I.+Content+Principle


 * 1. CONTENT PRINCIPLE **


 * 1.1 Candidates have a broad preparation in the subject area(s) taught, consistent with professional and New York State standards. **

I have displayed a broad preparation in my subject area through several examples. To begin with my admissions content preparation review worksheet shows that I have the necessary course requirements in order to teach all the topics under the Physics curriculum (1.1a). My content preparation update worksheet shows the extension of this knowledge through several Warner education courses and experiences, specifically my field and student teaching placements (1.1b). I have also passed the New York State Teacher Certification Examinations (1.1c), specifically the Content Specialty Test for Physics. In addition I wrote a disciplinary knowledge paper that focused on understanding the physics curriculum and concepts, how they relate to current research and historical perspectives, and how the physics relates to science teaching in general (1.1d). In this I state my understandings and philosophies behind physics and physics education, as well as science education in general.

 Although there are many professional standards and national standards to be met, the goals of my lesson were usually built of the New York State standards. The New York State standards 1, 2, 6, and 7 include science process skills surrounding analysis, inquiry, and design, interdisciplinary problem solving, interconnectedness, and information of systems thinking. Over the summer I participated in a research experience as a learner that provided me with preparation and skills around these contexts. I conducted an inquiry-based science investigation that took place on Lake Ontario at Charlotte Beach and included a study of water quality and beach ecology. We researched possible causes for the closing of the beach, posed a testable question that asked how do the waters from the surrounding ponds and streams affect the quality of water at the beach, sampled these waters, analyzed our data in terms of bacteria counts at each site, and presented our findings at a symposium (1.1e). These skills I learned were developed further through the practice of teaching in the Get Real! Summer camp, and further extended into my teaching practice through STARS and my student teaching placements. All of these included inquiry-based science investigations that the students designed. All students collected data and worked towards analyzing the data and organizing it into arguments supported by graphical visuals (1.1f). Learning found connections between living environment (through ecology or plant growth) to physical sciences (through pH, chemical solutions, and temperature) to personal and social perspectives that affect the environment and culture of the local community (1.1g). Students not only had to analyze what was happening directly to the objects at the focus of their investigation (i.e. the beach or the plants), but also what factors surrounding these objects were adding to the system of effect.

|| NYSTCE || [|P7300089.JPG] || Get Real Science camp and STARS graphs || || Get Real Science camp Unit plan and STARS unit plan ||
 * **EVIDENCE #** || **EMBEDDED OR LINKED OBJECT** || **DESCRIPTION** ||
 * 1.1a || [[file:Turkett Admission Content Preparation Review Worksheet.pdf]] || Admissions Content Preparation ||
 * 1.1b || [[file:Content Update Worksheet.pdf]] || Content Preparation Update ||
 * 1.1c || [[file:ISR_NY_PBT_30076395_20100220_20100317 (1).pdf]]
 * 1.1d || [[file:2010.02.22 - PhysicsDiscPaper- Turkett.doc]] || Disciplinary Knowledge paper ||
 * 1.1e || [[file:20090625-EDU487FinalPaper-HyFive.doc]] || EDU 487 Investigation ||
 * 1.1f || [|DSC07626.JPG]
 * 1.1g || [[file:20090803-EDU486UnitPlan-BTurkett.doc]]


 * 1.2 Candidates have a good understanding of some of the central concepts, tools of inquiry and structures of the subject matter(s) taught, and have developed strategies and skills to continue their learning in this area. **

In the experience as a learner research project during EDU 487, a collaborative group of peers and I developed a research question and investigation surrounding the beach ecology and water quality at Charlotte Beach. Through the process we developed a model that we continuously revised, utilized technological software such as Vernier LabQuests and probes to collect data, used a blog to share information, conducted research on literature surrounding our focus question, graphed results, analyzed trends, realized conclusions, and then presented our information to a public audience (1.2a). This inquiry investigation was used as a model while planning for STARS lessons and Get Real! Science camp lessons (1.2b).

 My disciplinary knowledge paper explains the major understandings of the physics curriculum surrounding four major themes: motion, force, energy, and conservation laws. My disciplinary concept map connects the subjects inside of physics across these four themes and organizes the understandings into a coherent structure (1.2c). My lesson plan surrounding momentum display these themes. The lesson for momentum includes an open inquiry laboratory on conservation of momentum. Students designed their own testable question that related to altering the size, or mass, of air pucks, or the velocity on the air pucks in order to observe what happens when two are forced to collide on an air table (1.2d). In contrast, the terminal velocity lab I made does not allow students to design their own testable question and procedure, making this lab guided inquiry. However, students gained conceptual understanding from both observing the positions to release the coffee filters and through the use of motion detectors to graph velocity versus time and distance versus time graphs (1.2e).

 In order to deepen my understanding of the subject matter I have developed multiple strategies that include collaboration with other educators and the use of resources from multiple sources. Such strategies include blogging, educational listservs, online physics education websites, educational journals, and peer sharing. An example of use of these resources includes the making of my Play-Doh lab on resistance and Ohm’s Law (1.2f). This activity was posted through SUNY Oneonta’s OPHUN-L listserv, and prompted me to search online for examples of this activity. I found an article that I built this lab from in a guided/open inquiry manner (1.2g). Another example was provided to me by my cooperative teacher. He visited the American Association of Physics Teachers meeting in Washington D.C. and was provided with a lesson to use household circuit boxes as a hands-on tool for teaching about how household circuitry is set-up in parallel (1.2h).

|| STARS and Get Real Science camp lesson plans || [|IMG_0934.JPG] || Conservation of momentum pics || [|IMG_0904.JPG] || Terminal velocity pics ||
 * **EVIDENCE #** || **EMBEDDED OR LINKED OBJECT** || **DESCRIPTION** ||
 * 1.2a || [[file:20090625-EDU487FinalPaper-HyFive.doc]] || EDU 487 investigation ||
 * 1.2b || [[file:20090803-EDU486UnitPlan-BTurkett.doc]]
 * 1.2c || [[file:2010.02.22 - PhysicsDiscPaper- Turkett.doc]] || Disciplinary Knowledge paper ||
 * 1.2d || [|IMG_0936.JPG]
 * 1.2e || [|IMG_0916.JPG]
 * 1.2f || [[file:2010.03.13 - PlayDoh Lab - TUrkett.doc]] || Play-doh lab ||
 * 1.2g || [[file:PlayDoh Resistivity.pdf]] || Play-doh paper ||
 * 1.2h || [[file:2010.03.31 - Household Circuit Boxes (Regents) - Turkett.doc]] || household circuits ||


 * 1.3 Candidates are familiar with the principles and concepts delineated in professional, New York State, and Warner Teaching and Curriculum standards, and their implications for curricular and instructional decisions. **

My Warner lesson plans display an understanding of the Warner and Teaching and Curriculum (WTC) standards because each standard is touched upon in the individual sections of the design of each lesson plan. Incorporated into each lesson plan are New York State standards that connect to the lesson goals and objectives. I took the backwards design approach to my lesson planning, meaning that all lessons were built off of these standards. The standards informed the creation of the goals and objectives, and the goals and objectives informed the creation of assessments, which in turn informs the instruction and procedures. The following lesson plans show these proficiencies in both types of standards.

 The first lesson is a lesson on the topic of magnetism (1.3a). In this lesson each section of the plan addresses one of the WTC standards, such as inclusion, integration of content and pedagogy, integration of pedagogy and theory, socio-cultural perspectives, and continuous assessment. The NYS standards are addressed in section 4, but are developed through the assessment activities of a laboratory investigation that requires students to map magnetic fields around a magnetic using iron filiings, and also to identify that magnetic poles are both attractive and repulsive depending on the orientation of the magnets.

 The second lesson is a series of three lessons on the topic of Newton’s laws of motion (1.3b). Again the WTC standards are addressed in each section of the lesson plan as in the other plan. The NYS standards for each of the three lessons were chosen as a group, and each of the three lesson plans highlights some of those standards at a time, marked in bold on that lessons page. One of Newton’s three laws of motion were addressed in each lesson plan and the standards that reflected those understands were the foundational source for designing that lesson.


 * **EVIDENCE #** || **EMBEDDED OR LINKED OBJECT** || **DESCRIPTION** ||
 * 1.3a || [[file:2010.03.4,5 - Magnetism LP - Turkett.doc]] || magnetism lesson plan ||
 * 1.3b || [[file:20091125-SeriesOfThreeLessonPlan-Newton-Turkett.doc]] || Series of 3 lesson plan ||


 * 1.4 Candidates can create learning experiences that make the subject matter meaningful and relevant for all students. **

My innovative unit displays evidence that learning experiences I have created were meaningful and relevant to students’ education and learning. Specifically, in my Regents Physics class I included a lesson at the end of the unit on household circuits. Students worked with homemade circuit boxes that resembled household circuitry. Students were given a sheet that included several scenarios to build such as a light bulb with a switch, a light bulb with an outlet, etc (1.4a). The students built these circuits and had to explain what type of circuit they were building, how they knew it was that type of circuit, and why it is important to build household electric circuits in this way.

 During STARS my partners and I built lessons that facilitated students making their own science investigation surrounding shrinking our environmental footprint. To do this we allowed the girls autonomy in selecting their testable question, which was how do household chemicals affect plant growth, and then the materials they wanted to test, which were bleach, comet, detergent, and eco-friendly detergent. The girls came up with this idea from making a collaborative daily footprint across several environmentally important categories, such as water consumption/use, electricity, chemicals, food, transportation, etc (1.4b). The girls found a cultural connection in that they all used hair spray, and they developed their testable question to look into the impact of these products. The girls went through several steps of the investigation that included looking at the drainage system, measuring pH of diluted solutions, watering plants with the diluted solutions and observing plant growth and health over the course of a couple weeks, analyzing their data, and building an argument from their evaluations which they presented at a symposium in December (1.4c). The girls found out that the chemicals were all harmful to the plants, but the eco-friendly was the least harmful, leading them to suggest these alternative chemicals for use in households.


 * **EVIDENCE #** || **EMBEDDED OR LINKED OBJECT** || **DESCRIPTION** ||
 * 1.4a || [[file:2010.03.31 - Household Circuit Boxes (Regents) - Turkett.doc]] || Household circuits ||
 * 1.4b || [[file:stars daily footprint.doc]] || STARS daily footprint ||
 * 1.4c || [|DSC07652.JPG] || STARS presentation ||

NSTA – Content Principle

 * <span style="font-family: 'Times New Roman',Times,serif;">1.a Candidates understand and can successfully convey to students the major concepts, principle, theories, laws and interrelationships of their fields of licensure and supporting fields as recommended by NSTA. **

<span style="font-family: 'Times New Roman',Times,serif;">The NSTA recommends 11 core comptencies that teachers should be prepared to lead students in learning. The followings lists these core competencies and how I have successfully conveyed them to students: 1) energy, work, and power - during my placement at Edison I cotaught a lesson on work done by simple machines with my cooperative teacher (1.a_a); 2) motion, major forces, and momentum - during my placement at Wilson Commencement I taught lessons on momentum, projectile motion, and circular motion that had students participate in open inquiry investigations followed by class discussions facilitated with powerpoints (1.a_b); 3) Newtonian principles and laws including engineering applications - I implemented a series of three lessons on Newton’s laws of motion that had students investigate each law individually using dynamic carts (1.a_c); 4) conservation of mass, energy, momentum, and charge - I implemented lessons surrounding the conservation of momentum, where students used air tables to collide air pucks together and observe the distances traveled over time to calculate velocity and then momentum for both pucks, and conservation of charge, where students say that the charge entering a circuit element is equal to the charge exiting that same circuit element (1.a_d); 5) physical properties of matter; 6) kinetic-molecular motion and atomic models; 7) radioactivity, nuclear reactors, fission, and fusion; 8) wave theory, sound, light, the electromagnetic spectrum, and optics - I developed stations with my cooperative teacher to investigate dispersion, reflection and refraction, the electromagnetic spectrum, and diffraction (1.a_e); 9) electricity and magnetism - through my innovating unit on electric circuits focusing on electric current, voltage, resistance, ohm’s law, and series and parallel circuits, and my lesson on magnetism, where students used iron filings to map out magnetic fields and compasses to identify magnetic poles (1.a_f); 10) fundamental processes of investigating in physics; 11) applications of physics in environmental quality and to personal and community health.

|| momentum and circular motion lesson plans || || conservation of momentum lp conservation of charge lp || [|Light Lab StudentHandout.pdf] [|Light Lab Stations.pdf] || light lab || || innovative unit and magnetism lesson ||
 * **EVIDENCE #** || **EMBEDDED OR LINKED OBJECT** || **DESCRIPTION** ||
 * 1.a_a || [[file:work_and_simple_machines.ppt]] || Simple Machines ppt ||
 * 1.a_b || [[file:20091208-4WeekObservationWLP-Momentum-BTurkett.doc]]
 * 1.a_c || [[file:20091125-SeriesOfThreeLessonPlan-Newton-Turkett.doc]] || series of 3 lesson plans ||
 * 1.a_d || Reference 1.a_b
 * 1.a_e || [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png height="32" link="http://2010-comprehensiveportfolio-bturkett.wikispaces.com/file/view/Light+Lab+Teacher+Document.pdf"]] [|Light Lab Teacher Document.pdf]
 * 1.a_f || [[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://2010-comprehensiveportfolio-bturkett.wikispaces.com/file/view/2010.04.07+-+Innovative+Unit+Final+-+Turkett.doc"]] [|2010.04.07 - Innovative Unit Final - Turkett.doc]


 * <span style="font-family: 'Times New Roman',Times,serif;">1.b Candidates understand and can successfully convey to students the unifying concepts of science delineated by the National Science Education Standards. **

<span style="font-family: 'Times New Roman',Times,serif;">The National Science Education Standards state the five unifying concepts of science as “systems, order, and organization”, “evidence, models, and explanation”, “change, consistency, and measurement”, “evolution and equilibrium”, and “form and function” (NRC, 1996, p.104). One example when I have introduced these unifying themes into a lesson is my introduction to electric circuits lesson. Here students began by examining what was inside of a light bulb and producing explanations for the purpose of those parts. This was later extended to building an electric circuit using wires, a light bulb, and a battery, and explaining the purpose of each of those elements. During class discussion students provided the context that there was a transfer of energy occurring to produce electricity, heat, and light (1.b_a).

<span style="font-family: 'Times New Roman',Times,serif;"> Another successful use of these unifying concepts is made through my lesson on extrasolar planets and their detection. Students had a final project that required them to be able to design a planet that would be habitable based off of the planets size/mass, distance from its star, composition of its atmosphere, and orbital patterns. The knowledge for this project was provided through a computer simulation that provided information about habitable zones for various star sizes/masses and a field trip to the University of Rochester, where students received a lecture on extrasolar planetary detection (1.b_b).

[|IMG_0996.JPG] [|IMG_0989.JPG] [|IMG_0979.JPG] || UR pics ||
 * **EVIDENCE #** || **EMBEDDED OR LINKED OBJECT** || **DESCRIPTION** ||
 * 1.b_a || [[file:2010 - Intro to Circuits - Turkett.ppt]] || Introduction to circuits ppt ||
 * 1.b_b || [|IMG_1003.JPG]


 * <span style="font-family: 'Times New Roman',Times,serif;">1.c Candidates understand and can successfully convey to students important personal and technological applications of science in their fields of licensure. **

<span style="font-family: 'Times New Roman',Times,serif;">During the beginning of my placement at Edison my cooperative teacher and I coplanned a lesson on work. For this lesson we developed stations that allowed students to explore simple machines. During the powerpoint presentation and class discussion after following the students investigations we talked about areas in the real world where we see examples of these simple machines, applying the scientific learning to the everyday life (1.c_a).

<span style="font-family: 'Times New Roman',Times,serif;"> In my innovative unit on electric circuits I incorporated a lesson on household circuitry for my Regents physics class. This lesson involved those students using homemade circuit boxes to connect circuitry wires to lightbulbs and lightbulb holders, switches, and outlets (1.c_b). Students also had to discuss what type of circuit houses were set up in (parallel), how they knew it is a parallel circuit, and why it is important to place household circuitry in parallel.


 * **EVIDENCE #** || **EMBEDDED OR LINKED OBJECT** || **DESCRIPTION** ||
 * 1.c_a || [[file:work_and_simple_machines.ppt]] || Simple machines ppt ||
 * 1.c_b || [[file:2010.03.31 - Household Circuit Boxes (Regents) - Turkett.doc]] || Household circuits ||


 * <span style="font-family: 'Times New Roman',Times,serif;">1.d Candidates understand research and can successfully design, conduct, report, and evaluate investigations in science. **

<span style="font-family: 'Times New Roman',Times,serif;">In EDU 487 my colleagues and I conducted our own investigation of the beach ecology and water quality at Charlotte Beach on Lake Ontario. This investigation involved us posing our own testable question, how do the ponds and streams along the lake contribute to the effects found at the beach? From this question we designed a procedure and model, collecting data and water sample at specific sites, analyzed the water for pH and bacteria levels, evaluated our results, and presented an argument that suggested the ponds and streams have little effect on the beach conditions (1.d_a).

<span style="font-family: 'Times New Roman',Times,serif;"> This inquiry process was extended into my teaching practice through the Get Real! Science camp. Students were given the autonomy to select their own testable question in regards to beach ecology. The Get Real! Science campers investigated how pH affects bacteria levels in different locations of the beach. They developed a model, a protocol, implemented this protocol to collect data and water samples, measured pH and counted bacteria colonies, evaluated all their results, and presented their results at a symposium to their families and the public at the end of the week. Our group found that pH had little affect on bacteria levels, but that bacteria levels were much higher in shore where swimming would be happening and concluded the bacteria was the main reason for beach closure (1.d_b).


 * **EVIDENCE #** || **EMBEDDED OR LINKED OBJECT** || **DESCRIPTION** ||
 * 1.d_a || [[file:20090625-EDU487FinalPaper-HyFive.doc]] || EDU 487 paper ||
 * 1.d_b || [[file:20090803-EDU486UnitPlan-BTurkett.doc]] || Get Real Science camp unit reflection ||


 * <span style="font-family: 'Times New Roman',Times,serif;">1.e Candidates understand research and can successfully use mathematics to process and report data, and solve problems, in their field of licensure. **

<span style="font-family: 'Times New Roman',Times,serif;">During Get Real! Science camp we had our students analyze graphs from USA Today to understand how to interpret and analyze the data found inside of them. Each student received their own graph that they selected based on their interests. Students wrote or drew stories to go along with their graphs as a way to interpret and present the information (1.e_a). Following this students made their own graphs of their investigations data, which included bacteria counts in each of the sample sites and pH levels of the water at those sites.

<span style="font-family: 'Times New Roman',Times,serif;"> I also included mathematics inside of a guided/open inquiry lab I developed surrounding using Play-Doh as a resistor in an electric circuit. This lesson involved students rolling Play-Doh into cylinders that they would place into a circuit using galvanized nails poked through the Play-Doh. Students needed to measure the voltage across the Play-Doh and the current going into the Play-Doh with a multimeter, as well as measure the length between the nails and the diameter of the cylinder. The diameter was used to calculate the cross-sectional area (1.e_b). Students made four different cylinders and then had to graph their results of voltage versus current, resistance versus length, and resistance versus cross-sectional area. The graph of voltage versus current provides information about the resistance in the Play-Doh that students would analyze through guided questions (1.e_b). The other two graphs provide the information that the longer and thinner the wire is the stronger the resistance will be (1.e_c). Finally, students had to use all this data in the last part of the lab to calculate resistivity of the Play-Doh. It was shown later in the class discussion that the resistivity of Play-Doh is dependent on color, but there was no explanation online, so students were challenged to discover this reason and bring it in (1.e_c).


 * **EVIDENCE #** || **EMBEDDED OR LINKED OBJECT** || **DESCRIPTION** ||
 * 1.e_a || [[file:USA Today Graphs - STARS.pdf]] || USA today ||
 * 1.e_b || [[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://2010-comprehensiveportfolio-bturkett.wikispaces.com/file/view/2010.03.13+-+PlayDoh+Lab+-+TUrkett.doc"]] [|2010.03.13 - PlayDoh Lab - TUrkett.doc] || Play-doh lab ||
 * 1.e_c || [[file:2010 - Resitance and Resistivity - Turkett.ppt]] || Play-doh ppt ||


 * <span style="font-family: 'Times New Roman',Times,serif;">2.a Candidates understand the historical and cultural development of science and the evolution of knowledge in their discipline. **

<span style="font-family: 'Times New Roman',Times,serif;">In my disciplinary knowledge paper I address some of the historical figures in and significance of Physics and how it evolved over time. I discuss several historical figures that have contributed to one of the five fundamental topics in Physics, which are Mechanics, Electricity and Magnetism, Energy, Waves, and Modern Physics (2.a_a, p.3-4). Some of these figures include Isaac Newton, who contributed knowledge about forces and light, Albert Einstein, who founded the photoelectric effect and special and general relativity, and James Clerk Maxwell, who unified the concepts of electricity and magnetism. I developed a lesson along with my cooperative teacher on the properties of light. This lesson had students investigate different stations to discover these properties and two of the stations used actual experiments that Isaac Newton and William Herschel conducted to make their discoveries (2.a_b). My disciplinary knowledge paper also discusses cultural developments of science and applications of physics to the real world (2.a_a, p.5). The disciplinary knowledge paper also provides an outline of the historical evolution of physics and how its nature has developed over time with each new discovery (2.a_a, p.6-7).

[|Light Lab StudentHandout.pdf] [|Light Lab Stations.pdf] || Light lab ||
 * **EVIDENCE #** || **EMBEDDED OR LINKED OBJECT** || **DESCRIPTION** ||
 * 2.a_a || [[file:2010.02.22 - PhysicsDiscPaper- Turkett.doc]] || Disciplinary Knowledge paper ||
 * 2.a_b || [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png height="32" link="http://2010-comprehensiveportfolio-bturkett.wikispaces.com/file/view/Light+Lab+Teacher+Document.pdf"]] [|Light Lab Teacher Document.pdf]


 * <span style="font-family: 'Times New Roman',Times,serif;">2.b Candidates understand the philosophical tenets, assumptions, goals and values that distinguish science from technology and from other ways of knowing in the world. **

<span style="font-family: 'Times New Roman',Times,serif;">One of the distinctions that a teacher of science should be able to provide is an explanation for the difference between science and technology. I have made a statement about technology on my blog for the conclusion of EDU 486. In general this blog entry states that technology is used as a means of reaching deeper connections to science content and the science community. Technology also is a benefit by providing results in quicker time and efficient methods, but has limits in its reliability and in some cases accuracy. My disciplinary knowledge paper also provides evidence of understanding science apart from technology and other ways of knowing the world, specifically mathematics (2.b_a). The evolution of physics and the approaches to researching it have changed over the course of history, and this change has been brought about by changes in technology and the ways we view the world. It is a mission of mine as a teacher to teach this history and continue to encourage change in all these ways.


 * **EVIDENCE #** || **EMBEDDED OR LINKED OBJECT** || **DESCRIPTION** ||
 * 2.b_a || [[file:2010.02.22 - PhysicsDiscPaper- Turkett.doc]] || Disciplinary Knowledge paper ||


 * <span style="font-family: 'Times New Roman',Times,serif;">2.c Candidates engage students successfully in studies of the nature of science including, when possible, the critical analysis of false or doubtful assertions made in the name of science. **

<span style="font-family: 'Times New Roman',Times,serif;">I have provided several lessons on the nature of science during my student teaching placement. For instance, during my placement at Edison I incorporated student data into a powerpoint presentation that was used to facilitate discussion on the observations students made (2.c_a). This data was from all three general physics classes, providing a collaborative approach to science investigation. The sharing of this data across classes revealed supportive evidence that each group conducted similar experiments with similar results allowing the students to conclude the law of conservation of charge in electric circuits.

<span style="font-family: 'Times New Roman',Times,serif;"> Another example of the nature of science deals with electric fields. In this lesson students observed demonstrations of a van de graaff generator. These demonstrations showcased such things as streamers sticking up, bubbles being blown away, and hair standing on end (2.c_b). Students can not naturally see an electric field, but they can observe the effects of its presence, which is what these demonstrations show. Students were lead through a powerpoint that explained the van de graaff’s dome was acting as a charged particle and the objects we used were acting like test particles that showed the path that electric field lines would take (2.c_c). This shows that science is not always seen directly, but it can be understandable.


 * **EVIDENCE #** || **EMBEDDED OR LINKED OBJECT** || **DESCRIPTION** ||
 * 2.c_a || [[file:2010 - Conservation of Charge - Turkett.ppt]] || conservation of charge ppt ||
 * 2.c_b || [[file:2010.02.25 - Van de Graff Demos - Turkett.doc]] || van de graaff demonstrations ||
 * 2.c_c || [[file:2010 - Electric Fields - Turkett.ppt]] || electric fields ppt ||


 * <span style="font-family: 'Times New Roman',Times,serif;">3.a Candidates understand the processes, tenets, and assumptions of multiple methods of inquiry leading to scientific knowledge. **

<span style="font-family: 'Times New Roman',Times,serif;">During EDU 434 we made a critical synthesis on reading about inquiry. My synthesis displays my understanding in the multiple methods of inquiry and provides not only an explanation about the different types of inquiry, but real reasons why inquiry is the best approach to science education. I refer you to my critical synthesis to evidence my understanding for this standard (3.a_a).


 * **EVIDENCE #** || **EMBEDDED OR LINKED OBJECTS** || **DESCRIPTION** ||
 * 3. a_a || [[file:20090928-CritSynth2-Inquiry-BTurkett.doc]] || EDU 434 critical synthesis inquiry ||


 * <span style="font-family: 'Times New Roman',Times,serif;">3.b Candidates engage students successfully in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data and inferences in a scientific manner. **

<span style="font-family: 'Times New Roman',Times,serif;">I have implemented several inquiry lessons to teach students physics through developing concepts and relationships with their observations, data, and inferences. To start, I made a series of three lessons that surrounded Newton’s laws of motion. These lessons included students using dynamic carts to verify or refute these laws based on empirical evidence from their tests (3.b_a). Students eventually received more open inquiry lessons such as the conservation of momentum and circular motion labs, where students designed their own testable question and procedures, collecting data and analyzed it, and wrote up a lab report to make an argument that answered their question. A few students used technology during the conservation of momentum lab to capture video of the collisions (3.b_b). At Edison I developed an investigation on resistance using Play-Doh. This was more guided inquiry as students needed more development at creating testable questions and writing procedures. This investigation required students to build Play-Doh cylinders that they would place into the circuit and then measure voltage and current to graph voltage versus current for four trials and find a linear relationship. Students were successfully able to plot these results (3.b_c).

<span style="cursor: pointer; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">[|IMG_0934.JPG] ||  || [|2010.03_-_Play-Doh_Resistivity_DJ2_-_Turkett.JPG] [|2010.03_-_Play-Doh_Resistivity_DJ3_-_Turkett.JPG] [|2010.03_-_Play-Doh_Resistivity_DJ4_-_Turkett.JPG] || Play-doh lab ||
 * **EVIDENCE #** || **EMBEDDED OR LINKED OBJECT** || **DESCRIPTION** ||
 * 3.a_a || [[file:20091121-Newton'sLawsOfMotionLab-BTurkett.doc]] || Newton's laws of motion lab ||
 * 3.a_b ||  || <span style="cursor: pointer; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">[|IMG_0936.JPG]
 * Conservation of momentum pics ||
 * 3.a_c || [|2010.03_-_Play-Doh_Resistivity_DJ1_-_Turkett.JPG]


 * <span style="font-family: 'Times New Roman',Times,serif;">4.a Candidates understand socially important issues related to science and technology in their field of licensure, as well as processes used to analyze and make decisions on such issues. **

<span style="font-family: 'Times New Roman',Times,serif;"> A perfect example of an issue my class discussed with my cooperating teacher and me was the incident of NASA crashing a probe into the polar ice cap of the Moon to create a plume of dust and ice in hopes of capturing traces of water. We showed the NASA [|video] of this crash, but the video failed on the mission and so there was no footage of the actual crash. Nevertheless, we had a discussion over the concerns people had with conducting this investigation, and the purpose that NASA had in going through with such an investigation. <span style="font-family: 'Times New Roman',Times,serif;">First, we asked them what the concerns over crashing the probe into the moon were. Students answered that it might shift the Moon’s orbit or hurt the Moon’s environment in some way. This was good because it got them thinking about the impact that crashing this probe into the Moon would have on many physical conditions that are present now. Would it alter any of these physical conditions, and if so how will this impact Earth and our environment? In this sense they were challenging the future outcomes of such a decision. <span style="font-family: 'Times New Roman',Times,serif;">The second part relates to this, in that they need to understand the science concepts that individuals are concerned about. We discussed the Moon’s orbit and size and compared it to the size of the probe NASA was going to crash into the Moon. In addition we discussed the idea of comparing the size of the probe to the size of the craters on the Moon, which are caused by asteroid impacts. We discussed if asteroids impact the Moon frequently and these asteroids are much larger than the size of the probe NASA is going to crash, and the Moon hasn’t shifted its orbit or environmental conditions in any way, then would the NASA probe do what people are concerned over? The answer we got was no, it was very unlikely that this would happen. <span style="font-family: 'Times New Roman',Times,serif;">The third part of the discussion incorporated the purpose behind the whole mission. Students knew that NASA was looking for water but why would it be important to find water on the Moon? We discussed the idea of possible Moon bases that could support colonies on the Moon. We also discussed the interest in using the Moon as a fueling station for a trip to Mars. We engaged the students in a discussion about the possibility of using water on the Moon to refuel the ship’s water supplies, and fuel using electrochemistry techniques. <span style="font-family: 'Times New Roman',Times,serif;">Through this process, the students understood the conceptual concerns and misunderstandings of the non-scientific community (Berliner & Casanova, 1993; Pintrich, Marx, & Boyle, 1993). They then explored everyday knowledge of the science to counter these concerns by comparing the issue to something that happens naturally in nature (Barton, Tan, & Rivet, 2008; Driver, 1994). The last part included delving deeper into the reasons that scientists were conducted the exploration and investigation. This required a more in depth discussion of the nature of science, looking at the goals of the mission and the large impact this could have on furthering the scientific communities knowledge and understanding of scientific processes, as well as concepts. It is thus important for a teacher to understand these pieces and to provide resources that will engage and educate the students around the issues that are to be discussed and presented. I think this ties hand in hand with content knowledge and the nature of science.


 * <span style="font-family: 'Times New Roman',Times,serif;">4.b Candidates engage students successfully in the analysis of problems, including the consideration of risks, costs and benefits of alternative solutions, relating these to the knowledge, goals and values of the students. **

<span style="font-family: 'Times New Roman',Times,serif;">I involved my Regents physics class in an investigation of household circuits through the use of homemade circuit boxes that served as models. Students built circuits off of pictures by connecting hot and ground wires to light bulbs, switches, and outlets (4.b_a). Students were lead through an informal discussion about what types of circuits they built and what characteristics tell them it is this type of circuit. Students were able to identify that the circuits are in parallel and that is because the elements are set up in branches and the circuit is not one continuous loop. Students were then asked why it is important that household circuits are set up in parallel and they answered that this would allow certain portions of the house to be switched on or off at a specific time. They also realized that the voltage would remain constant across the circuit, and this would keep the current running through the circuit small as to prevent fires or other problems.

<span style="font-family: 'Times New Roman',Times,serif;"> During STARS, we had our girls design their own investigation studying the affects that household chemicals would have on plant growth. The girls found that a major problem they all shared in their daily ecofootprint was the use of household chemicals, such as hairspray (4.b_b). The girls collected data for their investigation and analyzed it to find that household chemicals do in fact harm the environment because their diluted solutions killed the plants they grew. Only ecofriendly products produced healthy looking plants, which lead the girls to suggest using these alternative products in homes in place of those more harmful chemicals (4.b_c).


 * **EVIDENCE #** || **EMBEDDED OR LINKED OBJECT** || **DESCRIPTION** ||
 * 4.b_a || [[file:2010.03.31 - Household Circuit Boxes (Regents) - Turkett.doc]] || Household circuits ||
 * 4.b_b || [[file:stars daily footprint.doc]] || STARS daily ecofootprint ||
 * 4.b_c || <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; padding-right: 10px;">[|STARS Blue Team Video] || STARS video ||


 * <span style="font-family: 'Times New Roman',Times,serif;">5.b Candidates successfully promote the learning of science by students with different abilities, needs, interests and backgrounds. **

<span style="font-family: 'Times New Roman',Times,serif;">I have successfully differentiated instruction several times during my placements. During my placement at Wilson Commencement my cooperative teacher and I planned a lesson on light, that incorporated four different stations that addressed properties of light such as dispersion, refraction and reflection, diffraction, and the electromagnetic spectrum. Students investigated these properties using laser pointers, spectral tubes, and light rays. Each station asked students to provide drawings or written explanations of their observations (5.b_a). The application of this knowledge on light was used later during a lesson on astronomy and extrasolar planetary detection (5.b_b).

<span style="font-family: 'Times New Roman',Times,serif;"> I also provided differentiated instruction through giving students leadership roles that allow them to develop abilities and fuel their interests in the activities. My terminal velocity lab had students separate into groups of three and decide on a student to hold each of the jobs for being a recorder, holder, and measurer (5.b_c). During STARS we provided each of the girls with a task of being a measurer, recorder, and video conferencor for the day (5.b_d). I also had students volunteer for demonstrations in front of the whole class, such as in my inertia predict, observe, explain (POE) and my van de graaff demonstrations (5.b_e).


 * **EVIDENCE #** || **EMBEDDED OR LINKED OBJECT** || **DESCRIPTION** ||
 * 5.b_a || [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png height="32" link="http://2010-comprehensiveportfolio-bturkett.wikispaces.com/file/view/Light+Lab+StudentHandout.pdf"]] [|Light Lab StudentHandout.pdf] || Light Lab Student Document ||
 * 5.b_b || [[image:http://www.wikispaces.com/i/mime/32/application/vnd.ms-powerpoint.png height="32" link="http://2010-comprehensiveportfolio-bturkett.wikispaces.com/file/view/2010.01.05+-+Extrasolar+Planets.ppt"]] [|2010.01.05 - Extrasolar Planets.ppt] || Astronomy ppt ||
 * 5.b_c || [[file:Terminal Velocity Lab.doc]] || Terminal Velocity lab ||
 * 5.b_d ||  || STARS pics ||
 * 5.b_e || [|20091116_POE-Inertia(Newton)_Turkett.doc] || POE and van de graaff demonstrations worksheets ||


 * <span style="font-family: 'Times New Roman',Times,serif;">5.e Candidates understand and build successfully upon the prior beliefs, knowledge, experiences, and interests of students. **

<span style="font-family: 'Times New Roman',Times,serif;">In my innovative unit on electric circuits I incorporated students previous studies on electrostatics into the lessons. Their knowledge of electrons and protons, the electrostatic force, and the electric field between them was extended through the investigation of the motion of electric charges and interaction of all those topics inside of electric circuits. Students used their knowledge of how electrons repel electrons and that they are the charges that move to understand how charge moves around a circuit from one end of a battery to the other (5.e_a). Students extended their knowledge of electric fields by understanding that an electric field must be present inside the battery, and this was linked to a potential difference in charge that also was established across the entire circuit (5.e_b).

<span style="font-family: 'Times New Roman',Times,serif;"> Students recommended the incorporation of games into review. I created jeopardy review games that focused each of the categories on one of the unit goals or objectives. These games gave students autonomy in selected the topics they wanted to review, and it gave them the opportunity to assess their areas of strength and need in terms of understanding the content. Each student had their own portable white board to record answers on and show the teacher, which was used as an informal assessment for understanding (5.e_c).


 * **EVIDENCE #** || **EMBEDDED OR LINKED OBJECT** || **DESCRIPTION** ||
 * 5.e_a || [|2010 - Intro to Circuits - Turkett.ppt] || Intro to Circuits lesson ppt ||
 * 5.e_b || [|2010 - Voltage - Turkett.ppt] || Voltage lesson ppt ||
 * 5.e_c || [|2010 - Jeopardy Circuits REVIEW - Turkett.ppt] || Jeopardy Review Game ||

//**References**//

<span style="font-family: 'Times New Roman',Times,serif;">Barton, A.C., Tan, E. & Rivet, A. (2008). Creating hybrid spaces for engaging school science among urban middle school girls.

<span style="font-family: 'Times New Roman',Times,serif;"> Berliner, D.C. & Casanova, U. (1993). Challenging misconceptions in science. In Putting Research to Work in Your School New York Scholastic Leadership Policy Research.

<span style="font-family: 'Times New Roman',Times,serif;">Driver, R. (1994). Constructing scientific knowledge in the classroom. Educational Researcher. 23(7), 5-12.

<span style="font-family: 'Times New Roman',Times,serif;">Pintrich, P., Marx, R. & Boyle, R. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research 63(2), 167-199.

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