A Web quest on the Beginnings of Scientific
Inquiry
Monique Simmons
INTRODUTION
Scientific
discoveries have contributed to the advancement of societies in both small and
monumental ways. In fact, it is safe to
say that the world as we know it would not exist if numerous pioneer scientists
did not make critical discoveries that advanced their fields of study
significantly. These early discoverers
paved the way for future scientists who built onto their work to make further
contributions which added to the body of scientific knowledge that we possess
today. Science is a question without an
answer for which there is a good chance for a solution. Scientific inquiry is a complex, systematic
process that must be done under controlled conditions in order for the results
to be valid and the discoveries to be accepted by the scientific
community. There are numerous cases in
history where scientist have not maintained correct procedures, falsified
experimental results, and manipulated conditions obtaining bias results and
false conclusions. One way to make sure that science is done reliably and
objectively is to make scientific inquiry the responsibility of all groups in
society and not just the quest of the intellectual elite.
Students will
learn the correct method of doing scientific inquiry by choosing scientists
that have made major breakthroughs in their field of science and assist them on
their road to discovery. Students will be acting members on the executive board
of the “International Multicultural Science Society”. The organization’s mission is to increase
the number of underrepresented groups in the fields of science by supporting
the work of scientists that belong to those groups. The job of the executive board members is to
review the investigations of the scientists and assist them on their road to
discovery. The success of the scientific investigation
depends on you ensuring that the process of scientific inquiry is done under
conditions that will give reliable, unbiased, and valid conclusions.
TASK
Students will work
in teams of two to achieve the following project objectives:
1.
Students
will produce a PowerPoint presentation tracing the steps that scientists took
that led to their historic discovery.
2.
Students
will identify the essential components of a valid scientific investigation.
3.
Students
will identify the steps that the scientist used and align them with the steps
of the scientific method.
4.
Students
will look at the social context in which a problem existed that led to their
particular discovery. Students will
relate the social context with the discovery by completing worksheets 1– 3 of
the Public Policy Analysis.
PROCESS
Students will be
acting members on the executive board of the International Multicultural Science
Society. The organizations mission is
to increase the number of underrepresented groups in the fields of science by
supporting the work of minority scientists.
The job of the executive board members is to review the investigations
of scientists from diverse backgrounds and assist them on their road to
discovery. Board members will support
this goal by doing the following:
1.
Choose
a scientist from a culturally underrepresented group, such as African-American,
Native American, or Latino. Do a
thorough research of the scientist and his work through the internet,
biographies, and science journals and literature.
2.
Identify
the problem the scientist was trying to solve. Students will complete the PPA Worksheet #1:
Defining the Problem to help with this part.
3.
Evidence
must be gathered to prove that the existing problem should be addressed. Students will complete the PPA Worksheet
#2: Gather
Evidence to help with this section.
4.
Determine
the causes of the problem. Students will
complete the PPA Worksheet #3: Find the Causes
to assist them with this part.
5.
Develop solutions
to the problem based on the scientist’s actual investigation. Students will
complete the PPA Worksheet #4: Develop Solutions.
6.
Students
will produce an 8-10 minute PowerPoint presentation of this research project.
RESOURCES
General search
engines:
Relevant websites:
EVALUATION
A - Exemplary: 45-50 points
B - Proficient: 40-44 points
Partially Proficient or Incomplete: Needs to be resubmitted - less than 39
points
PowerPoint Rubric
|
ACTIVITY |
Exemplary |
Proficient |
Partially Proficient |
Incomplete |
POINTS |
|
Research and Note taking |
10 points Notecards indicate group members accurately
researched varied information sources, recorded and interpreted statements,
graphics and questions and evaluated alternative points of view. |
4 points Notecards show group members recorded relevant
information from multiple sources of information, evaluated and synthesized
relevant information. |
2 points Notecards show group members misinterpreted
statements, graphics and questions and failed to identify relevant arguments. |
0 points Notecards show group members recorded information
from four or less resources, and ignored alternative points of view. |
|
|
Preproduction
Plan - Storyboard |
6 points The storyboard illustrates the slide presentation
structure with thumbnail sketches of each slide including: title of slide,
text, background color, placement & size of graphic, fonts - color, size,
type for text and headings, hyperlinks (list URLs of any site linked from the
slide), narration text, and audio files (if any). All slides are numbered,
and there is a logical sequence to the presentation. |
4 points The thumbnail sketches on the storyboard include
titles and text for each slide and are in sequential order. |
2 points The thumbnail sketches on the storyboard are not
in a logical sequence and have incomplete information. |
0 points There a very few thumbnail sketches on the
storyboard and do not provide an overview of the presentation. |
|
|
Introduction |
3 points The introduction presents the overall topic and
draws the audience into the presentation with compelling questions or by
relating to the audience's interests or goals. |
2 points The introduction is clear and coherent and
relates to the topic. |
1 point The introduction shows some structure but does
not create a strong sense of what is to follow. May be overly detailed or
incomplete and is somewhat appealing to the audience. |
0 points The introduction does not orient the audience to
what will follow. The sequencing is unclear and does not appear
interesting or relevant to the audience. |
|
|
Content |
8 points The content is written clearly and concisely with
a logical progression of ideas and supporting information. The project includes motivating questions and
advanced organizers that provide the audience with sense of the project’s
main idea. Information is accurate, current and comes mainly
from * primary sources. |
6 points The content is written with a logical progression
of ideas and supporting information. Includes persuasive information from *primary
sources. |
4 points The content is vague in conveying a point of view
and does not create a strong sense of purpose. Includes some persuasive information with few
facts. Some of the information may not seem to fit. *Primary source use is not always clear. |
0 points The content lacks a clear point of view and
logical sequence of information. Includes little persuasive information and only
one or two facts about the topic. Information is incomplete, out of date and/or
incorrect. Sequencing of ideas is unclear. |
|
|
Text
Elements |
3 points The fonts are easy-to-read and point size varies
appropriately for headings and text. Use of italics, bold, and indentations enhances
readability. Text is appropriate in length for the target
audience and to the point. The background and colors enhance the readability
of text. |
2 points Sometimes the fonts are easy-to-read, but
in a few places the use of fonts, italics, bold, long paragraphs, color or
busy background detracts and does not enhance readability. |
1 point Overall readability is difficult with lengthy
paragraphs, too many different fonts, dark or busy background, overuse of
bold or lack of appropriate indentations of text. |
0 points The text is extremely difficult to read with long
blocks of text and small point size of fonts, inappropriate contrasting
colors, poor use of headings, subheadings, indentations, or bold formatting. |
|
|
Layout |
3 points The layout is aesthetically pleasing and
contributes to the overall message with appropriate use of headings and
subheadings and white space. |
2 points The layout uses horizontal and vertical white
space appropriately. |
1 point The layout shows some structure, but appears
cluttered and busy or distracting with large gaps of white space or uses a
distracting background. |
0 points The layout is cluttered, confusing, and does not
use spacing, headings and subheadings to enhance the readability. |
|
|
Citations |
6 points Sources of information are properly cited so that
the audience can determine the credibility and authority of the information
presented. All sources of information are clearly identified
and credited using MLA citations throughout the project. |
4 points Most sources of information use proper MLA
citation, and sources are documented to make it possible to check on
the accuracy of information. |
2 points Sometimes copyright guidelines are followed and
some information, photos and graphics do not use proper MLA citations. |
0 points No way to check validity of information. |
|
|
Graphics,
Sound and/or Animation |
3 points The graphics, sound and/or animation assist in
presenting an overall theme and make visual connections that enhance
understanding of concept, ideas and relationships. Original images are created using proper size and
resolution, and all images enhance the content. There is a consistent visual theme. |
2 points The graphics, sound/and or animation visually
depict material and assist the audience in understanding the flow of
information or content. Original images are used. Images are proper size, resolution. |
1 point Some of the graphics, sounds, and/or animations
seem unrelated to the topic/theme and do not enhance the overall concepts. Most images are clipart or recycled from the WWW. Images are too large/small in size. Images are poorly cropped or the color/resolution
is fuzzy. |
0 points The graphics, sounds, and/or animations are
unrelated to the content. Graphics do not enhance understanding of the
content, or are distracting decorations that create a busy feeling and
detract from the content. |
|
|
Writing
Mechanics |
6 points The text is written with no errors in grammar,
capitalization, punctuation, and spelling. |
4 points The text is clearly written with little or
no editing required for grammar, punctuation, and spelling. |
2 points Spelling, punctuation, and grammar errors
distract or impair readability. (3 or more errors) |
0 points Errors in spelling, capitalization, punctuation,
usage and grammar repeatedly distract the reader and major editing and
revision is required. (more than 5 errors) |
|
|
Teamwork |
6 points The group documents how members
brainstormed, discussed, assumed roles and solved problems. Provides evidence that group members helped one
another, shared ideas, developed and evaluated their finished
product(s). The project is clearly a group effort. |
4 points The group documents how members divided tasks,
shared the workload and managed problems in a way that advanced the group
goal. |
2 points The group occasionally helped one another but
required teacher assistance to resolve differences. One person documents that he/she did most of the
work and/or problems were not managed in a way that advanced the group goal. |
0 points The group required teacher assistance with
dividing tasks and resolving differences. Few people contributed their fair share of work. |
|
|
|
|
|
|
|
|
|
TOTAL POINTS |
/50 |
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CONCLUSION: After completing this Web Quest
students will have followed the process of scientific inquiry by using a case
study format involving piecing together a scientist journey to discovery. Students will have analyzed both the process
and the product of the investigation.
HIGH SCHOOL SCIENCE PERFORMANCE STANDARDS
After completing this Web Quest students
will have met the following New York State Learning Standards:
S1 Physical Sciences Concepts
S1b Demonstrates an understanding of
structure and properties of matter.
S4 Scientific Connections and Applications
S4a Demonstrates
an understanding of big ideas and unifying concepts.
S4d Demonstrates
an understanding of the impact of technology.
S4e Demonstrates
an understanding of the impact of science.
S5 Scientific Thinking
S5a Frames
questions to distinguish cause and effect; and identified or
controls
variables.
S5b Uses concepts from Science
Standards to explain a variety of observations and phenomena.
S5c Uses evidence from reliable
sources to develop descriptions, explanations, and models; and makes
appropriate adjustments and improvements.
S5d Proposes, recognizes, analyzes,
considers, and critiques alternative explanations; and distinguishes between
fact and opinion.
S5e Identifies problems; proposes
and implements solutions; and evaluates the accuracy, design, and outcomes of
investigations.
S5f Works individually and in teams
to collect and share information and ideas.
S6 Scientific Tools and Technologies
S6a Uses technology and tools to
observe and measure objects, organisms, and phenomena, directly, indirectly,
and remotely, with appropriate consideration of accuracy and precision.
S6b Records and stores data using a
variety of formats.
S6c Collects and analyzes data using
concepts and techniques in Mathematics Standard 4.
S6d Acquires information from
multiple sources.
S6e Recognizes and limits sources of
bias in data.
S7 Scientific Communication
S7b Argues from
evidence.
S7c Critiques
published materials.
S7d Explains
a scientific concept or procedure to other students.
S7e Communicates
in a form suited to the purpose and the audience.
S8 Scientific Investigation
S8b Demonstrates
scientific competence by completing fieldwork.
S8d Demonstrates scientific
competence by completing secondary research.
HIGH SCHOOL ENGLISH LANGUAGE
ARTS PERFORMANCE STANDARDS
E1
E1c Read
and comprehend informational materials.
E2 Writing
E2a Produce
a report of information.
E3 Speaking, Listening, and Viewing
E3a Participate
in one-to-one conferences with the teacher.
E3b Participate
in group meetings.
E3c Prepare
and deliver an individual presentation.
E4 Conventions, Grammar, and Usage of the English Language
E4a Independently and habitually
demonstrate an understanding of the rules of the English language in written
and oral work.
E4b Analyze and subsequently revise
work to improve its clarity and effectiveness.
E5 Literature
E5a Respond
to non-fiction using interpretive and critical processes
HIGH SCHOOL
APPLIED LEARNING PERFORMANCE STANDARDS
A1 Problem Solving
A1a Design a Product, Service, or
System: Identify needs that could be met by new products, services, or systems
and create solutions for meeting them.
A1b Improve a System: Develop an
understanding of the way systems of people, machines, and processes work;
troubleshoot problems in their operation and devise strategies for improving
their effectiveness.
A2 Communication Tools and Techniques
A2c develop
a multi-media presentation.
A3 Information Tools and Techniques
A3a Gather
information to assist in completing project work.
A3b Use
on-line sources to exchange information for specific purposes.
A3c Use
word-processing software to produce a multi-page document.
A4 Learning and Self-Management Tools and Techniques
A5b Review one’s progress in
completing work activities and adjust priorities
A5 Tools and Techniques for Working with Others
A5a Participate in the establishment
and operation of self-directed work teams.