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Exemplary Science in Grades 9 12 Standards Based
Success Stories 1st Edition Robert Yager Digital Instant
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Exemplary Science
in Grades 9–12
Standards-Based Success Stories
Exemplary Science
in Grades 9–12
Standards-Based Success Stories

Robert E. Yager, Editor

Arlington, Virginia
 Claire Reinburg, Director
Judy Cusick, Senior Editor
J. Andrew Cocke, Associate Editor
Betty Smith, Associate Editor
Robin Allan, Book Acquisitions Coordinator

ART AND DESIGN, David Serota, Director

PRINTING AND PRODUCTION, Catherine Lorrain-Hale, Director
Nguyet Tran, Assistant Production Manager
Jack Parker, Electronic Prepress Technician

NATIONAL SCIENCE TEACHERS ASSOCIATION

Gerald F. Wheeler, Executive Director
David Beacom, Publisher

Copyright © 2005 by the National Science Teachers Association.

All rights reserved. Printed in the United States of America.
07 06 05 4 3 2 1

Library of Congress Cataloging-in-Publication Data

Exemplary science in grades 9–12: standards-based success stories / [edited] by Robert Yager.
p. cm.
ISBN 0-87355-257-1
1. Science—Study and teaching (Secondary)—Case studies. 2. Science—Study and teaching (Secondary)—
Standards. I. Yager, Robert Eugene, 1930-
Q181.E85 2005
507'.1’2—dc22
2004030526

NSTA is committed to publishing quality materials that promote the best in inquiry-based science education. However,
conditions of actual use may vary and the safety procedures and practices described in this book are intended to serve only as
a guide. Additional precautionary measures may be required. NSTA and the author(s) do not warrant or represent that the
procedure and practices in this book meet any safety code or standard or federal, state, or local regulations. NSTA and the
author(s) disclaim any liability for personal injury or damage to property arising out of or relating to the use of this book
including any recommendations, instructions, or materials contained therein.

Permission is granted in advance for photocopying brief excerpts for one-time use in a classroom or workshop.
Requests involving electronic reproduction should be directed to Permissions/NSTA Press, 1840 Wilson Blvd.,
Arlington, VA 22201-3000; fax 703-526-9754. Permissions requests for coursepacks, textbooks, and other
commercial uses should be directed to Copyright Clearance Center, 222 Rosewood Dr., Danvers, MA 01923; fax
978-646-8600; www.copyright.com.
 Contents

Introduction:
Implementing the Changes in High School Programs
Envisioned in the National Science Education Standards:
Where Are We Nine Years Later?
Robert E. Yager ......................................................................................................... vii

Acknowledgments ............................................................................................. xiii

Chapter 1 It’s the “Little Things” That Can Change the Way You Teach
David L. Brock ............................................................................................................. 1

Chapter 2 Technology and Cooperative Learning: The IIT Model for

Teaching Authentic Chemistry Curriculum
Therese Forsythe and Gregory MacKinnon ......................................................... 11

Chapter 3 Inquiring Minds Want to Know All About Detergent Enzymes

Carolyn A. Hayes ....................................................................................................... 25

Chapter 4 Teaching Ecology by Evolving and Revolving

Harry Hitchcock and Claudia Melear ................................................................... 33

Chapter 5 Biomedical Engineering and Your High School Science

Classroom: Challenge-Based Curriculum That Meets the
NSES Standards
Stacy Klein and Robert D. Sherwood .................................................................... 43

Chapter 6 RIP-ing Away Barriers to Science Education:

Inquiry Through the Research Investigation Process
Robert E. Landsman ................................................................................................. 51

Chapter 7 Modeling: Changes in Traditional Physics Instruction

Earl Legleiter .............................................................................................................. 73
 Chapter 8 Guided by the Standards: Inquiry and Assessment in Two
Rural and Urban Schools
Julie A. Luft, Teresa Potter, and Steve Fletcher ................................................... 83

Chapter 9 The View From One Classroom

Carmela Rivera Minaya ............................................................................................ 91

Chapter 10 Sing and Dance Your Way to Science Success

Cindy Moss ................................................................................................................ 101

Chapter 11 Student Inquiry at the Illinois Mathematics and

Science Academy
Judith A. Scheppler, Donald Dosch, Susan Styer, and Steven Rogg ............... 113

Chapter 12 Teacher Action Research on Interactive Lectures:

Engaging All Students in Verbal Give-and-Take
Ruth Trimarchi and Brenda Capobianco ............................................................ 125

Chapter 13 Stop Talking, Start Listening: Turning Didactic Science

Teaching On Its Head
Peter Veronesi and Karl Biedlingmaier ............................................................... 135

Chapter 14 The Sky’s the Limit: A More Emphasis Approach to the

Study of Meteorology
Eric A. Walters ......................................................................................................... 151

Chapter 15 Bust That Castle Wall!

Vicki Wilson ............................................................................................................. 159

Chapter 16 Successes and Continuing Challenges: Meeting the NSES

Visions for Improving Science in High Schools
Robert E. Yager ........................................................................................................ 167

Appendix 1 Less Emphasis/More Emphasis recommendations from

the National Science Education Standards ............................................ 172

Appendix 2 Contributors List ................................................................................................. 181

Index ..................................................................................................................................... 183

vi National Science Teachers Association

 introduction

Implementing the Changes

in High School Programs
Envisioned in the National
Science Education
Standards:
Where Are We Nine Years Later?

Robert E. Yager
Science Education Center University of Iowa

How This Book Came About

Nine years have elapsed since the 1996 publication of the National Science Education Standards
(NSES) (NRC 1996). The critical issues in science education now are these: How far have we
progressed in putting the vision of the NSES into practice? What remains to be done? What
new visions are worthy of new trials?
The four monographs in the NSTA Exemplary Science Monograph series seek to answer
these questions. The monographs are Exemplary Science: Best Practices in Professional Develop-
ment (currently available); Exemplary Science in Grades 9–12 (the book you are reading); Exem-
plary Science in Grades 5–8; and Exemplary Science in Grades K–4 (the latter two books are in
development.)
The series was conceived in 2001 by an advisory board of science educators, many of
whom had participated in the development of the National Science Education Standards.
The advisory board members (who are all active and involved NSTA members; see p. xiii for
their names) decided to seek exemplars of the NSES’ More Emphasis conditions as a way to
evaluate progress toward the visions of the NSES. The More Emphasis conditions provide
summaries of the NSES recommendations in science teaching, professional development, as-
sessment, science content, and science education programs and systems. (See Appendix 1 for
the six Less Emphasis/More Emphasis lists.) The board sent information about the projected
series to the NSTA leadership team and to all the NSTA affiliates, chapters, and associated
groups. A call for papers on exemplary programs also appeared in all NSTA publications. In
addition, more than a thousand letters inviting nominations were sent to leaders identified in

Exemplary Science in Grades 9–12 vii

introduction

the 2001–2002 NSTA Handbook, and personal letters were sent to leaders of all science educa-
tion organizations.
After preliminary responses were received, the advisory board identified teachers and pro-
grams that it felt should be encouraged to prepare formal drafts for further review and evalua-
tion. The goal was to identify 15 of the best situations—in each of the four areas: professional
development and grades 9–12, 5–8, and K–4—where facets of the teaching, professional devel-
opment, assessment, and content standards were being met in an exemplary manner.
The most important aspect of the selection process was the evidence the authors of each
article could provide regarding the effect of their programs on student learning. This aspect
proved the most elusive. Most of us “know” when something is going well, but we are not well
equipped to provide real evidence for this “knowing.” Many exciting program descriptions were
not among the final titles—simply because little or no evidence other than personal testimony
was available in the materials forwarded. The 15 high school models that make up this mono-
graph were chosen by the advisory board as the best examples of programs that fulfill the More
Emphasis conditions; each has had a clear, positive impact on student science learning.

The History of the National Science Education Standards

Before discussing the contents of this book at greater length, I would like to offer a brief history
of how the National Science Education Standards came to be.
Most educators credit the National Council of Teachers of Mathematics (NCTM) with ini-
tiating the many efforts to produce national standards for programs in U.S. schools. In 1986 (10
years before the publication of the National Science Education Standards), the board of direc-
tors of NCTM established a Commission on Standards for School Mathematics with the aim of
improving the quality of school mathematics. An initial draft of these standards was developed
during the summer of 1987, revised during the summer of 1988 after much discussion among
NCTM members, and finally published as the Curriculum and Evaluation Standards for School
Mathematics in 1989.
The NCTM standards did much for mathematics education by providing a consensus for
what mathematics should be. The National Science Foundation (NSF) and other funding groups
had not been involved in developing the math standards, but these groups quickly funded re-
search and training to move schools and teachers in the direction of those standards. Having
such a “national” statement regarding needed reforms resulted in funding from private and
government foundations to produce school standards in other disciplines, including science.
NSF encouraged the science education community to develop standards modeled after
the NCTM document (1989). Interestingly, both the American Association for the Advance-
ment of Science (AAAS) and the National Science Teachers Association (NSTA) expressed
interest in preparing science standards. Both organizations indicated that they each had made
a significant start on such national standards—AAAS with its Project 2061 and NSTA with
its Scope, Sequence, and Coordination project. Both of these national projects had support
from NSF, private foundations, and industries. The compromise on this “competition” be-

viii National Science Teachers Association

 introduction

tween AAAS and NSTA leaders led to the recommendation that the National Research Coun-
cil (NRC) of the National Academy of Sciences be funded to develop the National Science
Education Standards. With NSF funding provided in 1992, both NSTA and AAAS helped to
select the science leaders who would prepare the NSES. Several early drafts were circulated
among hundreds of people with invitations to comment, suggest, debate, and assist with a
consensus document. A full-time director of consensus provided leadership and assistance as
final drafts were assembled. Eventually, it took $7 million and four years of debate to produce
the 262-page NSES publication in 1996.
There was never any intention that the Standards would indicate minimum competencies
that would be required of all. Instead, the focus was on visions of how teaching, assessment, and
content should be changed. Early on, programs and systems were added as follow-ups to teach-
ing, assessment, and content.
The NSES goals were meant to frame the teaching, staff development, assessment, content,
program, and system efforts as visions for change and reform. These goals represent a step be-
yond those central to Harms’ earlier Project Synthesis. The four goals (justifications) for K–12
science listed in the NSES encompass preparing students who:
1. experience the richness and excitement of knowing about and understanding the
natural world;
2. use appropriate scientific processes and principles in making personal decisions;
3. engage intelligently in public discourse and debate about matters of scientific and
technological concern; and
4. increase their economic productivity through the use of the knowledge,
understanding, and skills of the scientifically literate person in their careers (NRC
1996, p. 13).
Basically, the goals do not suggest any content or any glamorized process skills that must be
transmitted or experienced for their own sake. Paul Brandwein has called for teachers and schools
to ensure that each high school graduate have one full experience with science (1983). He sug-
gested that this would create a revolution in science education—something we still badly need.
Some NSES enthusiasts suggest that one such experience each year would be a better goal dur-
ing the K–12 years—a 13 year continuum of science in school—and perhaps one each 9-week
grading period would be an even better goal!
The NSES volume begins with standards for improved teaching. That chapter is followed
by chapters on professional development, assessment, science content, and science education
program and systems. Content was placed in the document after the other three for fear that
placing it first would invite a focus only on what should be taught—almost relegating teaching,
staff development, and assessment to “add-on” roles. The major debates, however, centered on
what should appear in the content chapter.

Exemplary Science in Grades 9–12 ix

introduction

NSES and Science Content

A major direction in the NSES with respect to content was the identification of eight facets of
content. These facets change the focus from a traditional discipline focus with a list of major
concepts under each discipline, to a much broader listing that is more indicative of the goals
(justifications) for science in high schools. These eight facets of content elaborated in NSES are
1. Unifying Concepts and Processes;
2. Science as Inquiry;
3. Physical Science;
4. Life Science;
5. Earth and Space Science;
6. Science and Technology;
7. Science in Personal and Social Perspectives; and
8. History and Nature of Science.
Just as the first NSES goal is considered the most important one, the first facet of content (Uni-
fying Concepts and Processes) is similarly considered the most important. It was envisioned as
being so basic that it was first thought to be included as the preamble for each content section of
NSES. However, many felt that too many would simply move to a new listing of basic disci-
pline-bound concepts and ignore the preamble. Although life, physical, and Earth/space science
still appear, some lists combine them into a listing of basic science concepts as a single content
focus—thereby suggesting a more integrated approach to the major concepts comprising mod-
ern science. Major debates occurred in identifying these eight content constructs and the spe-
cific content included in each of the “discipline-bound” content areas.
Important current reforms must focus on the four less familiar content facets, namely:
(a) science for meeting personal and societal challenges (referring to goals 2 and 3); (b) tech-
nology—which now enjoys a whole set of standards produced by International Technology
Education Association (ITEA 2000); (c) the history and philosophy of science; and (d) sci-
ence as inquiry.
The More Emphasis conditions for inquiry represent what the current reforms are all about
and indicate why the use of social issues is considered essential. The More Emphasis conditions
for inquiry are meant to reverse the failures in 1981 in finding examples of teaching science by
inquiry in U.S. schools. After the Project Synthesis report, Paul DeHart Hurd (1978) reported:

”The development of inquiry skills as a major goal of instruction in science appears to have
had only a minimal effect on secondary school teaching. The rhetoric about enquiry and
process teaching greatly exceeds both the research on the subject and the classroom practice.
The validity of the enquiry goal itself could profit from more scholarly interchange and
confrontation even if it is simply to recognize that science is not totally confined to logical
processes and data-gathering.” (p. 62)

Issues related to student lives, their schools, and their communities can provide the contexts
that invariably require the concepts and skills that appear in science programs in typical schools.

x National Science Teachers Association

 introduction

However, instead of starting with a high school curriculum and proceeding through it, the stu-
dent is more central and becomes the magnet for the need for what is generally taught. To many
students it seems that the typical science content has been dictated by teachers or textbook au-
thors who merely assume its relevance for all learners. Generally, everything is taught “because
it will be useful—trust me!” But, for most students such use is never found. Instead science
content is seen only as something useful to those who wish to pursue college/university study,
especially in medicine, health sciences, and engineering—and also important for performing
well on college entrance examinations. It can be argued that our major problem with high school
science remains: science is viewed as merely a stepping stone to further study of science at the
next level, whether grade by grade in schools or for the college track in high school and for
college entrance. It is not seen as something important and useful for all.
The NSES broaden the focus to something other than a consideration of the concepts that
characterizes biology, chemistry, physics, and to a much lesser extent, the Earth/space sciences.
It also includes technology (the human-made world) as well as a focus on the objects and events
in the natural universe. Moreover, it includes society, which is easy for life science enthusiasts
since it represents a level of focus in biology (i.e., ecology). It is also related to the social studies
(such as sociology, economics, government, geography, and psychology).
However, it is insufficient to assume a universal understanding of science itself. To most
persons, science is what is studied in school. What is studied usually ends up as topics or chap-
ters organized around precise concepts that are traditional features of textbooks, and often coin-
cide to courses in college departments where science teachers have had direct experience as
students during their preparation.
Science needs to be understood and seen as appropriate for all—as a human endeavor that
all people can understand, experience, and use. The NSES goals exemplify a holistic view of
science. Carl Sagan emphasized a vital point when he observed that every human starts as a
scientist (NRC 1998). However, as the child grows and attends school, he/she is discouraged
from practicing real science and is taught skills in science classes that are alien to science itself.
Science consists of four essential features—all of which should be a part of school and every
child’s experience:
1. Asking questions about the objects and events observed in the natural world;
2. Proposing answers (possible explanations) to these personally constructed questions;
3. Designing tests or preparing logical reasons to establish validity for the proposed
answers; and
4. Communicating the question, proposed explanations, and the evidence assembled to
support the explanation to others (especially others, who have pondered and
investigated similar objects and events in nature).
Science is a human endeavor that is characterized by curiosity and wonderment, by at-
tempts to explain, by the desire to determine the accuracy of each explanation advanced, and by
responsibility for sharing and communicating the process to others (in science at the research
level, this means to others constituting the science establishment). If science were advanced with
this four point sequence, goal one of NSES would be met. Yet it rarely occurs and remains a

Exemplary Science in Grades 9–12 xi

introduction

major issue in science education, especially in high school and college programs. The question
arises: how would real science ever be offered in a textbook, a teacher’s lecture, or a state frame-
work? For complete science is what current reforms are all about—and science for all!

Conclusion
The fifteen high school exemplars all show great progress for implementing the Standards and the
stated goals for science in grades 9–12. Each author team was asked to reflect on the More Emphasis
conditions that were recommended for teaching, assessment, and content (and to some degree
those concerned with the continuing education of teachers). To what extent these conditions were
met by the exemplars is discussed in the final chapter.
This monograph indicates where we are with respect to meeting the visions for reforms in
science for high schools. It is important to know how our efforts during the four-year develop-
ment of the NSES have impacted science classrooms. We feel that an exhaustive search has
occurred during the past three years and are impressed with what the search has revealed. We
hope others reading about these exciting programs will find new ideas to try and that they will
want to share more stories of their successes, especially in terms of similar experiences with their
own students. We trust that this volume is an accurate record of what can be done to meet the
Standards while also pinpointing some continuing challenges and needs. The exemplary pro-
grams described in this monograph give inspiration while also providing evidence that the new
directions are feasible and worth the energy and effort needed for others to implement changes.
We also hope that the exemplars included will bring new meaning and life to the More
Emphasis conditions. In many respects, the Less Emphasis conditions are not bad, but they do
not usually result in as much learning or in ways the four goals for science teaching can be
exemplified.
Hopefully the fifteen examples in this monograph will serve as generators for new ques-
tions and new ideas for developing even more impressive programs so that the decade following
the publication of the NSES results in even more exciting advances by 2006.

References
Hurd, P. DeH. 1978. The golden age of biological education 1960–1975. In: W.V. Mayer (Ed.), BSCS
biology teacher’s handbook (3rd edition). (pp. 28–96). New York: John Wiley & Sons.
International Technology Education Association. 2000. Standards for technological literacy. Reston, VA:
Author.
National Council for Teachers of Mathematics. 1989. Curriculum and evaluation standards for school math-
ematics. Reston, VA: Author.
National Research Council (NRC). 1996. National science education standards. Washington, DC: National
Academy Press.
National Research Council (NRC). 1998. Every child a scientist: Achieving scientific literacy for all. Wash-
ington, DC: National Academy Press.

xii National Science Teachers Association

 Acknowledgments

Members of the National Advisory Board for the

Exemplary Science Series
Hans O. Andersen Roger Johnson
Past President of NSTA Professor
Professor, Science Education University of Minnesota
Indiana University-Bloomington Minneapolis, MN
Bloomington, IN
Mozell Lang
Charles R. Barman Science Consultant
Professor Pontiac Northern High School
Science and Environmental Education Pontiac, MI
Indiana University School of Education
Bloomington, IN LeRoy R. Lee
Past President of NSTA
Bonnie Brunkhorst Executive Director
Past President of NSTA Wisconsin Science Network
Professor DeForest, WI
California State University-San Bernardino
San Bernardino, CA Shelley A. Lee
Past President of NSTA
Rodger Bybee Science Education Consultant
Executive Director Wisconsin Dept. of Public Instruction
Biological Sciences Curriculum Study Madison, WI
Colorado Springs, CO
Gerry Madrazo
Audrey Champagne Past President of NSTA
Professor Clinical Professor—Science Education
State University of New York University of North Carolina
Albany, NY Chapel Hill, NC

Fred Johnson Dick Merrill

Past President of NSTA Past President of NSTA
Consultant University of California, Berkeley
McKenzie Group Berkeley, CA
Memphis, TN

Exemplary Science in Grades 9–12 xiii

 Nick Micozzi Emma Walton
K–12 Science Coordinator Past President of NSTA
Plymouth Public Schools Science Consultant
Plymouth, MA Anchorage, AK

Edward P. Ortleb Sandra West

Past President of NSTA Associate Professor
Science Consultant/Author Science Education
St. Louis, MO Southwest Texas University
Canyon Lake, TX
Jack Rhoton
President of NSELA Karen Worth
Professor of Science Education Senior Scientist
East Tennessee State University Education Development Center
Johnson, TN Newton, MA

Gerald Skoog
Past President of NSTA Assistant Editors at the
Professor and Dean
University of Iowa
Texas Tech University
Lubbock, TX Suzanne Butz
Kris Dolgos
Brian J. Flanagan
Nancy C. Rather Mayfield

About the Editor

Robert E. Yager—an active contributor to the development of the National Science Education
Standards—has devoted his life to teaching, writing, and advocating on behalf of science educa-
tion worldwide. Having started his career as a high school science teacher, he has been a professor
of science education at the University of Iowa since 1956. He has also served as president of seven
national organizations, including NSTA, and been involved in teacher education in Japan, Korea,
Taiwan, and Europe. Among his many publications are several NSTA books, including Focus on
Excellence and What Research Says to the Science Teacher. Yager earned a bachelor’s degree in biol-
ogy from the University of Northern Iowa and master’s and doctoral degrees in plant physiology
from the University of Iowa.

xiv National Science Teachers Association

 chapter 1

It’s the “Little Things”

That Can Change the Way
You Teach

David L. Brock
Roland Park Country School

Setting

M
y school is an urban college preparatory school for girls, located in Baltimore,
Maryland. An independent school, we teach grades K–12, and in our high school
division we currently have 284 young women in grades 9–12, with a 35% minority
enrollment, 21% of them receiving financial assistance. Our typical class size in the
sciences is between 18 and 20 girls, and classes meet for three 70-minute periods each week in an
alternating “A-day/B-day” block schedule. In the 2000–01 school year, we completed construction
of a new science wing in accordance with the national recommendations for size and pupil num-
ber in combined lab-lecture rooms (Biehle, Motz, and West 1999). Among other renovations to the
building at that time, we became a laptop computer school with a wireless network for all students
grades 7–12 (with a separate dedicated computer lab for K–6). While our science program is a
required academic component of all K–12 grades (including biology, chemistry, and physics in the
high school), the specific program I will be discussing here—“The Little Things That Run the
World”—is only part of the ninth-grade honors biology course.

Changing the Classroom’s Quality

This program emphasizes the “student-as-player/teacher-as-coach” approach to the classroom
(NRC 1996). A student-centered curriculum, it provides a model for the teaching standard on
how to guide students through an extended, focused scientific inquiry, where students bear the

Exemplary Science in Grades 9–12 1

chapter 1

primary responsibility for their learning. Because the project requires regular drafts of students’
pre-lab research, experimental protocols, data charts, graphs, and mathematical analyses, it also
provides a model for the assessment standards with respect to examining ongoing student work
with a view to helping them gain a steadily richer understanding of both their topics and their
investigative skills (NRC 1996).
During “Little Things,” each team of students chooses, performs, and manages its own
experimental investigation into a focused topic in the ecology of soil microbes (e.g., “What im-
pact did a recent drought have on protozoa levels?”). Thus, the project provides a model that
emphasizes all of the National Science Education Standards’ (NSES) preferred content stan-
dards for the life sciences (NRC 1996). But even more important is the fact that, as a result of
participating in field study projects like this one, students walk away from the experience with
a richer understanding of humanity’s place in the web of environmental relationships as well as
the knowledge of their own power to understand the intricacies of the natural world. Since this
kind of wisdom is ultimately what any of us who teach science are all about in the first place,
projects like “Little Things” can help all of us come closer to the “spirit” that lies at the heart of
the all good science education.

Who We Are
My students and I have been running “The Little Things That Run the World” project since the
1999–2000 school year. Originally part of our school’s involvement in the NSF’s Baltimore Long-
Term Ecological Research Study (BES), it has evolved over the past four years through my in-
volvement with the Paul F. Brandwein Institute (Brock 2002), and has generated considerable
funding interest during its four years, including grants from the Toshiba America Foundation,
the Captain Planet Foundation, and the ReliaStar/Northern Life Education’s Unsung Heroes pro-
gram. It continues to serve as the culminating end-of-year exam for my ninth grade honors biol-
ogy students, and several of its alums have gone on to participate in the school’s science research
seminar, and publish related work. “Little Things” has even led to the creation of a three-week
summer research internship—the Environmental Science Summer Research Experience for Young
Women—that just completed its third successful year. In the spring of 2003, the program was
honored with the Gustav Ohaus Award from the National Science Teachers Association (NSTA).

The Program
The “Little Things” project is a unique curriculum unit on the soil ecology of microbes that has
five major goals:
• to provide students with the opportunity to engage in real scientific research where
none of the answers are known ahead of time and in so doing present them
consequently with the chance to develop their own hypotheses, to design and perform
their own experimental protocols, and to analyze and evaluate their own results,
submitting them for peer review and to various community stakeholders;
• to give students the chance to learn how to work with, identify, and estimate

2 National Science Teachers Association

Other documents randomly have
different content
 Physical Education - Study Cards
Summer 2023 - Center

Prepared by: Prof. Brown

Date: July 28, 2025

Lesson 1: Practical applications and examples

Learning Objective 1: Interdisciplinary approaches
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 2: Comparative analysis and synthesis
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 3: Critical analysis and evaluation
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Learning Objective 4: Interdisciplinary approaches
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 4: Diagram/Chart/Graph]
Learning Objective 5: Literature review and discussion
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Case studies and real-world applications
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Note: Historical development and evolution
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 7: Fundamental concepts and principles
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Interdisciplinary approaches
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Experimental procedures and results
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Abstract 2: Interdisciplinary approaches
Note: Interdisciplinary approaches
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Statistical analysis and interpretation
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 12: Diagram/Chart/Graph]
Practice Problem 12: Best practices and recommendations
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Learning outcomes and objectives
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 14: Diagram/Chart/Graph]
Remember: Comparative analysis and synthesis
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Historical development and evolution
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Literature review and discussion
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Study tips and learning strategies
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Key Concept: Current trends and future directions
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 19: Statistical analysis and interpretation
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 20: Diagram/Chart/Graph]
Part 3: Theoretical framework and methodology
Example 20: Experimental procedures and results
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Critical analysis and evaluation
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 22: Diagram/Chart/Graph]
Definition: Study tips and learning strategies
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 23: Diagram/Chart/Graph]
Key Concept: Learning outcomes and objectives
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Case studies and real-world applications
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Note: Interdisciplinary approaches
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Key terms and definitions
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Experimental procedures and results
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Assessment criteria and rubrics
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Comparative analysis and synthesis
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Topic 4: Research findings and conclusions
Definition: Fundamental concepts and principles
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 31: Statistical analysis and interpretation
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Interdisciplinary approaches
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 33: Assessment criteria and rubrics
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Definition: Statistical analysis and interpretation
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Critical analysis and evaluation
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 36: Problem-solving strategies and techniques
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 37: Interdisciplinary approaches
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 38: Comparative analysis and synthesis
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Key terms and definitions
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Abstract 5: Experimental procedures and results
Key Concept: Comparative analysis and synthesis
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 41: Diagram/Chart/Graph]
Note: Best practices and recommendations
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
[Figure 42: Diagram/Chart/Graph]
Definition: Theoretical framework and methodology
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Ethical considerations and implications
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Definition: Study tips and learning strategies
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Assessment criteria and rubrics
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Key terms and definitions
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Practice Problem 47: Literature review and discussion
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 48: Diagram/Chart/Graph]
Practice Problem 48: Assessment criteria and rubrics
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Study tips and learning strategies
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Appendix 6: Problem-solving strategies and techniques
Example 50: Historical development and evolution
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 51: Diagram/Chart/Graph]
Example 51: Fundamental concepts and principles
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Practice Problem 52: Ethical considerations and implications
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Current trends and future directions
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Comparative analysis and synthesis
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 55: Learning outcomes and objectives
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 56: Diagram/Chart/Graph]
Practice Problem 56: Fundamental concepts and principles
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 57: Fundamental concepts and principles
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Critical analysis and evaluation
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 59: Diagram/Chart/Graph]
Note: Study tips and learning strategies
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Quiz 7: Research findings and conclusions
Important: Study tips and learning strategies
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Experimental procedures and results
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Key Concept: Theoretical framework and methodology
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 63: Assessment criteria and rubrics
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 64: Historical development and evolution
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 65: Diagram/Chart/Graph]
Remember: Problem-solving strategies and techniques
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Important: Practical applications and examples
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Practice Problem 67: Practical applications and examples
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Practice Problem 68: Critical analysis and evaluation
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Interdisciplinary approaches
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Methodology 8: Statistical analysis and interpretation
Remember: Learning outcomes and objectives
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 71: Diagram/Chart/Graph]
Practice Problem 71: Theoretical framework and methodology
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 72: Diagram/Chart/Graph]
Practice Problem 72: Problem-solving strategies and techniques
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 73: Key terms and definitions
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Historical development and evolution
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Fundamental concepts and principles
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 76: Best practices and recommendations
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 77: Problem-solving strategies and techniques
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Statistical analysis and interpretation
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Problem-solving strategies and techniques
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Exercise 9: Current trends and future directions
Remember: Research findings and conclusions
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 81: Learning outcomes and objectives
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Key terms and definitions
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 83: Research findings and conclusions
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 84: Diagram/Chart/Graph]
Example 84: Interdisciplinary approaches
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Statistical analysis and interpretation
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 86: Diagram/Chart/Graph]
Note: Literature review and discussion
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Practice Problem 87: Learning outcomes and objectives
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 88: Diagram/Chart/Graph]
Remember: Learning outcomes and objectives
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Key terms and definitions
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Module 10: Literature review and discussion
Important: Literature review and discussion
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 91: Diagram/Chart/Graph]
Important: Comparative analysis and synthesis
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 92: Fundamental concepts and principles
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Theoretical framework and methodology
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Practical applications and examples
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Critical analysis and evaluation
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 96: Key terms and definitions
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
[Figure 97: Diagram/Chart/Graph]
Important: Critical analysis and evaluation
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Practice Problem 98: Fundamental concepts and principles
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Case studies and real-world applications
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Quiz 11: Fundamental concepts and principles
Key Concept: Theoretical framework and methodology
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Definition: Experimental procedures and results
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 102: Historical development and evolution
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Remember: Key terms and definitions
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Problem-solving strategies and techniques
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Practical applications and examples
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Key Concept: Ethical considerations and implications
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 107: Diagram/Chart/Graph]
Important: Statistical analysis and interpretation
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Theoretical framework and methodology
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 109: Diagram/Chart/Graph]
Practice Problem 109: Study tips and learning strategies
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 110: Diagram/Chart/Graph]
Section 12: Historical development and evolution
Key Concept: Ethical considerations and implications
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 111: Critical analysis and evaluation
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Historical development and evolution
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 113: Key terms and definitions
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 114: Diagram/Chart/Graph]
Example 114: Case studies and real-world applications
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Best practices and recommendations
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 116: Study tips and learning strategies
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 117: Diagram/Chart/Graph]
Remember: Critical analysis and evaluation
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Example 118: Ethical considerations and implications
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Current trends and future directions
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Section 13: Key terms and definitions
Practice Problem 120: Best practices and recommendations
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 121: Diagram/Chart/Graph]
Key Concept: Assessment criteria and rubrics
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Literature review and discussion
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
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