Biology/Chemistry/Physics 482/482 G (WID): Science in Context
Spring 2014 Syllabus
Instructors:
Offices:
Phones:
Fax
e-mail:
Laura M. Barden-Gabbei, James A. Rabchuk, Bob Bahr
LMB-G – WG 374; JAR – Currens 316A; DB – Currens 128
LMB-G – 298-1679; JAR – 298-2577; BB – 298-1578
LMB-G – 298-2270; JAR – 298-2850; BB – 298-2180
LMB-G – [email protected]; JAR – [email protected] ; BB – [email protected]
Web Addresses:
LMB-G: http://www.wiu.edu/biology/personnel/barden-gabbei.shtml
JAR: http://www.wiu.edu/physics/faculty/rabchuk.shtml
BB: http://www.wiu.edu/chemistry/faculty/?action=showMember&id=13
Science Teaching Center: http://www.wiu.edu/cas/biological_sciences/science_teaching/
Department of Biological Sciences: http://www.wiu.edu/biology/
Department of Chemistry: http://www.wiu.edu/cas/chemistry/
Department of Physics: http://www.wiu.edu/cas/physics/
Class: Section 1; Tuesday 6-9pm; Meeting places will vary – see posting on Topic Outline
(3 credit hours)
WID requirement: This course has been designated to meet the Writing Instruction in the Disciplines
(WID) graduation requirement. WID courses provide instruction in the processes and
formats for the writing content and style needed to be an effective professional in a
student’s chosen field.
Pre/Corequisites: senior standing in Science/Biology, Chemistry, or Physics-Teacher Certification
option, or permission of instructor; ENG 280
Office Hours: LMB-G – Tues 1-2pm; Wed 9:00-11:00am; Thurs 1-2pm; and by appointment
JAR – Tues 12-2pm; Wed 12-2pm; and by appointment
BB – MWF 1-3pm; and by appointment
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STATE ACCREDITATION POLICY INFORMATION:
“In accordance with Illinois State Board of Education certification rules, all candidates seeking teacher
certification are required by Western Illinois University to obtain a grade of “C” or better in all directed general
education courses, all core courses, and all courses in the option. Note: A “C- ” is below a “C”.”
TPEP Vision and Mission Statements
TPEP vision statement: “Our graduates will be empowered educational professionals deeply committed to
continuous learning and the empowerment of all learners.”
TPEP mission statement: “The WIU Teacher and Professional Education Program empowers candidates to
become educational practitioners who engage in informed action that is grounded in knowledge and reflection;
who are deeply committed to the highest standards of professional practice; who are able to adapt to emerging
social, economic, and cultural landscapes; who are skilled in the use of technological tools that promote teaching
and learning; and who are committed to empowering all learners.
The logo above is a summary of what you are expected to become as a professional and embodies the Vision,
Mission, Values, and Conceptual Framework upon which the Teacher Education Program is designed.
For more information about the Mission, Vision, Values, and Conceptual Framework for the Teacher Education
Program and the Expectations of our Candidates, see the following web sites:
http://www.wiu.edu/coehs/cpep/documents/tep/Novice_to_Expert.pdf
http://www.wiu.edu/coehs/tpep/overview/framework.php
DISPOSITIONS for the Teacher Certification Program
“The University Teacher Education Committee at Western Illinois University believes that well prepared teacher
candidates understand and can demonstrate knowledge of professional skills and dispositions. We further believe
that teacher candidates must apply their knowledge skills and dispositions in school settings. The mission of
Western Illinois University's Teacher Education Program is to prepare versatile teachers who appreciate the
importance of our diverse population; who adapt to emerging social, economic, and demographic patterns; and
who are skilled in the use of technological tools to promote teaching and learning in our nation's schools. We
further believe that the disposition of our candidates is important for their success as a teacher and a
professional. Candidates are evaluated at least three (3) times during their program.” One of the three times in
which candidates are evaluated in the semester they complete Educ 439. The WIU Teacher Education Program
Dispositions include the following categories:
 Collaboration
 Honesty and Integrity
 Respect
 Commitment to Learning
 Emotional Maturity
 Responsibility
 Fairness
 Belief that All Students
Can Learn
For more information about the WIU Teacher Education Program Dispositions, please see the following web site:
http://www.wiu.edu/coehs/cpep/tep/dispositions.php
COURSE OVERVIEW
Interdisciplinary course designed to help science majors pursuing secondary certification meet the state
and national standards. Students will explore science as inquiry, the unifying principles of science, and
the role of social contexts and ethics in science. This course has been designated to meet the Writing
Instruction in the Disciplines (WID) graduation requirement. WID courses provide instruction in the
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processes and formats for the writing content and style needed to be an effective professional in a
student’s chosen field.
COURSE GOALS
This course is designed to serve science majors pursuing secondary licensure and inservice science
teachers by helping them to gain and demonstrate competencies required of them by the state and
national standards for science educators. Students will be expected to understand the nature of science
as inquiry, a process of gaining knowledge about the world, rather than as just a body of known facts
about the world. Students will also be expected to place scientific inquiry in the context of past
scientific achievements, society’s expectations of technological advancement and demands for respect
toward its institutions and ethics.
The major course goal is to provide preservice and inservice science teachers with appropriate
experiences for growth as professional science educators.
As a result of this course, students will gain experiences in:
1. scientific inquiry including designing experiments, acquiring and analyzing data, and writing
scientific papers based upon that research;
2. technological design and the practices of science;
3. determining the implication of science and technology on society;
4. examining unifying principles and concepts across all the sciences with special emphasis on
evidence, models, and explanations; and
5. examining the impact of false or doubtful assertions made in the name of science on science
and society.
These goals will be assessed through a variety of assignments and projects as discussed in the Course
Assessment and Evaluation Section below. Among the NSTA/NCATE Accreditation Standards that are
addressed at least in part by these projects are: 1b-e; 2a-c; 3a; 4a. In addition, you will be expected to
implement appropriate safety standards (Standard 9a-d) when completing all projects, especially the
Tech Design Project and the Inquiry Project.
(http://www.nsta.org/pd/ncate/docs/2012NSTAPreserviceScienceStandards.pdf)
STATE and NATIONAL STANDARDS
This course is designed to help you achieve at least in part several State and National Standards as listed below.
Each assignment is carefully constructed to help you demonstrate your achievement of one or more standards.
NCATE Assessments with Corresponding NSTA SPA Science Teacher Preparation Standards
(http://www.nsta.org/pdfs/NSTAstandards2003.pdf and
http://www.nsta.org/pd/ncate/docs/2011NSTAStandardsForScienceTeacherPreparation.pdf )
NCATE/NSTA Assessment
NSTA SPA Standards
Assessment Name
2003 NSTA Standards 1b-c, 2a-c,
Tech Design Project
Assessment 7: Research and
3a, 4a,; 2012 NSTA Standards 1a-c, Data Analysis Project
Investigation
2a-b, 3b, 5b-c.
Open-Inquiry Project
Process of Science Essay
2003 NSTA Standards 1b-c, 2a-b,
STS Project
Assessment 8: Contextual
4a, 7a; 2012 NSTA Standard 1a, 5b. Doubtful Assertions Project
Content
Process of Science Essay
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Illinois Professional Teaching Standards: 2010 Version
(http://www.isbe.state.il.us/PEAC/pdf/IL_prof_teaching_stds.pdf )
ISBE- the 9 New IPTS Standards
Assessment Names
Tech Design Project (1b)
Standard 1: Teaching Diverse Learners
Data Analysis Project (1b)
Open-Inquiry Project (1b)
Tech Design Project (2b-c)
Standard 2: Content Area and Pedagogical
Data Analysis Project (2b-c)
Knowledge
Open-Inquiry Project (2b-c)
STS Project (2b, d, f)
Science Process Essay (2b-d)
Assertions Project (2b, d)
Tech Design Project (6e-f)
Standard 6: Reading, Writing, and Oral
Data Analysis Project (6e)
Communication
Open-Inquiry Project (6e-f)
STS Project (6e)
Science Process Essay (6e)
Assertions Project (6e)
Open-Inquiry Project (8b)
Standard 8: Collaborative Relationships
TEXTBOOKS
[Note: the terms in brackets are in reference to how the book will be identified for your reading
assignments.]
Firestein, S., (2012), Ignorance: How It Drives Science, Oxford University Press, NY. [Ignorance]
(required)
Giere, R. N., Bickle, J., & Mauldin, R. F. (2006). Understanding Scientific Reasoning. Thomson
Wadsworth Publishing: Belmont, CA. [Reasoning] (optional)
Hatton, J. & Plouffe, P. B. (1997). Science and Its Ways of Knowing. Prentice Hall: Upper Saddle
River, N. J. [Ways] (required)
National Academy of Science (2013). Next Generation Science Standards: By States for States.
National Academy Press: Washington, D.C. [http://www.nextgenscience.org/]
National Research Council (2012). A Framework for K-12 Science Education: Practices, Crosscutting
Concepts, and Core Ideas. National Academy Press: Washington, D.C.
(http://www.nap.edu/openbook.php?record_id=13165&page=R1)
Publication Manual of the American Psychological Association. (5th Ed.) (2001). American
Psychological Association, Washington, D. C. [APA Manual] (optional)
UNIVERSITY AND DEPARTMENT POLICY INFORMATION:
Below are several websites that address various University and Department Policies. You are
responsible for being familiar with the information (including required forms, definitions, and time
lines) contained therein. You should access these web sites and carefully read the information they
contain, your instructors will hold you responsible for knowing this information. If you have questions
about any of the information contained in the web sites, ask your instructor:
Student Rights and Responsibilities: http://www.wiu.edu/provost/students/
Academic Integrity Policy: http://www.wiu.edu/policies/acintegrity.php
Final Exam Policy: http://www.wiu.edu/policies/finexam.php
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Final Exam Schedule: http://www.wiu.edu/registrar/exams.php
Grade Appeals Policy: http://www.wiu.edu/policies/gradeapp.php
COURSE POLICIES
This is a professional course and as such you will be expected to exemplify the TPEP Dispositions:
Collaboration, Honesty/Integrity, Respect, Commitment to Learning, Emotional Maturity, Responsibility,
Fairness, and Belief That All Students Can Learn (for more information, see
http://www.wiu.edu/coehs/cpep/tep/dispositions.php ). You are formally evaluated regarding
these dispositions three times in your program, during EIS 302, Biol 481, and STCH 480. However, you can be
evaluated at other times as appropriate as well. Your exhibition of these dispositions may impact grades on
projects and assignments as well as your professional development grade.
Professional Conduct (Dispositions are exhibited through your professional conduct):
Attendance/Conduct: Since this is a professional course, you are expected to be present, on time, and prepared for
each class session as you would expect to be for your own classroom. In order for this class to be
productive for all, everyone is expected to participate and be respectful of others and their ideas. Class
attendance will be recorded. Just as you would expect to lose salary or benefits for excessive tardies or
absences by a school district, you can expect to lose credit for excessive absences or tardies in this class.
(Please note: The final exam day has a unique absence policy as described below.)
 Tardies: Any student who has three tardies can expect their professional development grade to drop
50%; any student who has four tardies can expect their professional development grade to drop
100% (i.e. a grade of 0); any student who has five or more tardies will receive an “F” in the course.
 Unexcused Absences: Any student who has two unexcused absences will receive a zero (0) for
their professional development grade. Any student who has three or more unexcused absences will
receive an “F” in the course.
 Total Absences: Students who have an excessive number of absences (i.e. have five or more
absences total) will receive a grade of “F” in the course.
Excused absences include those due to a personal illness, family emergency (e.g. death of an immediate
family member – parent, sibling, child, grandparent), illness of a dependent, participation in a wedding as
part of the wedding party (bride, groom, groomsmen, bridesmaid, etc), presenting at a professional
teaching/science conference. Absences resulting from family vacations, oversleeping, working on projects,
etc., routine medical check-ups, advising or similar appointments, etc., are considered unexcused. If you
know you must be absent in advance, and are unsure whether it will be considered excused or unexcused,
please ask Dr. Barden-Gabbei, Dr. Rabchuk, or Mr. Bahr. In order for an absence to be considered excused,
documentation must be provided. If you are absent, it is your responsibility to find out what you missed
including any assignments you missed. See assignments policy.
Final Exam Scheduled: The final exam for this course is scheduled for Tuesday May 6th from 6-9pm. You are
expected to be present and on time for the final exam. We will use that time for several course-related
issues. Failure to be present for the final exam date/time will result in the loss of one letter grade from your
course grade in addition to any penalties from absences as noted above. From a professional standpoint,
missing the final exam is akin to being absent the day before a holiday – wherein in many school districts
you not only lose your pay but you also have to pay the substitute. If you are ill, you will need to contact
Mr. Bahr, Dr. Rabchuk, or Dr. Barden-Gabbei ASAP and provide medical documentation from a physician.
Assignments: You are expected to submit all assignments in final form on the specified due dates. All work is
to by typed and is to follow the accepted rules of English grammar and style (use the APA manual
for your guide). Any extended prose should be double-spaced (e.g. research projects), and the font should
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be no smaller than that used here (typically 11 to 12 point but that does vary by font type). The final
product should be able to be read without modification and should be submitted via WesternOnline unless
otherwise noted. Most assignments are projects and will require you to appropriately budget your time.
Waiting to begin projects until a week or two before they are due will generally result in poorer quality
work and possibly incomplete work. Submitting work late will result in a grade reduction. Submitting
work late will result in a grade reduction; the grade will be reduced by 10 points for each day late – or
fraction thereof – for a maximum of five days. Any assignment submitted more than five days late will
receive a grade of zero. All assignments will be due no later than 8AM on the specified due date unless
otherwise noted. Assignment guidelines will be available via the course WesternOnline site found at
http://westernonline.wiu.edu Please note: you are always welcome to submit assignments early.
Academic Honesty: Remember, any work you sign your name to will be considered your original work
unless you specify otherwise. Failure to properly cite a source that you used to assist you in
completing your work is considered a form of plagiarism, including failure to cite your textbook, a
web site, a personal communication, etc.
Academic Dishonesty: The faculty of the Department of Biological Sciences ascribes to a definition
of plagiarism as expressed by V. E. McMillan in Writing Papers in the Biological Sciences
(Bedford/St. Martin’s Press, New York, pg. 16).
“Plagiarism is the theft of someone else’s words, work, or ideas. It includes such acts as (1)
turning in a friend’s paper and saying it is yours; (2) using another person’s data or ideas without
acknowledgement; (3) copying an author’s exact words and putting them in your paper without
quotation marks; and (4) using wording that is very similar to that of the original source but
passing it off as entirely your own even while acknowledging the source.”
This includes information in textbooks, lab manuals, honors and masters theses, web sites, all
writing assignments, and images. The faculty of the Department attempt to monitor student
writing assignments (essay exams, papers, laboratory reports, and other writing assignments and
exercises) for incidence of plagiarism.
If plagiarism or any other form of academic dishonesty (e.g. using someone else’s lessons, cheating,
etc) is found, the faculty will discuss the situation with the student and indicate to the student the
penalty for this academic dishonesty. Potential penalties include those cited in the academic
dishonesty section of the WIU web page for Student Rights and Responsibilities:
http://www.wiu.edu/policies/acintegrity.php
Students with Disabilities: “In accordance with University policy and the Americans with Disabilities
Act (ADA), academic accommodations may be made for any student who notifies the instructor of
the need for an accommodation. For the instructor to provide the proper accommodation(s), you
must obtain documentation of the need for an accommodation through Disability Resource Center
and provide it to the instructor. It is imperative that you take the initiative to bring such needs to the
instructor's attention, as he/she is not legally permitted to inquire about such particular needs of
students. Students who may require special assistance in emergency evacuations (i.e. fire, tornado,
etc.) should contact the instructor as to the most appropriate procedures to follow in such an
emergency. Contact Disability Resource Center at 298-2512 or [email protected] for additional
services.”
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COURSE ACTIVITIES AND EVALUATION
More detailed guidelines for each of the assignments along with rubrics as appropriate will be provided
via WesternOnline. All written work and copies of power point presentations are to be submitted via
WesternOnline by the date and time listed on the syllabus schedule.
1. Science, Technology, Society Project: STS Proj
For this project you are required to identify at least one development or application in each broad
area of science (Biology/Life Science, Chemistry, Physics, and the Earth/Space Sciences) that relates
to personal and community health and to environmental quality. If you cannot find a single
application that addresses all three items within a field, then you will need to select more than one so
that you address all three areas (personal and community health and environmental quality) for each
discipline area. After identifying a development/application for each area, you will be doing two
different things.
 First, you will be giving a power point presentation (5-7 minutes) on each
development/application in which you will be required to discuss the development/application
and the NGSS disciplinary core idea(s) behind it, related to it, or connected to it as most
appropriate for the development/application. Note, this will require you to review the relevant
parts of the Framework and consider carefully how the two connect. This may require that you
spend some time delving into the general topic area so that you can give a reasonable description
of the science within that core idea. The target audience for your discussion should be typical
9th/10th grade Life Science, Physical Science, or Earth Science course so consider how you might
use the power point or how you might help a group of students in this age group make the
appropriate connections between the core ideas and the development or application.
 The second part of this project is a written paper. The paper will be subdivided into four parts –
one part for each disciplinary area and the development(s)/application(s) for each area. In each
of those parts you are to provide a summary of the presentation and then discuss the impact of
the developments/applications on environmental quality AND personal and community health.
Be careful when picking topics that you can discuss both the environmental quality AND
personal and community health issues. Some topics do not allow for both of these well. [15% of
grade – 8% for the presentations and 7% for the paper.]
2. Technological Design, Data Acquisition, Cost Analysis Project: Tech Design Proj
For this project, you will be given the task of designing an experimental procedure and apparatus for
the purpose of obtaining a product. A literature review will be required to provide you with
background information on the product and help you to formulate your procedure. Part1 involves
writing your experimental procedure, designing the apparatus necessary to produce the product, and
carrying out the production phase. In part 2, you will develop and conduct analytical tests of your
product in order to determine its properties and collect quantitative data for later analysis. This data
along with your experimental procedure will be presented in the form of a technical paper along with
a poster presentation. The technical paper should incorporate your literature review, experimental
procedure, data, results, economic and environmental applications of the procedure as well as a
cost/benefit analysis, and final conclusion. The poster presentation should focus on aspects that
make your project unique, a discussion of the development and properties of your product, and a
cost/benefit analysis of your method. More detailed guidelines will be provided for the written work
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(both technical paper and poster presentation. All references and bibliographic entries should follow
APA guidelines. [20% of grade]
3. Data Analysis Project
For this project you will be seeking to identify a possible cause and effect relationship between two
measurable phenomena regarding global issues for which data sets already exist. You will need to
determine the appropriateness, reliability, validity and comparability of the data sets you select as
well as analyze in concrete ways the nature of the relationship between the phenomena. You will be
submitting parts of this project throughout the second half of the semester. The final paper should be
written following APA guidelines for publishing experimental papers (journal style manuscript).
The only exception to the guidelines is that all figures, tables, etc. should be located at the
appropriate place within the body of the text with appropriate titles rather than at the end of the
paper. You will also be expected to discuss and answer questions about your project during a full
class discussion of all projects. During this discussion, your peers will be engaging with you in the
peer review process. More detailed description of the project will be provided. [20% of grade]
4. Open-Ended Lab Project: Inquiry Project
This project will be completed in groups. It will require that each group conduct an experiment from
start to finish. The process will start with picking the problem from among a set of options,
narrowing the problem, designing the experiment, etc. The stipulations include that the project
must: (a) include both biotic and abiotic factors – i.e. it must be interdisciplinary across the life and
physical sciences; (b) be able to be completed within the timeframe provided; and (c) be able to be
completed with materials that are available to you. You will be required to present your project in
poster format (through the Undergraduate Research Day event or Graduate Research Day event),
orally to the entire class, and in writing following APA guidelines for publishing experimental
papers (journal style manuscript). The only exception to the guidelines is that all figures, tables, etc.
should be located at the appropriate place within the body of the text with appropriate titles rather
than at the end of the paper. As with the technological design project and the data analysis project,
you will be asked to submit various parts of the project for review and then use comments to
improve upon the project prior to final submission. You will also be provided a more detailed
description of the project. [20% of grade]
5. Process of Science Essays
s
Three times throughout the semester, you will be expected to write an essay regarding your
understanding of the process of science. The three essays will be structured around the readings you
have done from the three major sections of the Ways of Knowing book, plus other assigned readings.
Those three sections are loosely organized around the three ideas of Scientific Method, the Nature of
a Theory, and Contexts of Discovery. Each essay should draw specific citations from several of the
readings, and also draw from your experiences in completing the other projects in the course. The
essays should also address how your views have changed over the course of the academic year, and
how you might help your future students develop more scientifically accurate understandings of the
process of science, the work of scientists, and the impact of science on society. More detailed
description of the project will be provided. [15% of grade.]
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6. Professional Development (Participation, Homework, etc)
To gain the most out of this course, active involvement in class discussions and activities is
necessary. This involves both participation during class time and participation in group activities
that must occur outside of class time. For the discussions on the readings from the Ways of
Knowing book and the Ignorance book, one or more of you will be assigned to lead the discussion in
class (more information about the expectations for this will be provided on WesternOnline). During
all peer led discussions, you are expected to be an active participant. In order to be prepared for
each session, you will need to have completed the associated reading and writing assignments. For
reading assignments, be sure to come in prepared to discuss the ideas and implications of the ideas
from the reading. Your notes regarding the readings will be submitted via WesternOnline prior to
each class session (more information about the style of notes will be provided on WesternOnline).
This means you will need to take notes and think through concepts presented prior to coming to class
for each reading assignment – not just the one for which you are acting as leader. You will also be
asked to complete a few other short homework assignments; these will be incorporated into this part
of your grade as well. (NB: This portion of your grade may also be negatively impacted by
excessive absences, tardies, or lack of participation during class.) [10% of grade]
Graduate Credit
Those of you taking the course for graduate credit will be required to develop a description for how you
will implement projects 1-4 in your future teaching – these descriptions should be submitted with the
final project write-ups but be ready to be discussed on the day the project is discussed in class. More
detailed information about these descriptions will be provided on WesternOnline. You will also be
expected to discuss these ideas with your classmates during discussions of each of these projects – that
will be included in the grade for professional development. These will not be formal presentations but
instead informally discussed during the class discussion.
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Date
Jan 14
Jan 21
Jan 28
Feb 04
Feb 11
Tentative Topic Outline and Assignment Due Dates
(Additional Reading Assignments to be Announced)
Syllabus and Due Dates Subject to Change with Notice
Topic
Weekly Info and Assignments (NB:
Presentations are to be given during
class on the specified week. Written
assignments are due on the date/time
specified on WesternOnline.)
 Meet in WG 374
Begin work on projects and readings.
 Participant Introductions
Be sure as you read that you take notes
 Course Introduction & Syllabus
and are prepared to participate in a
 Introduce all projects
class discussion about all the readings.
 Discuss: How to prepare to lead
Also, remember to keep notes on how
discussions on readings
the readings impact your ideas of the
 Discuss: Emotional Stages of
process of science (See Essay
Participants During Research
Requirements)
 Inquiry Project Group Work
Due: Pretest (WesternOnline – Due 1/17
at 8am)
 Meet in WG 374
Due: Presentation for STS Proj. within
 STS Project Presentations – designation
designation area.
area
Prepared to discuss the following
 Discussion – Readings on the nature of
readings:
science
Sagan, Pirsig, and Kneller essays – Ways
book
Firestein -- Introduction
 Meet in WG 374
Due: Topic and initial broad questions
 STS Project Presentations – Earth/Space
that you are using to guide your
Science
literature review for Inquiry Proj.
 Discussion of Readings
(Wed 8am)
 Happy Stoichiometry Day
Due: Presentation for STS Proj. Earth Sci
 Inquiry Project work
Area
Prepared to discuss the following readings
Bauer, Collins&Pinch – Ways;
Firestein – A short view of ignorance
 Meet in WG 374
Due: List of Materials for Tech Design
 STS Project – Chemistry (Chemists do
Project (Mon 8am)
Bio)
Due: Presentation for STS Proj. Chem
 Discussion of Tech Design Paper
except Chemist does Bio (class)
 Discussion of Readings
Prepared to discuss the following essays:
 Discussion of Inquiry Project as time
Von Baeyer (Fermi), Renouf – Ways
allows
Firestein – Finding out
 Meet in WG 374
Discuss NGSS Framework. Dimension 1:
 Special Lecture by Dr. Esteban Araya,
Scientific and Engineering Practice
followed by a class discussion on the
Paper #1 on Scientific Method due Friday
Scientific Method
8am
10
Feb 18 



Feb 25 



Meet in Currens 336 and 319
Tech Design Proj
Discussion of Reading as time allows
Discuss Inquiry Project as time allows
Meet in Currens 336 and 319
Tech Design Project
Discussion of Reading as time allows
Discuss Inquiry Project as time allows
March  Meet in Currens 336 and 319
 STS Project – Physics (Physicists do
4
Bio)
 Discuss Poster creation
 Discuss Reading as time allows
March No Classes – Spring Break Week
11
March  Meet in WG 374
 Tech Design Project - presentations
18
 Discussion of Data Analysis Project
 Discussion of Ways
March  Meet in WG 374
 Discussion of Correlations and
25
Regression
 Discussion of Data Analysis Project
 Inquiry Project Group Work Time
April
01
 Meet in WG 374
 Discussion of Ways reading
 Discussion of Data Analysis Project –
sample papers
 Data Analysis Project – Computer time
April
08




Meet in WG 374
Discussion of Ways
Discussion of Data Analysis Project
Data Analysis Project – Computer time
Due in class: Bring materials as required
by your procedure for use in lab
Continue work on projects.
Discuss essays: Wynn - Ways
Due: Lit Review (including care
information for your organism and a
discussion of the nature of the abiotic
factor), Methodology for Inquiry Proj.,
& list of resources needed. (Mon 8am)
Continue work on projects.
Discuss essays: Von Baeyer (Aesthetic) Ways
Due: Presentation for STS Proj. Phys
except Physicist does Biol (class)
STS Proj Paper Due (Wed 8am)
Continue working on projects
Discuss essays: Gould – Ways and
Firestein – Limits, etc.
Due: Tech Design Poster PPT Slide Due
(via WesternOnline - Monday 10 am;
printed by Tuesday 6pm)
Inquiry Project should be set up and
running by the beginning of this week
if not before.
Discuss essays: Popper – Ways and
Firestein – Unpredicting
Due: Tech Design Proj Paper (Mon 8am)
Submit Lit Review and Problem
Definition for Data Analysis Project. (Fr.
8am)
Reading: Ch. 15 on Correlation and
Regression, Gravetter and Wallnau
Paper #2 – Developing a Theory due by
Friday 8am.
Due: URD Abstract by Monday March 31
Discuss essays: Scudder – Ways
Read sample Data Analysis papers
Continue work on projects.
Submit Data Evaluation for Data Analysis
Project (remember this is an evaluation of
data sources, assumptions, limitations,
quality, etc.). (Mon 8am)
Discuss essays: Root Bernstein and
Hoagland – Ways
11
April
15
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



April
22
 Inquiry Project Presentations
 Discussion of Readings and the Process
of Science as it relates to Science
Education
April
29
 Discussion and Peer Review of Data
Analysis Project Papers
May 6
 Discussion of Process of Science papers
Meet in WG 374
Discussion of Readings
Discussion of Data Analysis Project
Data Analysis Project – Computer time
Discussion of Inquiry Project as needed
and Group work time
Due: Inquiry Project Initial Data Analysis
along with revised Introduction, Lit
Review, and Methods sections (Mon
8am)
Poster Presentation at URD – April 16th
Prepared to discuss the following essays:
Keller -- Ways
Firestein – The Quality of Ignorance
Dimension 2 from Framework (Crosscutting concepts)
Due: Submit Final Data Analysis Paper
(Fri 8am)
Due: Inquiry Project Presentation (Tues class)
Bronowski’s “Common Sense”
Firestein – You and Ignorance
NGSS Framework: Review Dimensions 1
and 2.
Read all Data Analysis Papers
Paper #3 on Contexts of Discovery due on
Wednesday 8am
Due: Inquiry Project Paper (Monday
8am)
12
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