Annotated Bibliography!

My content is Physical Science. I will be teaching a unit on Chemistry to 8th grade students. To supplement and enrich this unit, I will be incorporating the following trade books and websites, mentioned below.

Average ability level student will benefit from these texts because each book will engage students in the subject of chemistry in a unique way.  While textbooks are typically mostly for informational purposes, these texts tie scientific concepts to real-life examples and interesting stories.  So, while the average ability level reader may get bored and frustrated with the chemistry text, they will be engaged and intrigued into reading more about the subject in these trade books.  Additionally, these books and sites were chosen because they are on or below grade-level in terms of readability, while the normal textbook is on or slightly above grade level readability.  Not only will average ability level students benefit from these resources, all students will benefit.

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Gray, T. W., & Mann, N. (2009). The Elements: A Visual Exploration of Every Known Element in the Universe. New York: Black Dog & Leventhal Publishers.

http://www.amazon.com/Elements-Visual-Exploration-Every-Universe/dp/1579128149/ref=sr_1_1?ie=UTF8&qid=1329684488&sr=8-1

“The Elements: a Visual Exploration of Every Known Element in the Universe” brings to life the whole of the Periodic Table of Elements.  Rather than having mere symbols and numbers, “The Elements: A Visual Exploration of Every Known Element” utilizes unique, rich photographs of the actual elements.  Students are able to actually see what it is that the periodic table cannot show.  Additional photography includes pictures of the element at use.  For example, “The Elements” shows the uses of zinc to protect steel structures from rusting, or bananas as a supply of potassium.  And, this book is not just a picture book, but a source of useful and interesting facts and information related to each element, connecting chemistry to physics, biology, and history.  An example is how Rome utilized lead in its plumbing systems, thereby poisoning the society as a whole.  With such interesting pictures and information, the elements take on a whole new meaning.  It should also be noted, though, that the important scientific information such as protons, neutrons, electrons, density, weight, electronegativity and more is included.

“The Elements” will be utilized in the classroom in a variety of ways.  First as students are learning and memorizing the elements of the periodic table, students will be shown a variety of the elements in order to bring meaning to the names and symbols that they are learning.  This connection alone will give purpose to the students’ efforts.  Furthermore, pictures and descriptions from the book will be used when categorizing elements, such as metals, nonmetals, and metalloids, or the families of the periodic table.  The book can facilitate discussion about how and why these groupings were made in the periodic table, and help students make sense of this reasoning.  Finally, students will have access to the book in the classroom throughout the chemistry unit.  Students will use the book when completing their “Adopt-an-Element” project, where each student researches an element of their choice.  Pictures and an abundance of information from this book will get them started in the research of their element.  Each element will come to life via the use of “The Elements”.

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Jerome, K. B. (2006). Atomic Universe: The Quest to Discover Radioactivity. Washington, D.C.: National Geographic.

http://www.amazon.com/Science-Quest-Universe-Discover-Radioactivity/dp/0792255437/ref=sr_1_1?s=books&ie=UTF8&qid=1329080521&sr=1-1

            Radioactivity is a complex but interesting subject.  But many questions arise when studying radioactivity.  What exactly is radioactivity?  How doe sit work? What role does it play in history and in modern society?  Does it only apply to nuclear weapons?  “Atomic Universe: The Quest to Discover Radioactivity” addresses each of these questions and more.

            First, “Atomic Universe” gives a look into the history of radioactivity.  It looks at important steps in radioactive discoveries, and gives a biography on each of the important people inolved, including Dmitry Mendeleyev, Wilhelm Roentgen, and Madam Curie. The full understanding of how radioactive science came to be allows the reader to appreciate and understand where radioactive studies are heading in the future.  Addiitonally, the historic background allows any reader the opportunity to understand the science behind radioactivity in chunks, rather than trying to understand it as a whole.  As a note, the history involved with Madam Curie makes a nice tie to females in science, which is great for the female students.

            The book also pulls readers in by asking though-provoking questions and offering interesting facts.  It discusses everything from nuclear energy and nuclear medicine, to nuclear bombs and atomic weapons.  And, again, each of these discussions connect to the scienctific concepts as well as the real-world implications.  “Atomic Universe” makes the subject of radioacitivty interesting and accessible.

            Besides having this book in the classroom as a book that is available for students to check out and read, it will be utilized in a variety of other ways.  First, because the book contains many interesting, thought-provoking science questions, the questions can be “stolen” to use in the classroom.  On days when discussing atomic structure, the nucleus, radioactivity, and chemical uses, the questions can be used as starters, or as writing prompts.  Students can be informed that the qeustions originate from the book, thereby peaking the students’ interest in the book.  Furthermore, students will be assigned to read excerpts from the book, whereby they will take a stance based on a topic related to radioactivity.  Then students can debate on the current and future topics that are tied to radioactivity in the real world.  Finally, female students will be encouraged to read the book as a motivational tool for females to become more interested in scientific study.  Due to the controversial content involved when discussing radioactivity, the book will allow for new pathway to engage students in chemistry.

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Sacks, O. W. (2002). Uncle Tungsten: Memories of a Chemical Boyhood. New York: Alfred A. Knopf.

http://www.amazon.com/Uncle-Tungsten-Memories-Chemical-Boyhood/dp/product-description/0375704043/ref=dp_proddesc_0?ie=UTF8&n=283155&s=book

“Uncle Tungsten: Memories of a Chemical Boyhood” is a kind of autobiography that is, obviously, based on a true story.  Oliver Sacks writes this book from his own perspective, allowing readers to enter into his unique experiences with alchemy, chemistry, and other areas of science.

First of all, Sacks’ book offers excitement and peaks interest, which is something that may be unexpected from a book about science.  But, because Sacks grew up in England during World War II, he has engaging stories related to the war and what it was like to live in an area where war was so prominent.  For example, he was sent to boarding school for the sole purpose of escaping the bombings fro the war.  However, this book is not about World War II.

Both of Sacks’ parents were doctors, placing him in a unique position of having science at his fingerstips.  Furthermore, (and this is where the book gets its title) Sacks’ uncle was a light bulb maker who, specifically, made the filament for the bulbs out of tungsten.  This is where he was given the opporutnity to learn about various metals and experiment with metals and chemisty on his own.  The book brings science to life by revealing the curiousity of a boy as he learns science and applies concepts to his life.  It is funny, intriguing, and, to some extent, brings about a kind of “love affair” with science.  It is an excellent book for those interested in science or for those just looking for a good story to read.

“Uncle Tungsten” will be used a supplemental tool to use during the metals, nonmetals, and metalloids section of chemistry.  Because the book goes into great detail about metals, and, specifically, transition metals, it will allow students to gain a deeper understanding about the importance and uses of these metals.  Additionally, it will be a tool to allow students to compare and contrast nonmetals and metalloids to the metals family.  The uses can be expanded upon as well.

The real-life experience of Oliver Sacks will allow students to connect to science at a personal level.  Rather than thinking that science is merely a list of vocabulary to memorize or concepts to understand, students will see the importance of experimentation and exploration in Sacks’ ventures into alchemy.  As students read the book, discussions will arise related to how and why Sacks examined certain concepts, as well as his methods in doing so.  Also, as students take the book to read it in more detail, they will hopefully see the beauty and intrigue in science as new things are discovered, rather than just textbook learning.  Finally, questions can be pulled related to “Uncle Tungsten” to have students pull from their own personal experiences with curiosity and discovery, allowing students to relate their own lives to the life of Sacks.

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Explore Learning

www.explorelearning.com

This website gives students access to, what they call, Gizmos. Gizmos are virtual labs, simulations, and other "hands-on" scientific work zones. Each Gizmo is accompanied by a lab procedure, and explanation of the concepts at work, and assessments. Students are able to complete the labs and take assessments to measure what they learn. Teachers can also setup specific Gizmos for a class and use the assessments for grading opportunities. In either case, students are given the opportunity to learn science in an inquiry-based, exploratory manner.

            In the classroom, Gizmos will be chosen that relate specifically to the content of study for that day or week.  Students will be given the opportunity to explore the Gizmo on their own, and then complete a virtual lab related to the Gizmo.  Students will collect data, analyze results, make conclusions, and apply concepts. 

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PhET - Physical Education Technology by University of Colorado at Boulder.

http://phet.colorado.edu/

I use this website in the classroom as a tool to help students "see" things that are usually unable to be seen. For example, students can see how molecules change both motion and arrangement during a change of state. Students can explore both physics and chemistry concepts through the simulations, allowing them to discover ideas rather than memorize facts. Additionally, I use lessons to connect these ideas to the scientific concepts and vocabulary associated with them.

Similar to the Explore Learning website, students will utilize the simulations on the Phet website to complete virtual labs that are arranged by the teacher.  Since the simulations are based on real chemistry and physics, students can explore the world of chemistry and physics in a controlled environment.  Another unique benefit is, with the use of the Interactive Whiteboard, both students and teacher can manipulate the simulations in front of the entire classroom to discuss assignments and complete demonstrations.  It is truly an interactive learning tool.

And...The Final Two Content Area Websites!

Discovery Education for Students

Students will use this as an additional study resource along with content that is covered in the classroom.  Students will have free access to expand upon their own learning, study for assessments, and find help for projects.  Additionally, assignments can be created that will direct students to access this site and complete certain tasks.  It is a tool with multiple uses.

Popular Science

This site is the website for the well-known "Popular Science Magazine".  This site will be used to help add relevancy to scientific content covered in the classroom.  Often students want to know what connection a topic or subject has to the real-world.  This site gives real examples of various scientific subjects in action.  Students will be given assigned readings of specific articles that connect to classroom content.  Additionally, "current event" assignments will be added to allow students to explore the various articles on the site and choose a topic in which they are interested.  All of this increases students' interest and understanding of science.

Image found at www.popsci.com

Essential Question and Answer #3

STEM Literacy:  How does the incorporation of engineering concepts into science classrooms affect students' achievement?


"Most real-world problems are ill-defined, lacking required information, and not having a known correct nor best solution. School science has traditionally been built around well- defined problems, such as predicting an ideal projectile’s trajectory" (Fortus, Dershimer, & Krajcik, 2004). The results of such "science" are students who do not truly understand what it is to practice science. Students become incapable of asking the deeper, more important "how" and "why" questions. They only want to know facts to pass a test. Students become incapable of understanding the reasoning for carrying out a procedure. They just do it because the teacher told them to (which means they could not come up with their own procedure if needed). Students cannot view and organize data in a systematic manner. They just find bits and pieces of evidence that fit whatever argument they would like to make, ignore the rest, and make poor arguments about why something happens the way it does. None of this is good science.


I can recall, personally, moments while sitting in science classes thinking, "This can't be the right way to learn this stuff." For example, while talking about the motion of an object, the teacher or professor would say, "We will just treat it as though it's on a frictionless surface...". But, when is the last time we have encountered a frictionless surface?! Never! Situations like that never made sense to me. By using a design-based approach, students must wrestle with such variables, rather than ignore them.


Students will learn to "own" their learning in a design-based classroom, because the projects are created by the students. They will have a greater desire to know and understand the important information, since it allows them to make better judgements and learn the material in a manner that improves their designs. Students will also have a sense of accomplishment. However, it is noted that such curricula is difficult to create and manage. Careful planning must be done so that students are merely "playing with stuff" in the classroom, and never learning the necessary material. Students need to know how they will be assessed, and be focused in on the key components of the projects. Teachers must be willing to be more flexible, because no two designs or projects will look alike.  Students can come up with multiple solutions for one problem, yet they can all be good, valid solutions that the teacher must recognize. Time also becomes a factor.

The benefits, though, are great. We know that life's problems are "ill-defined", and require much thought in order to solve them. If students are not prepared to solve these problems, then we as educators are doing them a disservice.


Fortus, D., Dershimer, R. C., Krajcik, J. S., Marx, R. W., & Mamlok-Naaman, R. (2004). Design-based science and student learning. Journal of Research in Science Teaching, 41(10), 1081-1110.

Two MORE Content Area Websites!

http://education.jlab.org/elementbalancing/index.html

During the chemistry unit, students are expected to learn and understand the Law of Conservation of Mass. The law states that "matter cannot be created or destroyed in a normal chemical or physical change." Part of understanding this concept is being able to recognize that, if one starts with a certain number of specific atoms at the beginning of reaction, then, after the reaction takes place, there should be the exact same number of those specific atoms. Students learn to represent this by writing chemical equations, in which the law must be upheld. So, students learn to "balance" the equation, assuring the same number of atoms occur on both the reactant and product side of the reaction. This also requires following some very specific rules in doing so. This website allows students to practice this concept, and build their equation balancing skills. It can be used both in the classroom, as well as at home by students.

http://learn.genetics.utah.edu/content/begin/cells/scale/

This is a simple site that can have a huge impact on students. It is a site that, in a way, "virtually" illustrates the size of an atom. However, it is not limited to educating students about the atom. Included in the "zoom-in", virtual illustration are many other things from life science and physical science, including cells, viruses, DNA, Proteus, amoebas, and more! Students are able to zoom in and out of the screen, comparing the sizes of all of the objects, starting with items with which they are familiar, like a coffee bean or grain of rice. In the classroom, it can be used as a demonstration in the front of the classroom, allowing students to come to the Interactive Whiteboard to move the slider, or it can be used as an activity where students can be sent in the classroom or at home. It can be used in the life science classroom to help students grasp concepts of cells and cell parts.  It can be used in the physical science classroom when discussing the atom. Other applications are certainly possible. 

Essential Question and Answer #2

STEM Literacy:  How does the incorporation of engineering concepts into science classrooms affect students' achievement?



"The results of this study suggest that a systems design approach for teaching science concepts has superior performance in terms of knowledge gain achievements, engagement, and retention when compared with a guided inquiry approach." (80) This statement furthers the idea that a hands-on, engineering, inquiry-based approach to teaching is beneficial for students in science classrooms.  It is easy to say that an inquiry-based approach is good for students' learning.  However, the study says that the type of inquiry-based approach matters, too.  Students taking full responsibility for science and engineering concepts is the goal.


As teachers start to implement engineering concepts into the classroom, it can be difficult to find the correct balance between teacher-centered and student-centered teaching.  While studies show that the student-centered approach is beneficial, it can be intimidating for the teacher who likes to have the feeling of control over the classroom.  And, it can tough to redesign lessons to put the responsibility on students.  So, what ends up happening is, there is a kind of pseudo-inquiry teaching that takes place.  While this can be an improvement to the traditional classroom, the authors of the study say that taking it even further can benefit students even more.


When students were given more choice, responsibility, and independence in the design and implementation of the entire process, learning increased greatly as compared to a situation where teachers have more control over the inquiry process.  Students own the problem more, have more purpose for learning, and grasp the concepts better in the end.  They analyze a problem, make decisions about how to solve the problem, design the process and the solution, test it, analyze it, and draw conclusions.  This gives students the full spectrum of science and engineering literacy.  


Additionally, the benefits for African America students is even greater.  It causes one to speculate that a more traditional classroom is only designed for certain students to succeed, where a classroom using the "systems design" approach may benefit all students more uniformly.


Mehalik, M. M., Doppelt, Y., Schunn, C. D. (2008). Middle-school science through design-based learning versus scripted inquiry: Better overall science concept learning and equity gap reduction. Journal of Engineering Education, 97(1), 71-85.

Essential Question and Answer

STEM Literacy:  How does the incorporation of engineering concepts into science classrooms affect students' achievement?


It is found that, as children learn and grow, they have a natural inclination to curious and have the desire to explore.  Typically, these children gain knowledge through their exploration experiences.  However, in traditional classrooms, much of the exploration is removed and replaced with the feeding of direct information, whereby the students must memorize it and try to apply it on their own.  By introducing engineering concepts into the traditional classroom, students are again allowed to explore and apply ideas on their own, which should increase learning.


Another questions is then raised, however.  What does the introduction of engineering concepts in a classroom look like?  One group of researchers defined it as children engaging in, and representing the ability to, participate in conceptual planning of designs, carry out the building and testing of details of the design, and communicating the solution to the problem.  All of this involves writing, drawing, designing, producing, and speaking.  And, as a whole, students are required to learn, understand, and apply the necessary scientific concepts.  So, no longer are students merely required to memorize scientific knowledge, but, rather, they are required to truly apply it, which allows it to be synthesized and evaluated in the mind.


Through the study of a variety of classrooms, this group determined that there is an increase in student achievement when the students participate in a classroom where "engineer-design-based activity" is taking place.  Compared to a control group, students in the engineer-design-based classroom had a greater increase in scores in the units of sound, material properties, and simple machines.  However, the same did not apply to a unit involving animal adaptations.  It is speculated that the animal adaptations unit did not lend itself to engineering concepts in the same manner that the more physics-based topics did.  However, where engineering can be applied, and students are able to plan, design, build, test, and conclude about scientific concepts, students had a stronger grasp of the science content.


It really should be of little surprise that, if done correctly, an engineer-design-based activity produces greater learning.  The times that we, as humans, learn the most are the times where we get hands-on experience.  Internships, student teaching experiences, and apprenticeships are used for this very reason.  While the direct teaching of information can give knowledge, experience tends to solidify it in the mind.


Wendell, Kristen, Kathleen Connolly, Christopher Wright, Linda Jarvin, Chris Rogers, Mike Barnett, and Ismail Marulcu. "AC 2010-863: POSTER, INCORPORATING ENGINEERING DESIGN INTO ELEMENTARY SCHOOL SCIENCE CURRICULA." American Society for Engineering Education (2010). Web. <soa.asee.org/paper/conference/paper-view.cfm?id=23412>.

Two More Content Area Websites!

http://www.explorelearning.com/

This website gives students access to, what they call, Gizmos. Gizmos are virtual labs, simulations, and other "hands-on" scientific work zones. Each Gizmo is accompanied by a lab procedure, and explanation of the concepts at work, and assessments. Students are able to complete the labs and take assessments to measure what they learn. Teachers can also setup specific Gizmos for a class and use the assessments for grading opportunities. In either case, students are given the opportunity to learn science in an inquiry-based, exploratory manner.


http://sciencespot.net/Pages/kidzone.html

Science Spot is an all-science website that gives a wide range of scientific information. Specifically, however, students can be sent to the "Kid Zone" portion of the site. There, students will have access to games, interactive links, research tools, and other learning tools for every different science content area. For 8th grade physical science, there are areas for both chemistry and physics. For one particular project involving the Periodic Table, students are sent to the chemistry section of the site, where they have access to interactive Periodic Tables, including deeper learning of individual elements.