DOCSLIB.ORG

ABSTRACT Joseph B. Davis. the HISTORICAL FOUNDATIONS of MODERN EARTH SCIENCE EDUCATION

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
ABSTRACT Joseph B. Davis. the HISTORICAL FOUNDATIONS of MODERN EARTH SCIENCE EDUCATION ABSTRACT Joseph B. Davis. THE HISTORICAL FOUNDATIONS OF MODERN EARTH SCIENCE EDUCATION: USING THE POWER OF HISTORY IN EARTH SCIENCE EDUCATION (Under the Direction of Dr. Catherine A. Rigsby) Department of Geological Sciences, November, 2010. This project is part of a larger collaborative effort between science, math, and education departments at East Carolina University. The project aims to address the common science and mathematics deficiencies of many high school students by (1) elucidating the relationships among the history of scientific discovery, the geological sciences, and modern scientific thought; (2) developing, and utilizing in the classroom, activity-based instructional modules that are relevant to the modern geological sciences curriculum and that relate fundamental scientific discoveries and principles to multiple disciplines and to modern societal issues; and (3) using these activity-based modules to heighten students’ interest in science disciplines and to generate enthusiasm for doing science in both students and instructors. The educational module developed from this linkage of modern and historical scientific thought is activity-based, directly related to the National Science Education Standards for the high school sciences curriculum, and adaptable to fit each state’s standard course of study for the sciences and math. The module integrates historic sciences and mathematics with modern science, contains relevant background information on both the concept(s) and scientist(s) involved, presents questions that compel students to think more deeply (both qualitatively and quantitatively) about the subject matter, and includes threads that branch off to related topics. A module for the topic of density has been developed and is waiting to be tested. THE HISTORICAL FOUNDATIONS OF MODERN EARTH SCIENCE EDUCATION: USING THE POWER OF HISTORY IN EARTH SCIENCE EDUCATION A Thesis Presented to the Faculty of the Department of Geological Sciences East Carolina University In Partial Fulfillment of the Requirements for the Degree Master of Science in Geology by Joseph B. Davis November 2010 © 2010, Joseph B. Davis THE HISTORICAL FOUNDATIONS OF MODERN EARTH SCIENCE EDUCATION: USING THE POWER OF HISTORY IN EARTH SCIENCE EDUCATION by Joseph B. Davis APPROVED BY: DIRECTOR OF THESIS __________________________________________ Dr. Catherine A. Rigsby COMMITTEE MEMBER __________________________________________ Dr. Terri Woods EXTERNAL COMMITTEE MEMBER __________________________________________ Dr. Zachary Robinson EXTERNAL COMMITTEE MEMBER __________________________________________ Dr. Martha Fewell CHAIRMAN OF THE DEPARTMENT OF GEOLOGICAL SCIENCES __________________________________________ Dr. Stephen J. Culver DEAN OF THE GRADUATE SCHOOL __________________________________________ Dr. Paul Gemperline ACKNOWLEDGEMENTS This thesis is part of a larger project which was funded by the Division of Research and Graduate Studies. The larger project is a collaborative effort involving ECU faculty from the Departments of Biology, Chemistry, Geological Sciences, Mathematics and Physics, as well ECU’s College of Education. Thank you to the ECU faculty members of project RaN, Drs. Robinson, Morehead, Stellwag, Shinpaugh, Thompson, and a special thanks to Dr. Dawkins for her assistance with the project over this past summer. There are many people that supported me over the past two years. First and foremost I must thank my thesis advisor Dr. Catherine Rigsby for allowing me to be a part of this project. As busy as she has been the past two years with teaching classes, conducting research, and traveling she has always made time for me when I had a question or concern regarding the research. I sincerely appreciate her guidance and support during these past two years. I would also like to thank the Department of Geological Sciences for allowing me to work on this “non-traditional” geology thesis. Specifically, I would like to thank Dr. Terri Woods for her encouragement and suggestions during my undergraduate and graduate tenures at ECU. I would like to thank Drs. Woods and O’Driscoll, Mr. Andy Srinivasan, Mrs. Ann McClung, and Mrs. Crystal Netter for their enthusiasm towards the project. I would like to thank all of my geology instructors for making each class an “experience” that I will never forget. Also, I would like to thank John Woods and Jim Watson from the department for lab equipment and technology support. Finally, I must thank my family for their support over the past few years. It has been a long journey which I could not have completed without them. So, to my father Roy, and to my mother Shirley (RIP), thanks for being there during the times I needed you most - I will never be able to repay you for all of your love and support. To the in-laws Billy and Barbara Carroll, thank you for your support (and for introducing me to the “Bailey Experience”). It is not enough to only say thank you, so the next round is on me. Most importantly, I must thank my wife Beth for putting up with me for all of these years. Without her love and support I would not have made the decision to continue my education. She is the world to me. All of this is for her. TABLE OF CONTENTS SECTION PAGE LIST OF TABLES ...................................................................................................... viii LIST OF FIGURES ....................................................................................................... ix I. PROJECT GOALS AND RESEARCH ..................................................................... 1 INTRODUCTION ................................................................................................... 1 Project Objectives ............................................................................................... 2 MODULE DEVELOPMENT ................................................................................. 4 Choosing a Topic ................................................................................................ 4 Background Research ......................................................................................... 5 Current Connections ........................................................................................... 8 Science Education Standards .............................................................................. 9 MODULE CONTENT .......................................................................................... 10 Demonstrations ................................................................................................. 12 Activities ............................................................................................................ 13 Experiments....................................................................................................... 13 Interdisciplinary Threads.................................................................................. 15 INTEGRATING SCIENCE AND MATHEMATICS .......................................... 16 From Qualitative to Quantitative...................................................................... 17 Integrating Math ............................................................................................... 18 CONCEPTUAL THINKING ................................................................................ 19 TABLE OF CONTENTS (continued) II: HISTORICAL FOUNDATIONS AND MODERN UNDERSTANDING: TEACHING SCIENCE TODAY THROUGH THE SCIENCE OF YESTERDAY ......................... 21 INTRODUCTION ................................................................................................. 21 USING THE MODULE ........................................................................................ 22 Presentation of the Module ............................................................................... 23 Density of an Irregularly-Shaped Object ......................................... 24 Density of Liquids ............................................................................... 25 Density of Rocks and Minerals .......................................................... 25 What Students Learn from the Experiments...................................................... 27 Assessment ........................................................................................................ 28 GENERATING ENTHUSIASM FOR EARTH SCIENCE .................................. 28 REFLECTIONS AND FUTURE WORK ............................................................. 30 What next? ........................................................................................................ 31 III: REFERENCES CITED ......................................................................................... 32 IV: APPENDIX I -- THE MODULE ........................................................................... 46 viii List of Tables PAGE Table 1: Science education standards and interdisciplinary connections. The module topic density is directly related to the National Science Education Standards and to the North Carolina Standard Course of Study goals and objectives for the Earth and Environmental Science curriculum. In addition, numerous interdisciplinary connections exist between the module topic density and the North Carolina Standard Course of Study science curriculums (NSES, 1996; NCSCOS, 2004). ................................................. 36 Table 2: The relations of the module components that specifically address National Science Education Standards and North Carolina Standard Course of Study Goals and
Load more

Recommended publications
  • Thermometer 1 Thermometer
    Thermometer 1 Thermometer Developed during the 16th and 17th centuries, a thermometer (from the Greek θερμός (thermo) meaning "warm" and meter, "to measure") is a device that measures temperature or temperature gradient using a variety of different principles.[1] A thermometer has two important elements: the temperature sensor (e.g. the bulb on a mercury thermometer) in which some physical change occurs with temperature, plus some means of converting this physical change into a numerical value (e.g. the scale on a mercury thermometer). A clinical mercury-in-glass thermometer There are many types of thermometer and many uses for thermometers, as detailed below in sections of this article. Temperature While an individual thermometer is able to measure degrees of hotness, the readings on two thermometers cannot be compared unless they conform to an agreed scale. There is today an absolute thermodynamic temperature scale. Internationally agreed temperature scales are designed to approximate this closely, based on fixed points and interpolating thermometers. The most recent official temperature scale is the International Temperature Scale of 1990. It extends from 0.65 K (−272.5 °C; −458.5 °F) to approximately 1358 K (1085 °C; 1985 °F). Thermometer Thermometer 2 Development Various authors have credited the invention of the thermometer to Cornelius Drebbel, Robert Fludd, Galileo Galilei or Santorio Santorio. The thermometer was not a single invention, however, but a development. Philo of Byzantium and Hero of Alexandria knew of the principle that certain substances, notably air, expand and contract and described a demonstration in which a closed tube partially filled with air had its end in a container of water.[2] The expansion and contraction of the air caused the position of the water/air interface to move along the tube.
    [Show full text]
  • Chapter1.Pdf
    Chapter 1 -- Taking the Temperature of the Planet Peter deMenocal “The heat is on” - Glenn Frey 31 December, 1768: “No one can recall such a mild Autumn: the ground is as green as in the Spring, and today I have picked sufficient young nettles, dandelions, and other herbs to cook green cabbage tomorrow, which is New Year’s day.” Colorful mixes of meteorology and domestic concerns are typical of weather diaries kept by diligent observers for centuries. This example, from the Stockholm Observatory in Sweden, is not unusual, but it does pose prob- lems for those interested in climate change. For instance, exactly how mild was that autumn and how might it compare to autumn in 2007? To answer those questions and others like them, these qualitative descriptions are not sufficient—quantitative measures are required. Galileo Galilei developed the first thermomete in the late 1500s. The “thermoscope”, as beautiful as it was imprecise, was an elegant liquid-filled glass cylinder hosting several colorful, sealed glass bulbs that rose and sank with changes in temperature as their density relative to the liquid changed. More accurate measurements became available two centuries later, when German physicist Daniel Fahrenheit developed the sealed mercury thermometer in 1714 and the temperature scale that bears his name. As with many scientific advances, this new way of reducing nature to numbers lead to a new way of viewing the climate. No longer was the difference between one year and another simply a qualitative change – warmer, cooler, wetter – but a difference that could be reliably quantified. These records gave rise to the statistics of weather and eventually to the possibility of detecting subtle changes in climate.
    [Show full text]
  • Chemmatters December 2006 Reading Strategies
    December 2006 Teacher's Guide About the Guide...............................................................................................................................3 Student Questions .........................................................................................................................4 Answers to Student Questions.............................................................................................5 Puzzle: Chemistry Drop-outs .................................................................................................7 Answers to Puzzle: Chemistry Drop-outs ....................................................................8 Content Reading Guide ......................................................................................................................9 National Science Education Content Standard Addressed.......................................................................9 Anticipation Guides ...........................................................................................................................10 Corn-the A’maiz’ing Grain .......................................................................................................................10 Sticky Situations: the Wonders of Glue...................................................................................................11 Unusual Sunken Treasure.......................................................................................................................12 Thermometers .........................................................................................................................................13
    [Show full text]
  • Fall 2015 Vol 17 No 3 Mea-Mft.Org MEA-MFT a Publication for Members of MEA-MFT
    Trouble in Dawson 4 State employees Apply now for Amazing Member pay it forward 5 Karen Cox Grants 7 Josh Racki 12 Fall 2015 Vol 17 No 3 mea-mft.org MEA-MFT A publication for members of MEA-MFT Pushing back the classroom walls 2016 Montana Teacher of the Year Jessica Anderson Great teaching has a domino ef- fect. So it’s appropriate that Jessica Anderson showed up for school the day before Halloween dressed as a domino. Anderson has no objection to fun and games in the classroom. In fact, she uses games extensively to teach science concepts. “Our entire classroom is a game,” she said. Her students love it — to the point of not wanting to leave sometimes when class is over. “Students who typically struggle in school frequently excel under Jessica’s leadership,” says her school principal, Kerry Glisson. Anderson’s innovation and non- stop energy recently earned her the Finalist Derek Strahn, Teacher of the Year Jessica Anderson, and inalist Shelly title of 2016 Montana Teacher of Stanton at the Teacher of the Year Celebration Oct. 15. All are MEA-MFT members. the Year. She teaches earth science, chemistry, and physics at Powell MEA-MFT scores inal victory County High School in Deer Lodge and oceanography through the in saving our retirement beneits Montana Digital Academy. GABA preserved for employees still working and those who are She says her inspiration to teach & retirees in TRS & PERS retired. It means the yearly cost-of- came from her grandmother, who This August, MEA-MFT won the living increase they were guaranteed taught in a one-room school on last round in its two-year legal battle when they were hired — called “guar- the North Dakota plains where she to save public employees’ and anteed annual beneit adjustment” cleaned the school, tended to the teachers’ retirement beneits.
    [Show full text]
  • Oil in Galileo Thermometer
    Page 1/11 Safety Data Sheet according to 1907/2006/EC (REACH), 1272/2008/EC (CLP), and GHS Printing date 26.06.2014 Revision: 26.06.2014 1 Identification of the substance/mixture and of the company/undertaking · 1.1 Product identifier · Trade name: Oil of Galileo Thermometer · CAS Number: 8008-20-6 · EC number: 232-366-4 · Index number: 649-404-00-4 · 1.2 Relevant identified uses of the substance or mixture and uses advised against No further relevant information available. · Application of the substance / the mixture Product Component · 1.3 Details of the supplier of the Safety Data Sheet · Manufacturer/Supplier: H-B Instrument – A Division of Bel-Art Products 102 West Seventh Avenue Trappe, PA 19426 USA Phone: (610) 489-5500 · 1.4 Emergency telephone number: ChemTel Inc. (800)255-3924, +1 (813)248-0585 2 Hazards identification · 2.1 Classification of the substance or mixture · Classification according to Regulation (EC) No 1272/2008 The following classifications are applicable only to the general GHS regulations and not the specific CLP regulation: H227 - Combustible liquid. H227: Combustible Liquid. (General GHS and USA only) health hazard Carc. 2 H351 Suspected of causing cancer. Asp. Tox. 1 H304 May be fatal if swallowed and enters airways. · Classification according to Directive 67/548/EEC or Directive 1999/45/EC Xn; Harmful R65: Harmful: may cause lung damage if swallowed. · Information concerning particular hazards for human and environment: Not applicable. · 2.2 Label elements · Labelling according to Regulation (EC) No 1272/2008 The following classifications are applicable only to the general GHS regulations and not the specific CLP regulation: combustible liquid.
    [Show full text]
  • Weld County School District RE-1 Disbursement Detail Listing
    Weld County School District RE-1 Disbursement Detail Listing Bank Name: General Fund Operating Date Range: 05/01/2015 - 05/30/2015 Sort By: Check Bank Account: 4420500259 Voucher Range: - Dollar Limit: $0.00 Fiscal Year: 2014-2015 Print Employee Vendor Names Exclude Voided Checks Exclude Manual Checks Include Non Check Batches Check Number Date Voucher Payee Invoice Account Description Amount Bank Name: General Fund Operating Bank Account: 4420500259 83623 05/05/2015 1147 Mama Ruth's Pizza Shop Assist Supt Committe 10.654.00.2832.0580.000.0000 Assistant Supt. Committee $42.75 Check Total: $42.75 83624 05/12/2015 1148 4 Rivers Equipment 33 3303193 10.760.00.2630.0430.000.0000 Grounds Maint & Repairs $1,059.23 83624 05/12/2015 1148 4 Rivers Equipment 33 3303263 10.760.00.2630.0430.000.0000 Grounds Maint & Repairs ($94.47) Check Total: $964.76 83625 05/12/2015 1148 A&E Tire Inc. 127183-00 10.770.00.2742.0610.000.0000 Pool Vehicle Supplies $543.24 Check Total: $543.24 83626 05/12/2015 1148 AbleNet, Inc. CI1505020 10.331.00.1780.0610.000.3130 Battery device adapter AA $38.40 83626 05/12/2015 1148 AbleNet, Inc. CI1505020 10.331.00.1780.0610.000.3130 Pretty Poodle $49.00 83626 05/12/2015 1148 AbleNet, Inc. CI1505020 10.331.00.1780.0610.000.3130 Pudgy the Piglet $49.00 Check Total: $136.40 83627 05/12/2015 1148 Ace Hardware of Greeley 056427 10.331.00.2640.0610.000.0000 Supplies Maintenance $12.59 83627 05/12/2015 1148 Ace Hardware of Greeley 056515 10.331.00.2620.0614.000.0000 Maint.
    [Show full text]
  • Let's Repair the Broken Galileo Thermometer
    c e p s Journal | Vol.8 | No1 | Year 2018 77 doi: 10.26529/cepsj.320 Let’s Repair the Broken Galileo Thermometer Marián Kireš1 • We have developed and verified laboratory work as guided inquiry for upper secondary level students, focusing on conceptual understand- ing of the physical principle that forms the basis of temperature meas- urement, and on improvement of selected skills. Conceptual pre-test questions initiate the students’ interest and help identify input miscon- ceptions. Using the method of interactive lecture demonstration, the students are introduced to the measurement principles of the Galileo thermometer. The students are then set the problem of how to repair a broken thermometer when tap water is used instead of ethanol. Since the density of water is greater than that of ethanol, the buoys must be adjusted by the students to achieve correct temperature measurement. The next steps of the activity have a hands-on orientation. The students work in pairs, guided by worksheet instructions. At the end of the activ- ity, they complete self-assessment rubrics focused on skill improvement and final conceptual understanding. The results of the conceptual pre- test questions and of the self-assessment rubrics from 461 participants are analysed and recommendations are made for teachers. Keywords: conceptual understanding, Galileo thermometer, guided inquiry 1 Pavol Jozef Šafárik University in Košice, Faculty of Science, Slovakia; [email protected]. 78 let’s repair the broken galileo thermometer Popravimo pokvarjen Galilejev termometer Marián Kireš • Razvili in evalvirali smo laboratorijsko vajo, vključujoč učenje z razisko- vanjem, za dijake, osredinjeno na konceptualno razumevanje fizikalne- ga principa, ki je osnova za merjenje temperature, in na izboljšanje iz- branih veščin.
    [Show full text]
  • 5. Galileo Thermometer
    Ambient Weather WS-YG901 Galileo Thermometer and Glass Fluid Barometer Table of Contents 1. Introduction ..................................................................................................................................... 2 2. Preparation ...................................................................................................................................... 2 3. Care and Cleaning ........................................................................................................................... 2 4. Storm Glass Barometer ................................................................................................................... 2 4.1 How the storm glass works .................................................................................................... 2 4.2 Filling the storm glass ............................................................................................................ 3 4.3 Emptying the storm glass ....................................................................................................... 3 5. Galileo Thermometer ...................................................................................................................... 4 5.1 How the Galileo thermometer works ..................................................................................... 4 5.2 How to read the Galileo thermometer .................................................................................... 4 5.3 Galileo thermometer warnings ..............................................................................................
    [Show full text]
  • Temperature and Ocean Temperature Are Often Included in a Weather Report! Air Temperature Is the Main Value Reported in Weather Reports
    Both air temperature and ocean temperature are often included in a weather report! Air temperature is the main value reported in weather reports. It gives us a good indication of how the day will feel. Does anyone know what the today’s temperature is? Before we get started exploring temperature, lets chat about the weather measuring devices and weather diaries we started in the last session… 1 Bring along a printed weather forecast for the day of the session from the Bureau of Meteorology. Compare to student forecasts! Discuss the weather between the last session and today with the students. Did they observe any rainfall? Were they able to measure it? Has it been hot or cold? Has it been windy? Has there been one prevailing wind direction, or many directions? Has the air pressure varied day to day? Has it varied morning to night? Discuss weather diary entries with students, comparing their recorded values for similar days / times. How similar were the readings from their devices? Were there differences based on time of day, and location of device? Have a discussion about how their devices performed. Would they make the devices differently next time, or place them somewhere else? Did anyone forecast the sessions weather for today? Were they correct? 2 We think of temperature as how warm or cold something is. But what is it really? Temperature is a measure of energy or heat. There are several ways to determine temperature. One way is by just using your senses. Objects with more energy will be warm or hot to the touch.
    [Show full text]
  • 2. Galileo Thermometer
    Ambient Weather WS-GA1141710 17" Galileo Thermometer with 10 Glass Balls and Gold Tags Table of Contents 1. Introduction ..................................................................................................................................... 2 2. Galileo Thermometer ...................................................................................................................... 2 2.1 How the Galileo thermometer works ..................................................................................... 2 2.2 How to read the Galileo thermometer .................................................................................... 2 2.3 Galileo thermometer warnings ............................................................................................... 2 3. Warranty Information ...................................................................................................................... 3 Version 1.1 ©Copyright 2014, Ambient LLC. All Rights Reserved. Page 1 1. Introduction Thank you for your purchase of the Ambient Weather WS-GA1141710 17" Galileo Thermometer with 10 Glass Balls and Gold Tags. The following is a guide for preparation, care and operation of your traditional barometer and thermometer. 2. Galileo Thermometer 2.1 How the Galileo thermometer works The Galileo thermometer consists of a sealed glass tube that is filled with paraffin oiland several floating bubbles. The bubbles are glass spheres filled with a colored liquid mixture. Attached to each bubble is a little metal tag that indicates a temperature.
    [Show full text]
  • Measurements of Temperature in Air, Liquids, and Humans
    Lab Framework Text: CORD Unit number and title: Unit 3 Measuring in English and Metric Units Short Description: Make and convert temperature measurements using in multiple mediums with the use of different instruments. Developed by: Thomas Walker Contact Information: [email protected] Date: 06/25/2009 Lab Title Measurements of Temperature in Air, Liquids, and Humans LAB PLAN TEACHER: Teacher Prep/ Lesson Plan • Lab Objective 1. Read measurements taken with various temperature measurement tools in different applications. 2. Use common English measurement units for temperature 3. Use common metric measurement units for temperature 4. Convert common measurement units for temperature to and from the English and metric systems. • Statement of pre-requisite skills needed (i.e., vocabulary, measurement techniques, formulas, etc.) Knowledge of fractions, decimals, percents, and how to convert from one to the other. • Vocabulary Accurate, precise, degree, Celsius, Fahrenheit, calibration, bulb thermometer, spring thermometer, digital, bulb, oral The following should be defined, but not tested: temporal, auxiliary, tympanic • Materials List Students Document camera & projector Cups Water Isopropyl alcohol (cold / from freezer) Environmental thermometer (digital, spring, & bulb) Galileo thermometer (if available) Cooking thermometer (dial & spring) Oral thermometer (digital & bulb) (multiple if others unavailable) Rectal bulb thermometer (for visual comparison only - optional) Temporal or contact thermometer (if available) Tympanic thermometer (if available) Clocks / stop watches Freezer or cooler with ice • State Standards addressed Math: WAMC Lab Form Revised 6/21/09 Page 1of 7 A1.1.A Select and justify functions and equations to model and solve problems. A1.8.B Select and apply strategies to solve problems. A1.8.D Generalize a solution strategy for a single problem to a class of related problems, and apply a strategy for a class of related problems to solve specific problems.
    [Show full text]
  • 6. Galileo Thermometer
    Ambient Weather WS-YG710S-Y Galileo Thermometer, Barometer, Hygrometer and Clock Weather Station Table of Contents 1. Introduction ..................................................................................................................................... 2 2. Preparation ...................................................................................................................................... 2 3. Care and Cleaning ........................................................................................................................... 2 4. Hygrometer (Humidity Meter) ........................................................................................................ 2 4.1 How the hygrometer works .................................................................................................... 2 4.2 Hygrometer Accuracy............................................................................................................. 3 5. Aneroid Barometer .......................................................................................................................... 3 5.1 How the aneroid barometer works ......................................................................................... 3 5.2 Reading the barometer............................................................................................................ 3 5.3 Absolute vs. Relative Pressure ...................................................................................................... 4 5.4 Barometer Calibration ...........................................................................................................
    [Show full text]