How Science Works

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Information about How Science Works

Published on October 15, 2007

Author: woodchurchscience

Source: slideshare.net

How Science Works Presented by Chris Baker chris@mdl-ed.co.uk

Generic Techniques, Frameworks and Examples to Teach: The language of how science works  Data evidence and theories  Practical enquiry skills  Communication skills  Applications and implications of  science

How science works - issues In pairs think about your progress with  HSW to date and list: problems  successes 

The HSW Rain Dance We’re dancing but where is the rain? 

Some Dance Steps Step 1 introduce terms a few at a time Step 2 apply to everyday situations Step 3 then a scientific context Step 4 practice in various scientific contexts Then: look out for the rain!

Excess Baggage – really!

Chelsea 2 Liverpool 3 Tottenham 0 Charlton 0 Man U 3 Bolton 1

Do you want to go: Small, Medium Or Large?

Linesman misses offside!

The salesman said I would get 75mpg from this but I can only manage 53!

The language of how science works Task: Use your word cards and information  to: Link the words to a real life situation  Write questions for each word. The answer to  your question is the word.

Resource materials Accuracy and precision  pages 18 & 19  Errors  pages 20-29  Variables  Pages 50-62  Reliability and validity  Pages 30-49 

Data Evidence and Theories In groups of six divide into three pairs. Each  pair to take one of the three exercises and use it as the basis of a ten minute lesson with the other two pairs Tricky tracks (pages 53 – 57)  Isotopes (see pages 58-61)  Anything from the RSC Climate Change book 

Reflections on the last exercise

Practical and Enquiry Skills Read the article on  Pantene’s claim p62 How reliable and valid  do you think their data is Design an experiment  to test how washing hair with different shampoos (including Pantene Pro) affects the strength of hair.

Jelly and fruit juices Many people like to add Design an experiment to   fruit juice when they make test your thinking – use the their jelly. Your packet of framework on page 86 if it jelly warns that jellies will helps. not set with some juices. However if you add peppers (capsicums), the problem can sometimes be overcome. How might you explain  this?

Fruit Juices Fresh Pineapple Fresh Pineapple plus  Fresh Lime Juice  Fresh Lemon Juice Red Chilli (mild)   Fresh Kiwi Juice Finger Chilli (hot)   Tinned Pineapple Bird Eye Chilli (v   hot) Carton Pineapple  Juice

Applications and implications of science Using The Jigsaw Approach Pupils should be taught:  about the use of  contemporary scientific and For each media case study  technological developments suggest how you might use it and their benefits, drawbacks to meet some of the POS and risks shown opposite to consider how and why  decisions about science and What questions could you use  technology are made, to improve the level of thinking including those that raise used by students in tackling ethical issues, and about the the studies? (the sample social, economic and questions on appendix 2 may environmental effects of such help). decisions As you feedback to each how uncertainties in scientific   knowledge and scientific other, record you thought on ideas change overtime and the pro forma on appendix 1 about the role of the scientific community in validating these changes.

Communicating Science Read opposite what is Pupils should be taught to:   required of the programme recall, analyse, interpret,  of study and write some apply and question criteria which can be used scientific information or ideas to assess how well student can communicate their use both qualitative and  quantitative approaches ideas and understanding for example of jelly present information,  develop an argument and experiment draw a conclusion, using In other words “what is  scientific, technical and WILF?” mathematical language, Use the framework on conventions and symbols  and ICT tools. page 90 if you wish

Communicating in Science Complete your jelly  experiment and prepare to communicate to another group The other group will  listen and then provide you with some feedback based on their assessment criteria

Communicating in Science - five point criteria list I incorporate scientific ideas in my  explanation I refer to second hand evidence to back up  my conclusions I include appropriate scientific terms and  symbols I use aids to help my audience understand  scientific ideas I use quantitive relationships in my  explanations

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