Student Pages |
This is a freshman conceptual physics class. The teacher starts off the school year by showing the class a mysterious phenomenon, such as rolling a can on the floor that curiously slows down and returns to the teacher. Then the students are invited to propose explanations. Comments are slow at first, but the teacher encourages participation allowing it to build into an energized class discussion.To help facilitate thought, students are asked to think of machines or devices that are similar to the returning can. Then the teacher asks various students to summarize 2 or 3 of the best hypothesis, writing them on the board. The students are then given 5 minutes to write in their journals their thoughts about the hypothesis. Then the teacher asks them to choose which hypothesis they think is the best and to think of some ways to test it. The teacher performs tests on the can as the students direct. The final answer is not given, but the students are informed that the can will be left out in the lab for them to experiment with. They can do anything except open the lip to look inside.Finally, the teacher gives a brief talk about the scientific method emphasizing the importance gathering background information, making a good hypothesis, testing it, and drawing conclusions.
Teacher tells the class about the science project requirement. The teacher then gives the solution to the mystery can and asks the students to review the steps involved in the scientific method as discussed on the first day. The teach talks briefly about the difference between experimental and theoretical scientists, the first being those who tinker around with toys and gadgets and finds patterns in nature and the latter being those who start with a question in their mind and try to solve it. Isaac Newton was a great theoretician who discovered the laws of motion and gravity just by thinking with pencil and paper. Galileo, on the other hand, was a great experimenter who, after noticing the regular swinging of chandeliers in church, went on to discover the law of pendulums. He also built telescopes and discovered the moons of Jupiter. Similarly, it is suggested to the students that in choosing a topic for their science project, they may follow one or the other of these patterns. They might have a question in their mind, "How big is the earth?," or "Why is the sky blue?," that they can follow. Equally fruitful, they are encouraged to play with ordinary things in their experience, scate boards, toys, gardens, pets, and make observations as their curiousity leads them. A great example of this is the experimenter Galileo In either case they will have to come up with some hypothesis and test it. Students who want to follow up on previous explorations are encouraged to do so. They can choose a project on any topic, it does not have to pertain to the physics curriculum. The teacher sets a deadline for a choice of a topic--beginning of October; they must turn in a written summary of their topic including a statement of a testable hypothesis.
The teacher takes the class down to the technology center which has a class set of computers each connected to the internet. Students recieve an introduction to using Netscape to "surf the web." Students are given about 20 minutes to search for information related to their topic. Then the class is directed to Science Projects Helper web page. They are encouraged to explore this page and use it to help them do their science projects. The "Helper" will give tips on each step of the process from choosing their topic, to writing their hypothesis, to designing their experiment. In addition, the page has links to previous years projects and other useful web pages.
Before beginning a new set of unit activities, the teacher gives the students 10 minutes to find out what each person in their lab groups are planning on doing for their projects. Some groups do this naturally, other groups are a little shyer and need extra prodding by the teacher. Students who are still undecided are encouraged to express whatever options they're considered. Some students express surprise and amazement at what their classmates have thought of, and others recieve new ideas or confirmation for their own ideas.
The teacher has collected and reviewed each of the student's written summaries. On a lab day, while the class is working on the regular unit activities, the teacher confers with each of the students about their projects, encouraging them and making suggestions where necessary.
The teacher divides the class into small groups of students who are doing similar projects. They are intructed to share and compare ideas and help one another in designing their experiments. The teacher gives them information of possible supplier's of equipment and grant money that is available from the Chicago Board of Education to help them purchase materials. Students are given a deadline for a written statement of their proceedure--end of October.
The teacher has collected and reviewed each of the student's written proceedures. On a lab day, while the class is working on the regular unit activities, the teacher confers with each of the students about their plans, encouraging them and making suggestions where necessary. The students are to carry out their experiments during the month of November.
Students turn in their complete project reports, including background information, proceedure, data tables and graphs, diagrams, conclusions. All reports must be word processed. Teacher grades the student projects and returns them before the Christmas break. These are worth approximately 10% of their grade. The best projects, approximately 2 in each class are selected to go to the school science fair in January. The students with selected projects work on revisions and poster boards during the break.
The teacher takes the class to view the various projects displayed at the school science fair. Each student is required to evaluate at least 2 projects. Extra credit is awarded to those students who actually participate in the science fair.
All the students are taught how to turn their word processed reports into web pages. These are posted on the Whitney Young server under the WY homepage. Later in the semester, the students are assigned to visit and critique at least three other projects posted on the web. They are encouraged to learn from the critiques and work on improving their projects over the summer. They will therefore have a head-start on following year. [WY students are required to do a project for every science class they take, except AP courses.]
This is a sophmore chemistry class. At the beginning of the year, the teacher reminds the students that they will be required to do a science project, worth approximately 10% of their grade. They should make use of the internet resources that they learned last year. Although it is not required, they are encouraged to continue with the project they started during the previous year, revising their proceedures, or taking it in a new direction, perhaps exploring some chemistry aspect of it. In any case, they will be required to take new data. Also, near the beginning of the year, the teacher takes the class down to the technology center and where they recieve instruction on how to put out an inquirey on the web. They will then compose a web message requesting professional help with their project and encouraging interested parties to visit the web page that they created in their freshman year. Respondants can e-mail their teacher so the teacher can screen those who wish to be a mentor. Students are also given other possible venues for hooking up with outside help such as the "Ask a Scientist" pages that already exist. In this way, mentors are found for as many students as possible.
In their junior year, students can take the advanced biology class. This will be an accelerated course taking advantage of the prior knowledge of physics and chemistry. Students will have the option of taking the AP Biology exam at the end of the year, although the course will not be geared primarily for that goal. As in the previous two years, the course will again require a science project. Hopefully, by the third year, as many students as possible will be connected with an outside expert who can help them with their project. Currently, the winning projects almost always involve collaboration with outside research institutions. Sometimes, these experiences are extremely beneficial to students and sometimes very influencial on their future careers, some leading directly to work experiences. Some of the best projects will be groomed for the Westinghouse Science Talent Search, a competition offering substantial prizes as much as $40,000.