OAPT NEWSLETTER ARTICLE: WHY IS STEM IMPORTANT TO PHYSICS? By Dave Doucette, OAPT Vice-President and Lisa Lim-Cole, OAPT Past-President November 2016 WHY IS STEM IMPORTANT TO PHYSICS? A recent OAPT Newsletter article (Nov 19, 2016) from John Caranci laments the fact that over the past decade, despite an increase in the total number of Ontario grade 12 physics credits, the percentage of females has remained at around 31% . John insightfully suggests looking to elementary school for bringing more female students into the fold. John further notes the Ontario Science & Technology gr 1-8 (2007) curriculum is rich in physics topics, even though physics is not specifically mentioned. We think John is right suggesting we look to elementary school for solutions. But to better understand the challenge of ‘looking to elementary school’ to offer support, we need to have a good understanding of the shifting landscape in elementary education. Shifting in the sense the inquiry-based learning approach which anchors the curriculum is now being stressed by a newcomer to the field – STEM education. The good news is that STEM and inquiry are totally complementary – and both require habits of mind exemplified by physics instruction. If we work together to support k-8 educators in successfully marrying inquiry with STEM education, we are likely to see far more students selecting secondary physics courses. And with it - far more females. A worthy goal! HOW ARE STEM AND INQUIRY RELATED? The general intent of inquiry learning is to help students understand how knowledge is acquired, and to construct some (not all) of that knowledge – as opposed to memorizing end results. In Ontario the Ministry of Education Science & Technology, 2007, document describes scientific inquiry as “students engage in activities that allow them to develop knowledge and understanding of scientific ideas in much the same way as scientists would”(p12). One methodology is ‘hypothesis testing’, a method of selecting two variables of interest and creating an experimental method to investigate their relationship. An example of this could be planting seeds in soils of varying salt content to see if the amount of salt effects the number of seeds which successfully germinate. This inquiry approach trains habits of mind such as interpreting and arguing based on evidence as well as the skills necessary to identify and isolate variables in a real-life science application. Countless Canadian teachers utilize the extensive Smarter Science resource packages - founded by Mike Newnham – to nurture these habits. A second methodology is the development of mental models. In this pursuit, scientists utilize a range of skills which are not as easily delineated as hypothesis testing. From direct observations, reading and research, deconstructing existing models (ex: the atom, cell theory, evolution), discussions with peers, and inspired reflection, scientists create ideas to formulate new models and extend - or even refute - current models. In the US these methods crystallized in the Modeling Instruction in High School Physics Project at Arizona State University. Intended for university and high school physics instruction, it is now working its way into middle schools.
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
OAPT NEWSLETTER ARTICLE: WHY IS STEM IMPORTANT TO PHYSICS?
By Dave Doucette, OAPT Vice-President and Lisa Lim-Cole, OAPT Past-President November 2016
WHY IS STEM IMPORTANT TO PHYSICS?
A recent OAPT Newsletter article (Nov 19, 2016) from John Caranci laments the fact that over the past
decade, despite an increase in the total number of Ontario grade 12 physics credits, the percentage of
females has remained at around 31% . John insightfully suggests looking to elementary school for
bringing more female students into the fold. John further notes the Ontario Science & Technology gr 1-8
(2007) curriculum is rich in physics topics, even though physics is not specifically mentioned.
We think John is right suggesting we look to elementary school for solutions. But to better understand
the challenge of ‘looking to elementary school’ to offer support, we need to have a good understanding
of the shifting landscape in elementary education. Shifting in the sense the inquiry-based learning
approach which anchors the curriculum is now being stressed by a newcomer to the field – STEM
education. The good news is that STEM and inquiry are totally complementary – and both require habits
of mind exemplified by physics instruction. If we work together to support k-8 educators in successfully
marrying inquiry with STEM education, we are likely to see far more students selecting secondary
physics courses. And with it - far more females. A worthy goal!
HOW ARE STEM AND INQUIRY RELATED?
The general intent of inquiry learning is to help students understand how knowledge is acquired, and to
construct some (not all) of that knowledge – as opposed to memorizing end results.
In Ontario the Ministry of Education Science & Technology, 2007, document describes scientific inquiry
as “students engage in activities that allow them to develop knowledge and understanding of scientific
ideas in much the same way as scientists would”(p12).
One methodology is ‘hypothesis testing’, a method of selecting two variables of interest and creating an
experimental method to investigate their relationship. An example of this could be planting seeds in
soils of varying salt content to see if the amount of salt effects the number of seeds which successfully
germinate. This inquiry approach trains habits of mind such as interpreting and arguing based on
evidence as well as the skills necessary to identify and isolate variables in a real-life science application.
Countless Canadian teachers utilize the extensive Smarter Science resource packages - founded by Mike
Newnham – to nurture these habits.
A second methodology is the development of mental models. In this pursuit, scientists utilize a range of
skills which are not as easily delineated as hypothesis testing. From direct observations, reading and
research, deconstructing existing models (ex: the atom, cell theory, evolution), discussions with peers,
and inspired reflection, scientists create ideas to formulate new models and extend - or even refute -
current models. In the US these methods crystallized in the Modeling Instruction in High School Physics
Project at Arizona State University. Intended for university and high school physics instruction, it is now
OAPT NEWSLETTER ARTICLE: WHY IS STEM IMPORTANT TO PHYSICS?
By Dave Doucette, OAPT Vice-President and Lisa Lim-Cole, OAPT Past-President November 2016
(spillage). They can also be asked to predict how many trials they will require in the test phase
and how long (in seconds) the salt transfer process will take in total. In stage 3, analyze and
interpret, they collect their data and compare with their predictions and/or with groups
following the activity. Lastly they are asked to report on their process, success and next steps–
stage 4, communicate.
These 4 stages parallel the ‘Engineering Design Process’, a series of steps to design a prototype
which meets certain criteria and performs a task. To that end, the engineering design process
can be seen as the application of the broader inquiry process to solving a specific problem (or
challenge). That does not give priority to inquiry or engineering design but positions them as
complementary tools to foster innovative thinking.
How is this a STEM Lesson?
It is easy to see the E (engineering) in this lesson, but how do you articulate the science,
technology and mathematics linkages to ensure it is truly integrated across disciplines? For that,
it is helpful to examine the expectations of Science & Technology and Mathematics documents.
For example, the grade 7 Mathematics strands include Patterning and Algebra, to wit:
Represent linear growing patterns using concrete materials, graphs, and algebraic
expressions.
Model real-life linear relationships graphically and algebraically, and solve simple
algebraic equations using a variety of strategies, including inspection and guess and
check.
Below are a series of follow-up questions to illustrate how these expectations could be
addressed to fit this specific activity:
1. You are given a task to transport 500 g of salt via coffee filter parachutes
from your desktop to the floor. Your engineering team decides you can
transport 25 g of salt in each parachute drop.
i) If no salt is spilled, how many parachute trips will this take. Explain your reasoning.
ii) If each parachute trip required 30 s to load, deliver and unload, how long would it take
until the final salt delivery is unloaded? Explain your reasoning.
iii) If 20% of the parachute trips result in spilled salt, how many trips in total would be
required to deliver 500 g of unspilled salt? Explain your reasoning.
iv) If each parachute trip required 30 s to load, deliver and unload, BUT 20% of the
parachute trips result in spilled salt, how long would it take until the final 500g of salt is
unloaded? Explain your reasoning.
OAPT NEWSLETTER ARTICLE: WHY IS STEM IMPORTANT TO PHYSICS?
By Dave Doucette, OAPT Vice-President and Lisa Lim-Cole, OAPT Past-President November 2016
v) Complete the graph below. The Y-axis shows the amount of salt delivered while the x-axis shows the number of trials. [teachers nb: set up appropriate number scales on x,y axes for students].
Amount of salt Delivered # of parachute drops
vi) On the graph above, show how the graph line would appear if, at the beginning, 200 g of salt had already been delivered, before the parachute drops started. How is the graph shape similar to v)? How is it different? Does that make sense? Explain.
vii) During one parachute delivery activity, the parachute became damaged and had to be replaced. A graph was made of the amount of salt delivered and the # of parachute drops.
[teachers nb: set up axes scales for students]. Amount of salt Delivered (g) # of parachute drops
a) After how many drops did the first parachute break? What makes you think this?
b) Did the 2nd parachute carry the same amount of salt per delivery as the 1st parachute? If not, did it carry more salt or less salt? Explain your reasoning.
Challenge: The graph below shows the results of a parachute delivery group that underwent many challenges. Create a reasonable story to explain why their graph shape is so complicated. Clearly identify the points on the graph where these events occurred.
Amount of salt
Delivered (g)
# of parachute drops
OAPT NEWSLETTER ARTICLE: WHY IS STEM IMPORTANT TO PHYSICS?
By Dave Doucette, OAPT Vice-President and Lisa Lim-Cole, OAPT Past-President November 2016
Thus, by referring to subject expectations, mathematical linkages can be forged.
For a Science & Technology link, this activity connects to grade 5 Conservation of Energy and