a whole inquiry

Design and test some product

Consult professionals (ex. scientists, teachers)

Attend a class or other learning environment

Perform a correlational study (ex. give a survey and analyze the data)

Review and reflect through silent writing

Debate the ideas more with the community

_________________________________________________________- Take a look at your online table activity using Cacoo see an example of

confirming and improving ideas in effect.

https://cacoo.com/diagrams/aGJMUyy6trUcQDHY