Showing posts with label Education. Show all posts
Showing posts with label Education. Show all posts

Friday, July 20, 2018

Tale of Three Love Cities: A Chemistry STEAM Project

In order for us, educators, to be true to our message of heightening the value of what we include in our respective curricula, we must subject ourselves to what we assign our students. I have always liked the idea of assigning STEAM projects in all my classes. But, this belief of mine in the value of such projects must be practiced, not just preached to my students. So, I began a tradition of forcing myself to complete a project whenever I assign one to my own students. This way I would put myself in their shoes and experience what they go through to some extent on one hand and make them realize that I myself do value what I assign them on the other hand.

In this summer's Physical Science for Elementary Teachers course, which I teach at Central Michigan University (CMU) center in Traverse City, I assigned each student a specific chapter from the course eTextbook. The students have to complete a STEAM project that must center on the main concepts and ideas of their respective assigned chapter. They choose to invent a device (I call TinkerVention), write a piece of code, or create an art piece that encapsulates what they have understood and learned from the assigned chapter. Some students paint, others build gadgets, and yet others submit creative writing pieces. I chose to complete a creative writing piece, which is centered on the concepts of bonds in chemistry because this was the subject of the chapter that was my assignment. In addition, I wanted to impress upon my students the fact that as a student I always like the idea of being a bit of an overachiever. So, I assigned myself yet another chapter (while they had to produce a STEAM project for only one chapter) and I chose to write an acrostic poem and a couple of aphorisms and the subject of radioactivity. Below is my STEAM projects and in another future blog I shall share some of my students'. Enjoy but keep in mind that my command of the English language is that of someone whose English is a third language.


***************************************** 
Tale of Three Love Cities
by Mr. Le Nadj!

Long before time was a concept, and long before space was an abode, and long before Linus and Lewis became household names, there were three cities. They were cities where love was the law, passion was the creed, and science was the lingua franca of the land. Unlike your typical human cities, theses cities bore names that were exquisite in nature and fascinating in type. There was ionic city, covalent city, and metallic city.
They were cities where bonds thrive, kisses fly, and above all electric live reigns supreme. The dwellers of these cities of love were strange creatures! They were not human yet all humans were made of them. They certainly were not objects yet all objects contained them. They had no limbs and they had no body parts, instead they had swarms of particles around them, dots everywhere! Whenever one tries to spot them, they diffuse into nothingness as matter waves. Instead of having bodies, like you and me, these quantum creatures have emptiness that is eerily yet so beautifully adorned with miniscule hearts that throb positivity and breath neutrality.
Ionic love city is the epitome of bilateralism. Half of its population consists of generous givers and the other half is but a band of selfish takers. This binary nature of the dwellers of this city made it a prime example of what a love city ought to look like. The takers love the givers and the givers could not resist being too far out of sight of their donated dots. Thus, just as every Juliet long for her Romeo, does every Io in IoNic city long for her Nic! Sodium loves Chlorine and from their love bond springs crystals of exceeding beauty and of very salty attitude.
Covalent love city is the utopian communist metropolis. Her dwellers share their dots a bit too equitably for my capitalist taste. Of course, they do this Kumbaya type of sharing with their chosen loved ones while keeping others at bay lest if they wish to form a commune. Their dots tend to comingle and co-tangle as if they are all players in a tiny game of twister. The love amongst these commies is mutual, the bond is strong, and for every Co, you can bet your life, there is a Valent partner or more in this red Bolshevik of all love cities. Dihydrogen monoxide is the Kremlin family.
Metallic is the grooviest and the hippiest of them all. The patriots of this hardy city decreed long time ago that everyone’s dots are the property of everyone else around them! Talk about Uber communism with a dash of hippy laissez faire! Heaven help us, the sixties are back in full swing, literally! There’s no monogamous love or polygamous love, rather it is an all for all touchy-feely kind of love. The dots are everywhere and the hearts within the sea of emptiness grab their fill of dots up and down and right and left to quench their insatiable appetite for love and sensual longing.
I, for one, am an old fashioned fellow; I’d go for Ionic city’s code of conduct and choose it as my favorite city overall. This is bourn by the fact that I have no interest in too much sharing of partners nor of their parts. This covalent business and this metallic way of love-life sicken me and may even induce polar feelings within me at times. But since I am a person who loves to love, I have great admiration for these three cities that built their very existence around the notion of celebrating bonds of love. One never can get enough of a lot of love and friendship going around the world, especially in these sad days of bickering, hatred, and establishing too many othernesses.

The Nuclear Play
Acrostic Poem by Mr. Le Nadj
Radical in all its craziest of senses,
Atoms shattered, and hopes
Dashed, and strangely
It is as describable as
One can easily
Add two and two to get 3.9!
Crazy, isn’t it? Why not four? You might ask.
Too many neutrons, mon ami, induce
Instability that shakes the
Very foundation of many a nucleus.
It sheds protons, neutrons, and yes, even electrons!
Talk about awesome energies held at bay!
You and I, my friend, are but actors in this radical nuclear play.
     
Alpha, Beta, Gamma Rays
Poem by Mr. Le Nadj
Alpha is lame.
Beta is a serious game.
Gamma is the radiation queen, The Dame!
If we unleash these radioactivity dogs, we have only ourselves to blame!

Fission & Fusion Inspired Aphorisms
by Mr. Le Nadj

If fission is the anticupid of matter, fusion has to be its cupid.
Love and fuse hearts so that you’d never have to fuse fissured family parts.

***************************************** 

Being a physics instructor, writing creative writing pieces that deal with chemistry was a bit of a challenge but I hope I gave chemistry its fair share of accurate attention. 

Thank you for reading this post and I hope it would inspire you and your students to seek out pathways that fuse the sciences and the arts through STEAM projects. Any comments, questions, or suggestions are very welcomed in the comments section of this blog.


    

Tuesday, June 11, 2013

Art & Physix, what a powerful educational pair!

I have been fortunate to be an avid lover of the Arts. And, thanks to David Perkins and his highly recommended book "The Intelligent Eye: Learning to Think by Looking at Art", I was able to see the value of combining the Arts and Physix in my approach to teaching/learning Physix and to assist my students to grow as critical and careful thinkers.
The following activity is an illustration of such a nice marriage of the Arts & Physix. It involves a writing prompt (another way of connecting the students' learning in Physix with other areas of learning, English writing in this case) that introduces students to Scientific Methods, sharpens their critical thinking, and strengthens their listening and writing skills. 

*** Start of Activity ***

a) I hand students a little piece of paper each.
b) I display the two questions "Murder or Suicide? & What is your Physix-Based Evidence?" and ask students to use one side of the sheet of paper to   write their names, the date, and their responses to these two questions.  
c) In addition, I ask the students to use clues from the art piece itself (no Googling or Wikiing is allowed then) to guesstimate the general period of the art piece and the nationality of the artist.
d) I then display the following art piece, ask the students to use their clickers to pick one of the two choices (murder or suicide?) to collect data of their responses, and then give them the signal to start the thinking and writing processes. 

  
e) Once they are done, they stand so that I pair each student up with another student in class (think-pair-share) to discuss their respective responses and commit them to the other side of the same sheet of paper while making sure they write the names of their respective partners (to encourage listening, collaboration, staging an argument, and the value of citation.)
f) The papers are collected and then the students use their clickers once again to select an answer choice to gauge how much change in opinion did occur from pre to post discussion.
g) The class is shown the histogram distribution of their answers to the prompt but the actual answer is not shown (to build up some suspense) for it will be displayed in my reference/citation slide and long after all the slides that introduce and elaborate upon the concepts related to scientific methods.
h) The lively discussions, the intelligent arguments raised, and the preliminary Physix concepts used are the highlight of the activity!


*** End of Activity ***

Now, it is your turn!

1) Without looking up the source code of this web page, assume the role of one of my students, have a partner do the same, and go through the motions of the activity to test it.
2) In the comments area, share the results of your experience, your guesstimates, and the Physix of course!
3) Also comment on how you would use other art pieces to help your students appreciate art on one hand and connect Physix with art on the other hand?
4) I use other art areas in other contexts of coverage of Physix material (which I will share in future posts ISA), share what you do with your students.

Thank you and keep the Arts in mind while doing Physix for they are indeed a powerful educational pair! 

    

Sunday, May 19, 2013

Repurposing

In a talk that Punya Mishra gave at Interlochen Arts Academy back in April of this year, he stated "Only repurposing makes technology educational." I fell in love with the word repurposing for I think it allows the use of technology to be malleable enough to fit each educator's pedagogical immediate objectives and long term goals.

Here is an example of repurposing in action [Note: I used this repurposing scheme long before Dr. Mishra's presentation and this is why the terminology resonated with me.]

Eye Chart Pro for iPad on the iTunes App Store is a cool app that eye doctors may use and so would laymen as a an eye chart for what it was set for. But, here is how I used it in my Physix classes. 

Students doubt that the image of an object is behind a plan mirror at a distance equal to the distance of the object from the mirror. So, I fire the app, ask volunteers to read the chart that is set at the same level as the mirror and keep moving away until a certain line of letters is barely discernible to the volunteer. I then set the iPad next to the volunteer's face and turn the iPad to face the mirror, randomize the letters (a nifty function of the said app), engage the mirror mode of the app (cool feature also), and then ask the volunteer who is still standing at the same distance away from the mirror to read the most recent and barely discernible row of letters displayed by the app. The reaction has always been cool to say the least. Repurposing in this case made a medical app a Physix app! How cool is that?

Share your repurposing Coolisms in the comments. Thank you

Wednesday, May 15, 2013

My students have been working on a series of four experiments that are part of a major lab "Wave-O-Rama" that is trying to weave a common thread amongst all of them; what happens to waves when they interfere or diffract?

One of the experiments, Nothing Beats Fourier, introduces students to the concept of synthesis of waveforms from basic sine functions through the use of WolftamAlpha and the iDevice apps that are listed below according to the level of Coolism.

Coolism: Fourier Synthesizer
Cool: Sound Uncovered
Semi Cool: Fourier Touch

Give these apps a try in your classroom and share how your experience went. In addition, if you wish to have a copy of my lab sheet, please fire me an email.