MATE 601 Physics, Chemistry & Statistics of Heat for Middle School Teachers


 Clemence Wilkins
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1 MATE 601 Physics, Chemistry & Statistics of Heat for Middle School Teachers Instructors Carla Comeau, Pittsfield Public Schools, STEM Coordinator Alexis Dekel, Head of Math department, BART Dr. Adrienne Wootters, Department of Physics, MCLA MMSP Grant PIs Dr. Christopher Himes, STEM Program Manager, MCLA Dr. Nick Stroud, Department of Education, MCLA Class meets from 8:00 a.m. 3:00 p.m. in Murdock 201 on the following days: Thursday, May 24 Friday, May 25 Friday, June 1 Friday, June 8 Monday, August 13 Friday, August 17 (all five days) There will be a 30minute break for lunch. The MCLA cafeteria will be closed; we recommend that you bring a lunch. Please bring a laptop and a calculator to each class. The MSP grant will provide all other texts and materials that you will need. Course Overview This course addresses both the physics and the mathematics of heat. This course is intended to provide the content knowledge that teachers of middle and high school mathematics courses will need in order to teach the statistics prescribed by the common core standards and the physical science of heat as listed in the Massachusetts frameworks. The ultimate goal is to enable you to take the content you learn (or reinforce) in this aspect of math and physical science and use it to create classroom activities and assessments for your own students that highlight the relationship between math and science. Teachers must possess knowledge and understanding well beyond the material that they transmit to students, so you may expect the content level of this course to be typical of a firstsemester college course. Each meeting day will consist of three sessions: Math, Physics, and the Professional Learning Community. Each morning, we will consider statistics as it is used in both everyday situations as well as in the physics laboratory. The second session of each morning will center on the physical science of heat energy. Afternoons will be devoted to making the connections between the course material and the mathematics that you teach in your classrooms. The prerequisites for this course are: moderate arithmetic and algebra skills, fundamental understanding of molecules and energy transfer, experience in teaching middle school. Here are a few sentences about each of the three facets of the course:
2 Math In today s society, we are bombarded with numerical information in news, advertisements, and at work. In order to be an informed consumer of information, it is important to be able to determine whether claims based on numerical information are reasonable. One must be able to extract information from graphical displays of data, follow arguments based on numerical evidence, and know how data should be collected, communicated, summarized and analyzed. In nearly every field, decisions are made based on numerical information. This is also true for many decisions in our personal lives, for example, which of several medical interventions might be right for you. In some cases, decisions are made on our behalf, as in the case of insurance premiums. In order to evaluate these decisions, a clear understanding of probability and the statistical methods used is needed. The daily topics for statistics are outlined at the end of this syllabus with the corresponding middle and high school standards. At the end of this course, you will possess the statistical fluency necessary to consume information, make decisions, evaluate decisions, and facilitate the development of same in your own students. Physical Science The notion of heat energy is impossible to understand without a basic understanding of statistics. However, we also use plain old algebra to help us predict how matter behaves when it is heated or cooled. During the physical science portion of each day, we will look at both a microscopic view of heat (which involves statistics) and a macroscopic view, which does not. We will still use a lot of math! In particular, we will analyze data, graph functions, and determine experimental error. The daily topics for physics are outlined at the end of this syllabus. By the end of this course, you should be comfortable with using math to do science. Professional Learning Community Following classroom time in each day of the course, there will be two hours for the participants to collaborate on how their classroom content learning and experiences can be brought into their own schools. As we explore the content of this course, during the Professional Learning Community (PLC) time, we will address the following questions, using the common core standards for middle school physical science and statistics: The PLC s focus will include elements that relate to the impact on student learning: How will the participants students learning improve through changes in their instructional practice as a result of this course? What does the science and math learned in this course look like in their classes? What does the science and math learned in this course look like as demonstrated by their students? Additional elements generated by the PLC will include: Defining what a high quality assessment looks like. Developing common student assessments to understand impact on student learning. Defining online resources available. We will use MCLA s learning management system, Canvas to facilitate our work together.
3 Course Goals By the end of the course, through presentations, discussions and activities you should be able to demonstrate knowledge of and explain to middle school students how to do all of the following: describe statistically the amount of heat energy in matter determine the relative reaction rates for different chemical reactions use tools to measure temperature and other properties of matter represent the accuracy of measurement tools using mathematical descriptions convert units represent, interpret data differentiate statistical questions from nonstatistical ones draw and discuss distributions identify populations calculate mean, median, mode compute standard deviation calculate interquartile range and mean absolute deviation draw dot plots, histograms, box plots, circle graphs give context to a study: number of observations, how obtained, units, etc. understand what it means to be random, and be able to obtain a random sample use a random sample to draw inferences about a population compare different populations understand the meaning of a probability use probabilities to compute expectations work with events that are equallylikely (coin flipping) and otherwise (cup flipping) use lists, tables, tree diagrams, etc. to find probabilities of compound events work with complements of events use scatter plots to compare bivariate data find the "best fit" line for generally linear scatter plots evaluate various candidates for "bestfit" line use patterns of association to evaluate bivariate categorical data
4 Grading Assignments and activities are an integral part of this course and are constructed to help students meet course goals and objectives. As such, grading is based largely on students understanding as evidenced through discussions, in service and final projects, and post test. Class attendance and participation 20% Inclass quizzes 20% Homework portfolio 20% PLC products: classroom activities, assessment tools, online resources 40% Policies Attendance is required. Extraordinary circumstances that could impact attendance should be presented and discussed with faculty in advance. Any incident of academic dishonesty will be dealt with according to MCLA s institutional policy. Please visit the following link for additional information:
5 Date Statistics topics Grade 68 Standards High School Standards May 24 Variability, types of variables, sampling, observational studies versus experiments Develop understanding of statistical variability. (6.SP.13) population. (7.SP.1) SIC.1 SIC.3 May 25 Measures of center and variability, boxplots, histograms, introduction to normal distribution Summarize and describe distributions (6.SP.45) Draw informal comparative inferences about two populations. (7.SP.34) SID.14 June 1 Scatterplots, correlation, medianmedian lines, least squares regression lines Investigate patterns of association in bivariate data. (8.SP.13) SID.69 June 8 Linear regression (cont.), nonlinear regression, associations in categorical variables Investigate patterns of association in bivariate data. (8.SP.14) SID.59 Aug 13 Probability, counting methods, binomial distribution Investigate chance processes and develop, use, and evaluate probability models. (7.SP.58) SIC.2 SCP.1 SCP.69 Aug 14 Conditional probability, normal probability distribution Investigate chance processes and develop, use, and evaluate probability models. (7.SP.58) SCP.25 Aug 15 Normal probability distribution population. (7.SP.2) SID.4 Aug 16 Sampling distribution of sample mean population. (7.SP.2) SIC.4 Aug 17 Confidence intervals, hypothesis tests population. (7.SP.2) SIC.4 Date Physics Topics Additional Math Used May 24 Single measurements, unit conversions, the size of Standard deviation, volume
6 May 25 things Disorder, a mathematical version of heat, counting states Binomial distribution, probability June1 Mechanical energy (necessary to understand heat!) Plotting data, best fit lines June 8 Heat Energy: ideal gas laws; billiard ball model of gas Plotting data, best fit lines Aug 13 Heat Energy: specific heat Algebra galore! Standard deviation Aug14 Heat Energy: phase changes More algebra! Standard deviation Aug 15 Heat Energy: rates of reactions Plotting data, best fit lines Aug 16 Exponential Growth and Decay Logarithms and e. Random events. ½life Aug 17 Wrap up and pull together From the Curriculum Framework: Skills of Inquiry, Experimentation, and Design, Grades 6 8 Formulate a testable hypothesis. Design and conduct an experiment specifying variables to be changed, controlled, and measured. Select appropriate tools and technology (e.g., calculators, computers, thermometers, meter sticks, balances, graduated cylinders, and microscopes), and make quantitative observations. Present and explain data and findings using multiple representations, including tables, graphs, mathematical and physical models, and demonstrations. Draw conclusions based on data or evidence presented in tables or graphs, and make inferences based on patterns or trends in the data. Communicate procedures and results using appropriate science and technology terminology. Offer explanations of procedures, and critique and revise them. Grades 6 8 Physical Sciences Standards Addressed: 2. Differentiate between volume and mass. Define density. 3. Recognize that the measurement of volume and mass requires understanding of the sensitivity of measurement tools (e.g., rulers, graduated cylinders, balances) and knowledge and appropriate use of significant digits. 4. Explain and give examples of how mass is conserved in a closed system. 10. Differentiate between physical changes and chemical changes. 13. Differentiate between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. 14. Recognize that heat is a form of energy and that temperature change results from adding or taking away heat from a system. 15. Explain the effect of heat on particle motion through a description of what happens to particles during a change in phase. 16. Give examples of how heat moves in predictable ways, moving from warmer objects to cooler ones until they reach equilibrium.
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