<p> UNIVERSITY OF ILLINOIS AT CHICAGO Chicago Science Teacher Research Program Andreas Linninger (Director) Gerardo Ruiz (Managing Director) 851 S. Morgan St. - 218 SEO Chicago, Illinois 60607-7000 </p><p>*Please complete the following fields below and submit together with your written teaching module. Note, the request for funding is optional; however, the submission of the teaching module is required. Please submit by December 2, 2009. </p><p>Title of Lesson Plan (Teaching Module): </p><p>Personal information </p><p>Full Name: _Fedewa______Ryan______M___ Last First M.I. </p><p>Address: ___855 Hinman ______707______Street Address Apartment/Unit # </p><p>___Evanston______IL______60202____ City State Zip Code </p><p>Home Phone: (_810_)_516-5689______Alternate Phone: (_____)______</p><p>Email Address: [email protected]______</p><p>Name of School: _____Maine East High School______</p><p>Funding Amount Requested and School Information (Optional) </p><p>Dollar Amount of Funding Requested: ______</p><p>Matching Amount by School (50% or more required): ______</p><p>Name of School: ____Maine East High School______</p><p>Address of School: __2601 W. Dempster Park Ridge, IL 60068______</p><p>Signature of Principal: ______Date: ______</p><p>Signature Information </p><p>Signature of Principal Investigator: ______Date: ______</p><p>Teaching Module Please prepare a formal written teaching module. </p><p>1. Abstract The objectives for this unit are as follows: 1.) Students will learn effective methods of scientific communication, both in a written and media setting. 2.) Students will investigate a demonstration or laboratory experiment that had NOT been done previously during the school year. Students will design the demo or lab, and then perform it with standard expectations for rigor. 3.) Students will create a video presentation via Windows Movie Maker or a similar program detailing their demo/lab. The video will present the background of the topic(s) represented, purpose of the demo/lab, supplies used, assumptions and control variables applied, data collection, data analysis, error analysis, and conclusions. 2. Objectives At the end of my RET experience at UIC, we were required to create a video that outlined the experiments that had been carried out in the Acoustics and Vibrations Laboratory. While difficult and certainly challenging, I found the entire experience to be an outstanding source of growth. We were expected to apply the concepts and rules we had learned from our Communication in Science course, and, as I tend to use somewhat flowery and sometimes ostentatious language and syntax, this proved to be a difficult task. Our video was to be concise yet detailed, thorough and exhaustive yet not so deep as to confuse our audience, and engaging yet informative. Matt McDermott (IMSA Fellow) and I also had similar ideas as to what quality the video and audio needed to have, and this also proved to be a challenge. I would like to impose the same learning experience upon my AP Physics C students at the end of the year after the AP Test has been administered. many of these students are pursuing science-related careers, and the skill sets of making a video (media creation), communication in a constrained setting (effective delivery of information), and scientific communication (conceptual development) are all needed for these students to excel in their college science courses, let alone their own research experiences in 2-4 years. In accordance with Illinois State Standards, this unit will address: 11.A.5d Apply 11.A.5a Formulate statistical hypotheses methods to make referencing prior predictions and toresearch and test the accuracy knowledge. of results. 11.A.5c Conduct systematic controlled experi- ments to test the selected hypotheses. 11.A.4a Formulate hypotheses referencing prior research and knowledge. </p><p>11.A.4d Apply statistical methods to the data to reach and support conclusions. 11.A.4c Collect, organize and analyze data accurately and precisely. 11.A.5b Design procedures to test the selected hypotheses. 11.A.4b Conduct controlled experiments or simulations to test hypotheses. </p><p>As well as the numerous Conceptual Standards (Goal 12) that will be unique to each group's selected research topic. </p><p>3. Methodology or Experimental Setup To begin this unit, students will jigsaw selected chapters and topics from the books "The Craft of Scientific Writing" and "The Craft of Scientific Presentations" in much the same way that the RET and IMSA fellows did this summer. This portion of the unit is expected to take no longer than three class days, with homework being the preparation of a chapter per one or two students for class presentations. The fourth day of the unit will be an introduction to Windows Movie Maker software, though students will also be free to choose iMovie or other software if they wish. The fifth day of the unit will be an explanation of the demonstration/laboratory aspect of the unit. Students will be asked to choose a specific content area, such as Kinematics or Momentum, and will be given websites, teachers' editions of textbooks, and laboratory manuals, and asked to explore different demos/labs that were not performed in class. Students will also be given free access to the stockrooms on those days, to see if Maine East has the materials needed to perform the demo/lab that catches the group's interest. The homework for students will be to solidify their chosen demo/lab, and be ready with a prepared procedure on the sixth day of the unit. The sixth day of the unit will be the day during which the student groups perform their demo/lab. Some students may wish to begin recording their experiment, though it would be unwise for groups to begin editing media without clear goals already in mind for their video. Data will be collected this day, and the beginnings of data analysis will be the homework for the sixth day. Some groups may encounter difficulties or failures in their initial procedures; they will be given the seventh day to attempt again, but if the group is unable to complete this portion in class on the seventh day, the demo/lab must then be done outside of the school day. The seventh, eighth, and ninth days, students will begin recording specific parts of their demo/lab, and begin the task of creating a media presentation. Due to limited availability of the camcorder and microphone, students will be instructed to come to class with scripts of voice-overs, mp3s of possible background music selections, and planned video recordings done in advance. Equipment will probably be checked out for blocks of time to try and minimize friction between groups. The tenth day will have students present their videos to other groups, which will give feedback on the video. Professionalism, quality, clarity, transitions, etc. should all be addressed in the peer feedback, as these will all be assessed when the teacher grades the final draft of the video. The eleventh day will feature each group's final video as presented to whole class. A Q&A session will follow the video, and students will be expected to dress professionally. The entire unit grade will depend on the Final Video, completion of Checkpoints throughout the unit, submission of a Final Demo/Lab Report, and submission of a digital and hard copy of the Video for use in the future. </p><p>4. Expected Learning Outcome Upon completion of this unit, students will be able to:  Defend their experimental set-up via an informal peer review process.  Apply elementary statistical analysis to the data they collected in the demo/lab.  Present their video presentation to the class, and be expected to give an electronic and hard copy for the teacher to use for following classes as examples or as curricular materials.  Perform a demo/lab that they have not previously done.  Use creativity and experimental design to answer a hypothesis or their own choosing, with equipment-limitation as a cooperative team framework. </p><p>Students will also have developed the following skills:  Ability to make/edit a media presentation on Windows Movie Maker or a similar program.  Ability to communicate precisely and concisely on scientific topics.  Ability to explain physics concepts via animation, demonstration, or visualization in their media presentation.  Collaborate in a research group to achieve goals outside the realm of standard classroom expectations.  Delegate responsibilities in a fair and applicable manner. </p><p>5. Budget Section The expected supplies required for this module are only: Digital Camcorder Tripod Microphone (with background filtering) The individual costs on these can vary quite widely depending on quality of product and which retailer the items are purchased from. However, for your standard physics demonstration, a fairly high and consistent framerate is required for the camcorder, and for reliable, well-defined audio for voice-overs, a high-quality microphone is also required. (These statements made from RET and IMSA Fellow's personal experience over the summer.) Therefore, the total cost of these items is estimated to be approximately $1000.00. The overall cost may indeed be much less (bundles may reduce not only cost of materials, but also of shipping), but this seems to be an adequate estimate based on CNET, Consumer Reports, Amazon, and PC World articles outlining strengths and weaknesses of various lines of digital acquisition technology. </p><p>6. Acknowledgement Section Acknowledgment is made to the National Science Foundation for their continued financial support of the RET Summer program and materials for classroom teaching modules NSF EEC-0743068 Grant. </p><p>Appendix Please include your CV here. </p><p>GR-LPPD Page 1 10/7/2009 </p>