So, a few years ago, I was in LA to lead a workshop.  My colleague and I came in a couple of days early to make sure everything was ready….it was, and we were getting bored.  What better way to spend the afternoon than to walk down Venice Beach. As we were trying to decide what to do that night, some guy shoved some pamphlets in our hands.  We took a look — free tickets to the taping of Comedy Central’s The Man Show (Starring Jimmy Kimmel & Adam Corolla).  As if we needed any more incentive, the tickets included FREE BEER!

So, we went and it was mostly entertaining.  It was pretty interesting to see how the show was made…and we got a couple of beers too.  When we left, there was a group of pretty obnoxious people doing obnoxious things, obviously drunk.  Only one problem…the FREE BEER was non-alcoholic!  Yeah, so these idiots got drunk on N/A beer…definitely not from Wisconsin!

So, what is the point of this story?

Did you hear?  Teenagers can get high on the Internet for free.

The web was bombarded today with stories about teenagers finding a new way to get high….with “music.”  It is called I-Dosing and it is all the rage (well, at least in Oklahoma).

At least, that’s what Oklahoma News 9 is reporting about a phenomenon called “i-dosing,” which involves finding an online dealer who can hook you up with “digital drugs” that get you high through your headphones.

…

“Kids are going to flock to these sites just to see what it is about and it can lead them to other places,” Oklahoma Bureau of Narcotics and Dangerous Drugs spokesman Mark Woodward told News 9.

…

Oklahoma’s Mustang Public School district isn’t taking the threat lightly, and sent out a letter to parents warning them of the new craze. The educators have gone so far as to ban iPods at school, in hopes of preventing honor students from becoming cyber-drug fiends, News 9 reports.

Read More http://www.wired.com/threatlevel/2010/07/digital-drugs/#ixzz0toEzUpCl

Better be careful, or your kids might end up like this:

If it sounds too crazy too be true…because it is.  It didn’t take much digging to find that I-dosing is a bunk. It is just a new way to separate teenagers from disposable income…while letting them feel like they are getting away with something.

From Psychology Today

In 1839, Heinrich Wilhelm Dove discovered that two constant tones, played at slightly different frequencies in each ear, cause the listener to perceive the sound of a fast-paced beat. Calling this phenomenon “binaural beats,” Dove helped launch two centuries of legitimate research and, as is almost always followed by exciting empirical study, money-grabbing pseudoscience.

First, the facts: Binaural beat therapy has been used in clinical settings to research hearing and sleep cycles, to induce various brain wave states, and treat anxiety.

But there are more controversial (dare I say dubious?) claims associated with binaural beats: Increased dopamine and beta-endorphin production, faster learning rates, improved sleep cycles, and yes, if you dig around less scientific communities like, oh, MySpace, you’ll find kids telling each other that “dude, those beats get you like totally high.”

If you’ve wandered through a Brookstone or Sharper Image store in your local shopping mall and noticed sleep therapy or “brain-controller” devices for sale, that’s just an upper middle class, “I need to stop thinking about my 401(k)” version of the same digital drug that the new crop of seedy i-dosing websites are offering to teens.

And from LiveScience…

However, the parents shouldn’t worry, as the music almost certainly does not cause a high, or encourage future drug use, said Harriet de Wit, the principle investigator of the University of Chicago’s human behavioral pharmacology lab.

Although experiments show that the expectation of getting high can enhance the symptoms associated with drugs, even when someone takes a placebo instead, no sound or music could trigger the exact pathways activated by specific drugs like PCP or Quaaludes, de Wit said.

Yeah, so just like those folks getting drunk on N/A beer, these kids are getting stoned on music.  It isn’t happening…not even on Venice Beach.

Video:
http://www.telegraph.co.uk/science/space/7883459/Space-probe-has-close-encounter-with-giant-asteroid.html

The European Space Agency’s Rosetta comet chasing spacecraft flew within 1,900 miles of the 83 mile wide Lutetia asteroid to obtain a close look at the mysterious object.
Scientists have been puzzled by the composition of Lutetia, which is named after the Latin name for Paris, since it was discovered 150 years ago.

They hope to be able to tell whether Lutetia, which is currently around more than 282 million miles from Earth, is either a primitive form of asteroid made of rock and carbon or a metallic one.
The information gleaned by Rosetta during its fleeting fly-by will provide scientists with new information about what giant asteroids are made of how the solar system formed.

On July 12th, the National Academies of Science released a draft of the Framework for New Science Education Standards. The framework consists of seven chapters and almost 200 pages.  It clearly identifies three “dimensions” of science education that must be woven together into standards, instruction and assessment: 1) Disciplinary core ideas in life science, earth and space sciences, physical sciences, and engineering; 2) Cross Cutting Elements including cross-cutting scientific concepts and topics in science, engineering, technology, and society; and 3) scientific and engineering practices.

Learning progressions are central to the framework.  Learning progressions provide a coherent description of how core ideas in science and engineering build throughout K-12.

The framework embraces the mantra, less is more, and states, “Reduction of the sheer sum of details to be mastered give time for students to engage in scientific investigations and argumentation and to achieve depth of understanding of the material that is included.”

For more details on the development of the framework, click here.

I have provided a summary of the framework in three parts.  The first part explores the premises and guiding principles of the framework document.  The second part explores an example learning progression and the core disciplinary ideas presented in “Dimension 1.”  The final part explores dimensions 2 and 3 and includes an example of a performance expectation for one sub-question of a core idea.

Please add your thoughts to these VoiceThreads!

Part One: Foundations (Make it Big!)

Part Two: Dimension 1 - Disciplinary Core Ideas (Make it Big!)

Part Three: Dimensions 2&3 - Cross-Cutting Elements & Science and Engineering Practices. (Make it Big!)

NOTE: The National Academies of Science has a survey here -available July 14- to submit official feedback

[cross posted at Edutopia.com]

What story do these images tell?  What questions could your students generate about these images?  Could these questions pave the way for independent (or small group) research projects?

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Edutopia’s PBL Bootcamp starts on Monday, and I thought that I would provide some resources to get you thinking…

MESSING ABOUT

Good projects revolve around important questions. However, good questions are not always easy to generate…especially in a vacuum. How many times have students drawn a blank when confronted with the “freedom” to study anything they want for a school project? Often, it is helpful to have students “mess about” with information before you ask them to brainstorm questions.

(Yes, I know that middle school students have their own definition for messing about.)

Many of the resources below can provide a great starting point for short and long term projects.

Infographics

The old saying, “a picture is worth a thousand words,” has a lot of merit.  A good picture can often tell a story, provoke emotions, or generate questions.  The use of images and visual representations is critically important in science. Visual representations can also quickly convey very complicated information.  We are constantly bombarded by inforgraphics that describe scientific information.  How often do we ask our students to analyze or create an infographic?

What could our students do with these complicated infographic?

• http://www.fastcompany.com/1657758/infographic-of-the-day-the-gulf-oil-spill-isnt-the-biggest-but-itll-be-the-costliest-by-far
• http://www.infographicworld.com/system/photos/10/medium/DeepwaterRig_pf_full.jpg
• http://www.infographicworld.com/static/i/DeepwaterRig_full.jpg
• http://www.vizworld.com/2010/05/infographic-biggest-oil-spills/

Other Oil Spill Resources

How Big is the Oil Spill?
The current estimate is 35,000 to 60,000 barrels per day (1 barrel = 42 gallons).

• http://www.pbs.org/newshour/rundown/2010/05/how-much-oil-has-spilled-in-the-gulf-of-mexico.html
• http://www.pbs.org/newshour/rundown/2010/05/newshour-oil-widget-2-including-spillcam.html

Other Oil Spill news:

Where will the Oil go?  [exploring ocean currents]

• http://www.guardian.co.uk/world/2010/jun/16/cuba-braces-bp-oil-spill
• http://www.wired.com/wiredscience/2010/06/oil-spill-in-atlantic-by-october/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+wired%2Findex+%28Wired%3A+Index+3+%28Top+Stories+2%29%29

Oil Spill Mapping

• http://www.paulrademacher.com/oilspill/

Long-term impact (includes ecosystem / food web)

• http://www.wired.com/wiredscience/2010/05/gulf-tipping/

Oil Spill News (Methane)

• http://news.yahoo.com/s/ap/us_gulf_oil_spill

TITLE: CAT #24 “Application Cards”

Teacher:

M. Toran

Context:

The topic I based it on was surface area to volume ratio (SA:V), an important concept in Biology which they will see again and again in different units

Background:

The lessons are mainly lecture-based and sometimes feel like a guessing game where students have to complete the teacher’s sentences. . I was observing the lesson when the teacher went over surface are to volume ratio and they had talked about it in several lessons previously, they had also done a practical around the concept, so I knew they had covered it.

Task:

I modified CAT 24 for this class because the teacher warned me that I would probably only get a yes or no answer from them if any, so I tried to make the assessment more approachable for the lower ability student.  Instead of making it completely free-response, I asked them 3 questions, two of which were multiple choice and one open-response item. I wanted to have at least one question they could all answer and gradually increase the level of difficulty so that the higher ability students could also show what they knew (Figure 1 shows the exact CAT questions).

1.     Out of these three, solid, 3D shapes, which has the biggest surface area?   ____

Which has the biggest volume? ____

Which has the biggest surface area to volume ratio? ____

2.     Which of these animals has the biggest surface area to volume ratio?

1Giraffe                  1Elephant                 1Horse                   1Hamster                 1Don’t know

3.     How is the job of the mitochondria improved by having an inner membrane with many folds?

Results:

Most of them did not understand the concept of surface area to volume ratio or they did not know how to apply it. I did a quick tally of the answers and found that only about a third of the class (4/15 students) identified the shape with the greatest surface area correctly (A), about two thirds (9/15 students)  identified the greatest volume (B) and only one third (5/15) the largest SA:V (A). The students seemed the most confident with the idea of volume (probably because they have seen it more often in Math and it’s a more common unit of measurement in general, everyday use), although it was still only 60% of the class that got that question right.

Only 3/15 students (20% of the class) answered the second question correctly (the giraffe being the animal with the greatest SA:V). Around half of the class (7/15 students) thought the elephant had the greatest surface area to volume ratio. I can see why they would think this, because the ears and the trunk do add a lot of surface area to the animal. However, when probed further, they gave the fact that the elephant is bigger than the giraffe as the reason why they picked this answer, which also supports the fact that most of them don’t understand how to apply the concept of SA:V

Only one student in the class answered all the questions correctly

Closing the Loop:

I simply told them that their responses indicated that there was a general lack of understanding of surface area and SA:V and because it is an important concept in Biology we would spend some time going over it. I went over surface area, volume and SA:V using the ball and worm as visual aids.

Reflection:

Overall I felt the assessment went as I had planned. The assessment was somewhat limiting because I had to adapt it given the responses I was told to expect from this group of students. One way I would modify this particular CAT about SA:V I used in the future is by having the students write their definition of surface area, volume and surface area to volume ratio after their multiple choice answers for Question 1. One thing I was reminded of through this CAT, as I mentioned in the Analysis section is the importance of using a wide variety of methods to teach a difficult concept

Source:

Angelo, T.A. & Cross, P.K. (1993). Classroom Assessment Techniques (2nd ed.). San Francisco: Jossey-Bass.

Acknowledgement: The author completed this assessment while a student at Montana State University

Example Presentation:

Cat II A Background Knowledge Probe

Teacher:Cheryl Hudson

Context:

Used for a 10^th grade biology class studying genetics.

Background:

The intent of the questions was to elicit students’ current knowledge related to genetics before beginning a three week unit. The specific teaching goal addressed is TGI Goal 19: Learn concepts and theories in this subject (genetics). The purpose of the probe was to identify the possible underlying genetics misconceptions students harbor in order to be able to address the misconceptions early in the learning cycle. In addition, the student responses served to inform instruction in terms of the level of knowledge related to genetics students have acquired and the necessary sequence of instruction.

Task:

The probe consisted of four open-ended or short response questions that focused on Georgia Performance Standards for Secondary Biology content in genetics.

Question 1: How are biological traits passed on to offspring? (SB2. Students will analyze how biological traits are passed on to successive generations.)

Question 2: What is the structure of a gene and how does a gene function? (SB2 b. Explain the role of DNA in storing and transmitting cellular information.)

Question 3: What are genetic mutations and how are they caused? (SB2 d. Describe the relationship between changes in DNA and potential appearance of new traits.)

Question 4: What role can genetic engineering play in the future? (SB2 f. Examine the use of DNA technology in forensics, medicine, and agriculture.)

Results:

Closing the Loop:

An introduction to the genetics unit at the next class meeting, I will address the Background Knowledge Probe by putting an overhead of the chart that represents the results of the analysis. By modeling and encouraging metacognition, hopefully students will carefully construct learning related to genetics concepts that is founded on sound scientific principles. At the end of each lesson, students in groups will be given a handout with the actual list of responses of the Background Knowledge Probe questions and will discuss and evaluate the statements in terms of whole or part accuracy, no information, and erroneous information.

Reflection:

The results of this Background Knowledge Probe have been profoundly constructive in terms of identifying misconceptions and indicating appropriate adjustments to planned instruction.

Source:

Angelo, A. & K. Cross. 1993. Classroom assessment techniques: A handbook for college teachers. 2^nd Ed.  Jossey-Bass: San Francisco.

Shaw, K., Van Horne, K., Zhang, H., & Boughman,J. 2008. Essay contest reveals misconceptions of high school students in genetics. Genetics. 178: 1157-1169. Downloaded on October 4, 2009 from http://www.genetics.org/cgi/content/abstract/178/3/1157

Acknowledgement: The author completed this assessment while a student at Montana State University