Education 6655

The Nature of Science

Part II: Classroom Implementation

Amy Lynn Crowell

June 13, 2015

Introduction
Dark matter is a subject which is unfortunately not touched upon in the
provincial curriculum presently. It is a fascinating topic and is well suited to
addressing the nature of science in high school classrooms. Physics 2204
and 3204 have areas which can be expanded upon to incorporate the
introduction of dark matter as an introduction into the changing nature of
scientific discovery and inquiry. I would propose this unit to be used as
supplementary interest classes to be incorporated into the beginning of
students journey into physics in Unit 2: Dynamics of Physics 3204, and to
round out the research aspects of Unit 3: Matter and Energy in Physics 3204,
which touches upon the discoveries of what is known as modern physics
including the work of Einstein and Planck.
Common Framework of Science Learning Outcomes K to 12 Attitude Outcome
Statements
Appreciation of
science
436: value the role and
contribution of science
and technology in our
understanding of
phenomena that are
directly observable and
those that are not
438: value the
contributions to
scientific and
technological
development made by
women and men from
many societies and
cultural backgrounds

Interest in science

Scientific inquiry

439: show a continuing

and more informed
curiosity and interest
in science and sciencerelated issues

442: confidently
evaluate evidence
and consider
alternative
perspectives, ideas,
and explanations

440: acquire, with

interest and confidence,
additional science
knowledge and skills,
using a variety of
resources and methods,
including formal research

443: use factual

information and
rational explanations
when analysing and
evaluating
444 :value the
processes for drawing
conclusions
Collaboration
445: work
collaboratively in
planning and carrying
out investigations, as
well as in generating
and evaluating ideas

Physics 2204
This course introduces students to the concepts and mathematics involving
Newtons laws of motion and gravitational attraction. These theories are
inherent into the discovery of missing mass and the formulation of dark
matter theory. Without observation and calculation using Newtons law of
universal gravitation between two objects, we may not know about the
probable existence of dark matter. This shows the relationship between the
work of one scientist and the later discoveries of another.
Curriculum Outcomes-Physics 2204
Nature of Science
and Technology
114-9 explain the
importance of
communicating the
results of a scientific or
technological
endeavour using
appropriate language
and conventions
115-3 explain how a
major
scientific milestone
revolutionized thinking
in the scientific
communities
Social and
Environmental
Contexts
of Science and
Technology

Analysing and
Interpreting
214-3 compile and
display
evidence and
information, by hand or
computer, in a variety
of formats, including
diagrams, flow charts,
tables, graphs, and
scatter plots
325-8 apply Newtons
laws of motion to
explain inertia, the
relationship among
force, mass, and
acceleration and the
interaction of forces
between two objects

Relationships
Between
Science and
Technology
116-2 analyze and
describe
examples where
scientific
understanding was
enhanced or
revised as a result of
the
invention of technology
Initiating and
Planning
212-3 design an
experiment
identifying and
controlling
major variables

117-2 analyze societys

influence on scientific
and
technological
endeavours

Lessons for students taking Physics 2204

Activity #1
After students have a working grasp on the idea of gravity, have them
break into discussion groups and reflect on the following questions:
o Why was Newtons law of universal gravitation such an important
theory?
o What implications did it have for society at that time? Was there
resistance from other scholars or institutions?
o What implications does it have for society now? For life, the
universe, everything?
o What scientific or technological accomplishments would not be
possible without a working knowledge of gravity? Other theories
they may have heard of?
o BONUS: What is gravity? Do we know what it is really?
Have students write journal entries on what came up in conversations
that they thought were worth looking into further. Reflect on the
conversations with your peers. What did you learn that you didnt know
beforehand? Anything?
Activity #2
A few days later ask students about their discussions. What has stuck
with them since the first discussion activity? Have them look back at
their journal entries to get an idea of what else they might want to

learn about gravity. Take students to the computer lab/library for a

research period.
o Have them research to find answers to the questions they had
initially.
o Have students make note of anything else that pops up in their
search that seems interesting or appealing.
o In their original groups, have students complete a KWL chart on
gravity, and implications, related topics to gravity.
Activity #3
Encourage full class discussion of the topic. Create a whole class KWL
chart and concept map on the smartboard as students give
suggestions and try to figure out how what they have learned relates
to what others in the class have learned. For the next class print these
and distribute to students. Give students a couple of days to choose
an aspect or topic to do some research on.
o Have students research individually or in pairs on their chosen
topic, and prepare a short presentation to the class, in the media
of their choice.
Suggestions could include video, PowerPoint, website, a
song, a demonstration, or other methods as per the
teachers approval.
Give students a reasonable amount of time, a week
perhaps to compile and create using class time (if possible)
as well as the responsibility to do work at home.
Activity #4
Students will present their creations to class so others can share in
their newly obtained knowledge.
Once students have shared their work, show students website on dark
matter prepared by the teacher (Or the one I have made for this class).
Ask students to write in their journal once again, this time answer
questions such as:
o When you were brainstorming and researching gravity did you
come across the theory of dark matter?
o What did you think of the website your teacher presented to
you?
o Did you find it interesting? What did you like/not like?

o If it was your website what would you have

changed/removed/added?
Give students a printout of the website, and let them work together to
research and try to improve it.
o Encourage them to use both digital and print resources.
o Allow them to access resources such as YouTube. Have them
make notes on the printout.
o Ensure that they record all their references.
o Have them look for any recent discoveries/news on the subject
that may be missing from the original site.
Come together as a class on a later date to compile what they have
learned about dark matter and add to the website what is agreed upon
by the class.

Physics 3204
This course introduces students to more advanced physics. Of particular note
to dark matter is the concept of centripetal motion, and a short intro into
what is called modern physics. The section on centripetal motion serves to
introduce students into how circular motion governs rotating or orbiting
objects. The modern physics section gives students some insight into how
theories can change and how new ones are developed on the backs of older
theories, the changing nature of science.
Nature of Science
and Technology
115-5 analyze why and
how a particular
technology was
developed and
improved over time
115-7 explain how
scientific
knowledge evolves as
new evidence comes to
light and as laws and
theories are tested and
subsequently restricted,
revised, or
replaced
Relationships
Between
Science and
Technology
116-4 analyse and
describe
examples where
technologies were
developed based on
scientific understanding

Social and
Environmental
Contexts
of Science and
Technology
117-5 provide
examples of how
science and technology
are an integral part of
their lives and their
community
117-11 analyze
examples of
Canadian contributions
to science and
Technology
Communication and
Teamwork
215-4 identify multiple
perspectives that
influence a sciencerelated decision or
issue
215-5 develop,
present, and defend a

Performing and
Recording
213-6 use library and
electronic research tools
to collect information
on a given topic
213-7 select and
integrate
information from various
print and electronic
sources or from several
parts
of the same source
Analyzing and
Interpreting
214-6 apply and assess
alternative theoretical
models for interpreting
knowledge in a given
field
214-12 explain how
data support or refuse
the hypothesis or
prediction

position or course of
action, based on
findings

214-15 propose
alternative solutions to a
given practical problem,
identify the potential
strengths and
weaknesses of each, and
select one as the basis
for a
plan

Lessons for students taking physics 3204

The third unit of Physics 3204 is a good opportunity for students to move
outside of the prescribed curriculum knowledge outcomes and into the world
of real inquiry and research. As students finishing the last unit in this course,
it is likely that the majority will move on to university level sciences which
require students to do more independent thinking and exploration.
Activity #1
In this unit students are introduced to some of the key scientists in the
modern physics era, Einstein, Planck, de Broglie, etc. Students
should be permitted to do some preliminary research on each of these
scientists, or any others that may hold interest for them.
o The goal of the preliminary research should be to allow students
to learn a little bit about the players in the game so that they can
get a feel for which scientist might be most fascinating and worth
some in-depth research in a later lesson.
o Discuss with students the concept of the cloud.
Ask them how they would describe great scientists.
Do they think these scientists had smooth sailing through
their research, or are they likely to have had problems like
any regular joe would?
o Show them Uri Arrons TED Talk video, and ask them to close
their eyes and think of a time when they were stuck in this cloud,
whether science related or not.
o Have students reflect on this and write a story about it in their
journal. Tell them to feel free to embellish, to create characters
and scenarios, as long as the character has an internal conflict

and feelings similar to how they felt at the time. How did they
resolve the problem and find their way out of the cloud?
Activity #2
o Have students collaborate to create a definition for science vs.
technology.
How are they the same?
How are they different?
Are they considered completely different things, the same
thing, or some variation in between?
o In groups, have students create a poster or some kind of display
that can be hung in the classroom or around the school to
explain the differences to others.
Activity #3
o Have students choose a scientist to research. Students should
look into:
Their life (biography)
Their accomplishments
Examples of times these scientists got stuck in the
cloud(discuss this with students beforehand, obviously)
Who they were inspired or influenced by? Did they
continue the work of a predecessor?
Who did they inspire? Did their discoveries help others to
move forward and discover/create new things?
Make sure students can specify a difference between
purely scientific progress and technological advances. Both
are acceptable, but should be properly categorized.
o Using a classroom friendly social networking site similar to
Facebook, yammer, or Edmodo, allow students to create a profile
page for their scientist.
o They must include as much information as possible that they
have learned about their scientists, whether through status
updates, personal information, and conversations with fellow
scientists.
o Have them participate in discussions/postings with other
scientists in the class, collaborating and sharing their ideas to
others that may have benefitted from the sharing of knowledge
in a way that was difficult if not impossible during the life of their
scientist.

Students could also enter into a social media debate with a

scientist whose theories conflicted with their own. Only
classroom acceptable language, and proper school etiquette is
permitted. Anyone who strays from these parameters will be
required to write a fully cited research paper, along with an essay
on why their posting wouldnt have contributed positively to
scientific progression.