Kb on Matter and Chemistry process handouts and notes
Knowledge Building – Understanding It…. … A Look Back in HistoryInstructions- 1. Read the following article about an important historical case study in science 2. Then, try to answer the questions that follow at the end. 3. In the process, answering the questions using content from this reading should hopefully help you to gain a bigger understanding about the bigger process in science: knowledge building…The Article- A Case Study on Rutherford and the Atom: A Science Prototype (From Berkeley University, Understanding Science: How Science Really Works, page 1-13)In the early 1900s, Ernest Rutherford studied (among other things) the organization of the atom — thefundamental particle of the natural world. Though atoms cannot be seen with the naked eye, they can bestudied with the tools of science since they are part of the natural world.He investigated the atom in various investigations using alpha particles, which are helium atoms strippedof their electrons. Rutherford had found that when a beam of these tiny, positively-charged alphaparticles is fired through gold foil, the particles dont stay on their beeline course, but are deflected (or"scattered") at different angles. Rutherford wanted to figure out what this might tell him about the layoutof an atom. Before 1910, Ernest Rutherford and many other scientists had the idea that the positive charge and the mass of an atom were evenly distributed throughout the whole atom, with electrons scattered throughout. You can imagine this model of the atom as a loosely packed snowball (the positive mass of the atom) with a few tiny grains of sand (the electrons) scattered throughout. The idea that atoms are arranged in this way can be tested by firing an alpha particle beam through a piece of gold foil. If the idea were correct,then the positive mass in the gold foil would be relatively diffuse (the loosely packed snow) and wouldallow the alpha particles to pass through the foil with only minor scattering.When Ernest Rutherfords lab tested the idea that an atoms positive mass is spread out diffusely byfiring an alpha particle beam through a piece of gold foil, the evidence resulting from that experimentwas a complete surprise: most of the alpha particles passed through the gold foil without changingdirection much as expected, but some of the alpha particles came bouncing back in the oppositedirection, as though they had struck something dense and solid in the gold foil. If the gold atoms werereally like loosely packed snowballs, all of the alpha particles should have passed through the foil, butthey did not!
From this evidence, Rutherford concluded that their snowball model of the atom had been incorrect, even though it was popular with many other scientists. Instead, the evidence suggested that an atom is mostly empty space and that its positive charge is concentrated in a dense mass at its core, forming a nucleus. When the positively charged alpha particles were fired at the gold foil, most of them passed through the empty space of the gold atoms with little deflection, but a few of them ran smack into the dense, positively charged nucleus of a gold atom and were repelled straight back (like what would happen if you tried to make the north poles of two strong magnets touch). The idea thatatoms have positively charged nuclei was also testable. Many independent experiments were performedby other researchers to see if the idea fit with other experimental results.Though Ernest Rutherford came up with the idea that atoms have positively charged nuclei, the researchthat led to this idea was a collaborative effort: Rutherford was assisted by Hans Geiger, and the criticalalpha-scattering experiment was actually carried out by Ernest Marsden, an undergraduate studentworking in Rutherfords lab.Furthermore, after his discovery of the layout of the atom, Rutherford published a description of the ideaand the relevant evidence, releasing it to the scientific community for scrutiny (critical analysis) andevaluation. And scrutinize they did. Niels Bohr noticed a problem with Rutherfords idea: there wasnothing keeping the orbiting electrons from spiraling into the nucleus of the atom, causing the wholething to collapse! Bohr modified Rutherfords basic model by proposing that electrons had set energylevels, which helped solve the problem and earned Bohr a Nobel Prize. Since then, many otherscientists have built on and modified Bohrs model.Lithium atoms, diagrammed in the Rutherford and Bohr models. Rutherfords model does notdifferentiate between any of the electrons, while Bohrs places electrons into orbits with set energy levels.Questions to Answer1. What did Rutherford want to learn more about?2. What was Rutherford’s first idea before performing his first investigation? What did he do to test his idea?3. Did Rutherford keep his idea after performing the investigation? How did he support keeping or changing his idea?4. How is Bohr connected to Rutherford and his ideas?5. Is there anything wrong with saying ―Rutherford’s idea‖?-AFTER- you finish writing your answers, read through the following important ideas on the nextpage to help consolidate your learning for this article. Be read to discuss with your class.
The Bigger Picture ….Ernest Rutherford and his colleagues acted in ways that show a bigger process in how science works inthe big picture. Scientists understood the relevant knowledge in their field. Rutherford had studied physics for more than 20 years when he proposed the idea of the nucleus. They exposed their ideas to testing. Even though his original view of the atom suggested that no backscattering should occur, Rutherford decided to look for backscattered alpha particles anyway, just to be thorough. Scientists assimilated the evidence. When their experimental results did not support the "snowball" model of the atom, instead of writing those results off as an anomaly, modified their original ideas in light of the new evidence. They openly communicated their ideas so that other physicists could test them as well. Rutherford published the experimental results, a description of his reasoning, and the idea of the nucleus in 1911 in a scientific journalIn other words … Scientific knowledge is built by scientists involving a number of key actions or process:
___________________________________________________________ General OverviewMost likely you have learned by now about a number of important actions or even processes in science.For example, you have probably been taught that scientists do experiments, discover things, and makeconclusions. You may have learned about things such asscientific investigations, inquires or even other related processessuch as designing technology and artifacts or problem solving.Are things like experiments and investigations important parts ofscience? ___________!Are things like experiments and investigations the only importantparts of science? ___________!It can be argued that the above actions/processes are actually only stages of a much bigger processthat real scientists actively go through to performing most of their work. This bigger process can bedefined in general as knowledge building.____________________________________?Knowledge building can simply defined as the kind of creative work communities of scientists (andothers) do where they brainstorm, debate and refine ideas that may ultimately form new theories, factsor even truths. In addition, such idea creation and improvement often occurs through multipleactions/stages including inquiry, discussion with others and reflection in an ongoing (continuous andrepetitive) fashion. Ultimately, the goal of knowledge building is to advance current knowledge byjudging it and identifying other relative information that can either improve upon it, discount it or evenreplace it.________________________________________?Knowledge Building is a complex process. Part of the complexity may come from the argument thatnobody can agree on the specific steps that are followed. Many models of knowledge building havebeen proposed over the year such as Thomas Kuhn’s model (Seehttp://www.cwu.edu/~warren/Unit1/kuhndiagram.gif) or Imre Lakatos’ model of progress (Seehttp://www.bauer.uh.edu/parks/fis/Bharadwaj.htm). Some scientists like Paul Feyerabend even think thatany way can be possible as with his saying ―Anything Goes in science!‖However, it is possible to outline some of the more rough (basic) areas of action that general occur tohappen whenever scientific knowledge is built. The areas can then make a bigger and broader section inscience called the Knowledge Building process.____________________________________-1. ____________________________________ –Science often begins with some critical or stressful event the demands a solution. In other words,scientists are often not motivated to do science because of mere passion or desire. Rather, they doscience in order to so something to address a critical event in the world. Ex. They consider somedangerous environmental problem. They try to build knowledge in order to create some importanttechnology or other artifact. Realization of the trigger event could involve merely watching or hearingabout the event, performing a relevant inquiry, or listening to the words of others in a critical way.2. _____________________________________________-Once scientists are motivated to do science (normally) by some trigger event, then they usually spendgood time and resources generating ideas on how to solve or address the event. There are various waysscientists can do this. For instance, they may make observations and discover something but they often
read or review background knowledge on earlier ideas that relate to the event and then make predictions.They may also become more opinionated and form strong ideas known as views. On the other hand, asthey learn more and suggest ideas, they may later realize there are other questions they must answer toaddress the event or problem.3. ___________________________________________-While or just after generating some initial idea or other, scientists also often work together to share themand find connections. In doing so, they can choose the better ones and eliminate the less feasible oneswhich saves them time. Also, by relating different ideas and work, they can better understand the ―biggerpicture‖ and possible get a solution faster.4. _________________________________________-It is not enough for scientists to simply have ideas including even good ideas. They need to convince toeveryone of what they think is correct. And often, their ideas need to be explained better or evencorrected. All of this requires not only collecting evidence but also a lot of debating and reflection. Soscientists do do inquiries or investigations where they test their ideas by experiments. But they also oftenresearch, talk to other people. They may design things as well depending upon the situation. And theyalso spend good time –thinking- about what they did and how they can make it better. (ie. they reflect).OR they get other people to check and even revise their work.5. ________________________________________- Once the community is satisfied (at least for thetime) with the scientists’ work and evidence, their ideas or solutions can then be accepted as a moreformal piece of knowledge such as a widely accepted belief or even a scientific fact or truth.6. __________________________________ – finally, it is important to note that science is an ongoingendeavor. Scientists do not stop doing science once their ideas are accepted as hard knowledge. Theycontinue to constantly challenge established facts and truths as they are confronted with future triggerevents and learn or discover new things as well as think up new ideas. Thus, scientific knowledge isnever a constant but is constantly being refined, improved or even rejected and replaced._________________________!- The importance of _______________________________…It is also extremely important to that the process outline above requires MANY people or morespecifically a ____________________________. Scientists do not usually work alone to buildknowledge. They collaborate to generate initial ideas, views or questions. They share their work andcritique others. In fact, at a later point, big committees read and judge before scientists can publish theirwork. Only when the whole community agrees and accepts their ideas can they become knowledge thatis considered usable by society.
Knowledge Building – Stage ________ _______________________________As you learned briefly in an earlier lesson, the building of knowledge is oftentriggered (started or activated) by some stress. In this case, such a stresscould refer to a variety of things including something scary, somethingalarming or even something exciting or puzzling. In other words, scientistsnormally do not start making knowledge without any particular reason ormotivation. They often generate new knowledge because they arestimulated or influenced to do so by something else. ―This something else‖is called the trigger event.Examples of Trigger Events- 1. _____________________________ – Something terrible is happening or has happened in the environment. For example, there was a big oil spill, an animal species is about to extinct, an area of the world has been devastated by a nuclear plant explosion. Scientists (and others too) are stimulated to seek out new knowledge out of a sense of duty in order to solve or at least deal with the effects of the environmental concern. The scientists might propose new theories that will lead to clean up technology for an oil spill or nuclear explosion. Scientists might try to learn better why an animal species is dying out and propose new ideas. 2. __________________________ – Many people are also motivated to do science in order to help humanity. Scientists often begin research out of compassion and concern in order to learn more about some disease such as cancer. Others make efforts to discover more about why people age and eventually die. Certain scientists might seek to create new knowledge in excitement over finding ways to help people stay thinner or become smarter. 3. _____________________________ – technology is a rapidly advancing field at presents. Understanding how technology works and making it better or even making new technology often requires the generation of new scientific ideas. For example, scientists may build or develop current knowledge on electricity to improve computer hardware or improve their understanding of magnetism and motion to make better cars. 4. _________________________ – scientists can be driven to improve their understanding of the world out of a simple curiosity. Some scientists simply ask the question ―Why is that?‖ or ―Why does that happen?‖ and then try to generate ideas to answer them out of curiosity. Again, often (but not always), topics of their curiosity often indirectly and even directly related to important things or even issues. For example, ―How long will the sun last for?‖ is an important question since the sun is essential for the survival of all living things. 5. ______________________________ – sometimes scientists become motivated to do learn something new because doing satisfies some personal desire or goal and/or gives them some benefit. For instance, some scientists are ―persuaded‖ into conducting new research by businesses that will pay them big money to help create some new product (ex. a drug) or solve some problem (ex. make bigger fruit that stays fresh longer). Other scientists may build or
develop knowledge simply to gain personal recognition from the general public. They want to be famous for some invention of piece of new information.Final Note – Hopefully from above, you can understand that stage 1 of the Knowledge Buildingprocess is not a stage of doing. Rather it is a stage of activation. Because of the trigger event, otherstages and actions/or event then happen that lead to the founding of new scientific information.Hopefully, you too will be motivated by the trigger events in your science class to go through the otherstages of knowledge building with your class and seek out and secure knowledge.
Knowledge Building – Stage ________________________________________________Generating views is often the first real stage of action in knowledge building.By now something (ex. a trigger event) has stimulated you to wonder aboutsomething and hopefully take future steps to explore certain relevantquestions, seek out answers to what you wonder about and form logicalopinions of your own. In other words, you begin to________________________.Key Features of a View i) _______________________________________The generation of views is a personal action. Here, you (and others) first communicate your OWNthoughts, possible answers or even questions or beliefs about something that relates to the event (orother) that has stimulated you into action. So, you do not simply retell what someone else has alreadysaid or thinks. Rather, you tell what YOU think. ii) _________________________________________When you first communicate your thoughts about something that has your interest, you do not need toworry about whether you are wrong or right. Because you are dealing with knowledge building, you aretrying to find answers or pieces of knowledge that are unknown (at least to you) at least in part. So youshould not worry about being right or wrong because you cannot really know for sure at first! However,you should try to create an idea, opinion or question that is sensible. It may not be right but it seems itcould be right. Therefore, your idea or other should be at least based on OTHER THINGS that you knowalready to be right and true whenever possible. iii) _____________________________________________As just mentioned, to knowledge build, your ideas, opinions or questions are just your thoughts andtherefore they must be proven (as best as possible). As a result, you must consider ways to test out yourideas to confirm them later. For instance, you could have an idea that could be proven in a future inquiryof simply confirmed through dialogue with others. Most likely, your idea or other will change! That is okay.Scientists are constantly changing what they first thought after they carry out later actions to check orconfirm them.How to Generate a View-Generating a view (again) is a personal action. Consequently there is no one best way to create it.Generation also depends upon the particular trigger event as well as other constraints such as whatbackground knowledge do you already have or what resources will you be able use later to explore theidea more. As well, your view’s composition could also be shaped by the strength of your thoughts. Areyou asserting a strong opinion or struggling away by considering other questions that might make senseof your target event and/or situation involved.However, there are some common characteristics that you should be aware of and include whenevercreating a view. 1. ________________________________________________________________-All views should start with at least one (And possible more) sentence that clearly describes or marks apersonal thought about the trigger event or something relating to it. For instance, you could start bysimply writing ―I think …….‖ and answer an important question. You might even start by writing ―I simply
do not know or understand but…‖ and try to pose other questions or suggestions that might help you toanswer or understand something better about your trigger event. There is also again nothing wrong withwriting an opinion and even a weak one but try your best! 2. ___________________________________________________________________-After you have written an initial sentence, you should try to include (somewhere!) in your view, a numberof sentences that help to make your opinion, belief, question or other more sensible and more believable.To do that, it is advisable here that you include content from the work of others. For example, you couldgive content from your textbook or Internet site that helps to convince others of what you think. Youmight also simply use expressions like ―I believe I am correct because I heard from my teacher that …‖or ―I remember hearing about …… ― Whatever you do though, it is important though that use specificdetail with good explanation to help make support. 3. _______________________________________________________ –It is not enough to simply support your answer by reviewing or writing something that you learned from abook, the Internet or someone else. You should also add extra comments of your own. There are manyways to do this. You simple by explain further how your support helps your view. Sometimes, afterwriting some support, you may realize another good point and then you can add onto what you wrote foryour support. You may even be critical of what you wrote for your support. You could point out possibleproblems even though it seems basically write. Sometimes, you may also suddenly have some otherinteresting and even insightful thought that you can explore by writing other sentences for your view.Example View- What is Tap Water?I am not exactly sure but I think tap water is a mixture of things. First, of all tap water contains well water.I’ve learned from my earlier grades that water is actually a mineral and it is made up of a bunchof molecules. A molecule is a combination of 2 or more atoms. In this case, a water molecule is acombination of one oxygen atom bonded to two hydrogen atoms. I think that these molecules alsomust be colourless because normally water is clear. But if look really close at the tap water, it is notexactly clear. In my opinion, this is because there are other things in tap water besides just watermolecules. I actually have seen them separated out of tap water at home. We have a kitchen item calleda water purifier. The cleaning lady has even shown my family and I the filter part when she visits. Shepointed out to us and even showed us there are a lot of small black substances that havecollected on the filter. I guess these substances are things like bacteria, maybe dust or even harmfulchemicals. I think there are harmful chemicals too because I have learned a lot last year aboutpollution which gets produced by cars and even buildings. These harmful chemicals can enterthe water supply and contaminate slightly the water that we drink. In any case, I think tap water isnot completely safe to drink. I also wonder if there is anything we can do to make it safer instead ofhaving to also use and even buy bottles of water.Paragraph Key- 1. Underlined part = Initial Sentence 2. Bolded part = supporting content from outside sources 3. Italicized parts = other comments
More Skill-Building for Knowledge Building – Responding to ViewsAs you begin to form your views (and later revise them too!), it is notenough to keep your views to yourself. Rather, knowledge built bysharing your views with others and getting their feedback in an ongoingfashion. In this way, ideas can be tested and challenged by others. Then,they can be also revised and improved. By such collaboration, knowledgecan often be more accurate and also accessible to all.Thus, it is important for people to respond to each other’s views to givethem constructive help or even to learn more from each other. In this note, you will learn how to do this.Part 1 - How to Respond to Views-The following outlines a useful (but not the only) format for responding to another’s views: A. Begin with Your Purpose-The beginning of any response should begin with a simple sentence (or two perhaps) that communicatethe purpose of your response. You see there are many ways you can respond to someone’s post toassist them or even get assistance from them such as… i) Agree – you could write (tell) that you agree with the person’s view. Then later, you may explain why you agree. You can also use this purpose to elaborate on the person’s view. In other words, you might have additional points, ideas or even questions that the person did not include and you can add them onto his/her view in your response. ii) Disagree – you could write (tell) that you disagree with person’s view. Doing this then allows you to later explain why you think the person’s ideas are not all accurate, or maybe disturbing or perhaps confusing. Again, you should be read to explain good reasons or other details later for why you don’t agree. iii) Ask for more- sometimes you may not understand the person’s view. They may write about scientific concepts or other details that you have not learned before. Sometimes, they may not write enough details to make their ideas or points clear. In this case, you can ask the person to explain more about one or more areas. You should elaborate later on what exactly you do not understand or wish to know more about. iv) Other – sometimes you may have another purpose for writing your response. Maybe there is something else interesting, surprising or shocking, scary, worrisome about the person’s view and you have some other comments to add. Still, your comments should relate somewhat at least to the general topic that everyone is posting about.Final Note- Also remember, that posts can be really variable just like your opinion. You do not alwayshave to completely agree or disagree. You could agree somewhat or even be in the middle and thenstate how you agree and also disagree. You might just need a little elaboration or sometimes you couldbe totally lost. Try your best simply to be clear and honest about what you really think or mean. B. Explain-Once you have stated in the first or two sentences the purpose of your response, you should nowexplain more. There are many ways to do this. It depends also a lot on the actual purpose for writingyour response. However, just like writing a view in stage 2, it is important to explain sufficient support.
Some of that support should come from what you just read or studied about prior to writing the initialviews in stage 2. Some support should come things outside of what you read such as your own ideas orinformation from other resources such as other books or acceptable internet sites etc.Part 2 - How to Respond to Views Politely-Because you are responding to someone’s idea and giving feedback, you will often also criticize or judgewhat they have write. Of course, you should be honest even when someone is wrong. But at the sametime, it is important to be POLITE when you write a response so that the person feels more positive afterviewing your response and will be more willing to listen to your feedback. As well, certain kinds ofresponses could even seriously hurt the person’s feelings or make them upset in an unproductive way.It is thus important to use good etiquette or in the case of posting online, netiquette!Etiquette or netiquette are simply a code of choice or style of/with words, grammar, expressions andsentences that tend to be received by others in more positive ways. To give an example, if you say―Your view contains many good ideas but I have a concern about the last one…, you are using goodetiquette. What you wrote is probably not going to be too offensive. On the other hand, if you wrote, ―Ihate your last idea! It is completely wrong‖, you are not using good etiquette. You could hurt the personwith this sentence. Also, how can you even be sure that the person’s idea is –completely- wrong- ?The following page outlines a few of the more common tips for employing etiquette or in our casenetiquette because we will usually post responses online. 10 Tips for Netiquette and Responding to Posts More Politely 1. Don’t shout. In other words, do not use all capitals when posting. 2. Don’t be completely negative. In other words, you may have some complaints or concerns but try to say some positive things too in your response. 3. Be sure to use a proper heading, title and also greeting sentence. In other words, give your response a title or heading that fits well. Your first sentence should not be your purpose and definitely not negative sentences. Start first with a simple “Hello (name) How are you?” or something similar. 4. Don’t mass (spam) post the same response to everyone. The people who wrote the posts each have their own unique ideas. You should respond to each and everyone specifically. 5. Use proper grammar and vocabulary. For example, don’t use kiddi-speak or texting language like “Cuz it rocks..lol” Use a proper sentence like .. “I think so because your idea sounds great!” 6. Don’t write too little or too much – Make sure that you explain things well. At the same time, if you write too much, many people may be unmotivated to read your response. 100 – 500 words is a good rule of thumb. 7. Cite your information properly. (We will learn more about this soon). 8. Be sure to write your name at the bottom which is a normal custom people use to be polite just like a greeting. You could also include some other warm or positive end sentence. 9. Be careful with your fonts and highlighters- be sure to use font sizes as well as font and highlighter colours that are easy to look at. 10. Be careful with emoticons. Emoticons for the most part are not necessary in a response post for the sake of good academics. Sometimes it might be nice to include one or two in an appropriate place (Ex. at the end of a point that praises). At the same time, do not overuse emoticons and in general be extra careful with the use of more negative emoticons.
Knowledge Building – Stage _____________________________________________________________________________________Right after scientists think of, or find and express their views, theoften begin to connect them for sorting or grouping. This makes iteasier for them to decide on the next direction to take for build moreknowledge and learn more about their issue or topic.___________________________________________Step 1 – ________________________________First, scientists must ensure that all initial views have been __________________________ in stage1through or on some clear medium that allows them to understand and also analyze or judge them moreeasily later. For example, scientists might collaborate online to record all ideas, opinions or questions ina table or chart. When scientists have written a lot about their views they might publish their views in abook or site and then spend time reading each other’s published ideas. Then after, they could do somefurther sharing and write down summaries of the main points to look at and consider more.Step 2 – __________________________________Next, scientists often determine together how _________________________________ all views are. Ofcourse, doing so may involve guesswork since the scientists are considering ideas about informationthat is new to them or not understood well. (They are trying to build new knowledge). But using properlogic and other support, they can often decide which ideas to keep and which ideas to remove. Again,this is a group effort. Normally, all or most scientists must agree to keep a view for further exploration. Itis also okay for everyone to simply be unsure and still keep the view for further researching too.Step 3 – ___________________________________After, scientists have agreed on sensible or apparently accurate views to view more, they next often tryto __________________________ them in ________________________________________ to make iteasier to study more after. For instance, they might put similar ideas in a single group with somecategory word. (Example- Ideas on the Function of Water, Ideas on the Structure of Water, Ideas on theEffects of Drinking Water, etc.) They might simply group ideas on their basis of understanding (ex.Things We Understand Well Already, Things We Understand by need a little more help, Things WeReally Can’t Comprehend, etc). So this step involves making headings or categories, moving andarranging ideas and other organizational methods.Step 4 – __________________________________________Once scientists have arranged their views well, they can then begin to _______________________ for___________________________________. Here, they often decide on who will do what and how. Forinstance, they might decide some scientists will simply try to read other sources and research more.Other people might have to carry out new inquiries or investigations. Some scientists might have to evendo interviews, take trips, design things, make models… the list goes. What is important here is that thescientists (and others) have made a good plan to learn more about their sorted and clarified views forfuture study and knowledge development.____________________________________- Look at your classes’ collaborative task in Google Docs!!
Instructions for Collaboration Activity with Google DocumentsFor today’ task, you will continue to learn more about knowledge building and also water by doing aspecial collaborative activity with Google Docs.** Please also note, this assignment will be viewed and marked as a task score. Try your best!Part 1 – Understanding Your Task Assignment - In this stage, you learn the basic ideas for completing this task. 1. Listen carefully as your teacher explains to you the basic ideas of this task. (creating a special drawing to connect your ideas on water with other member of your group) 2. When instructed, go to Google Docs to view a sample for your task using the link below.https://docs.google.com/drawings/d/17Ul9RmOQ5FWq1npHudN8y_1j6Vme11tvi0HEzYwsAjY/edit?hl=en_US 3. You will then need to log into Google Docs to the view the example using your gmail email and password. (Note other email addresses such as Hotmail should work)Part 2 – Setting up your Collaborative Environment - In this stage, you make all initial preparation that will allow you to work online synchronously with your group to create a special drawing. 1. Click one of the links below according to the group you have been placed in by your teacher. Doing so will take you to Google Document (Docs), a special online program that will allow you to work with your group. (You can also access the link from a recent email you just received from Mr. Zions)Group 1https://docs.google.com/drawings/d/16Ud0SpPLGgDMHdhTxqpYWGIDxop5NZ5YS2YyZSbZ_Uk/editGroup 2https://docs.google.com/drawings/d/14OkyUsh5PnqTHnU4DK21e5dSxuZD_aPjsIVe9ychHjk/editGroup 3,https://docs.google.com/drawings/d/1_Ffu9r8I0d6SGnJ_ChOvSDXKUwq-fDOHaBxizOPzQX0/edit2. Log into Google Docs using your gmail email ID and password. (Note- If you do not have gmail, otheremail addresses such as hotmail may work also)3. Together with your group, play around with the icons to begin familiarizing yourself with the operationsnecessary to create a drawing in Google Docs.* Refer to the helpful instructions on the 1/2 page handout (or at the very bottom online) if necessary.Part 3 – Creating your Drawing - In this stage, you will work synchronously (and possibly later asynchronously if you don’t finish in class) with your group to create a special online drawing that shows connections for your ideas on tap water. 1. Look again carefully at the sample document you viewed with your class in Part 1. 2. Brainstorm with your group ideas on how you will make a similar document. - You may use the chat window that appears in one of the corners OR – you may simply talk face-to-face in your classroom
- Make sure you look at the MUST SEES list below when deciding on your ideas and responsibilities for the task 3. Work hard with your group to create your drawing. Make sure that you check the MUST SEES list below to ensure all parts are properly completed. You will be graded! MUST SEES for Collaborative Diagram Task on “What is Tap Water?” _____ Our drawing has a suitable title _____ Other ideas have been added to a centre _____ Each member has his/her own box box titled ―What We Want or Need to Know‖ containing an image of him/herself and other ID _____ Other suitable words have been chosen information. (ex. name) and put in the final centre box ―Useful Categories ____ Each member includes all main ideas and and Labels) supporting ideas from his view post on ―What I _____ Lines have been inserted properly water‖ in his/her own box. between each and every member’s boxes and _____ Every idea from each member has been the first two centre boxes placed in a centre box (ie. Ideas We Agree On _____ Everything is organized in a neat and OR Ideas We Do not Completely Agree On) attractive way.Part 4 – Posting your Drawing in Pepper 1. Please have one member create a note in Pepper that contains the link to your google document. Then note should be created in the subfolder ―Connecting Our Ideas on Tap Water‖
Knowledge Building – Stage _____ ______________________________________So far you have spent ample time generating views, responding to viewsand also organizing, sorting and even categorizing them. Hopefully, bynow you should be able to develop some of your starting ideas by makingthem more concrete (visible) to your general community in an organizedway. Then, the community can begin to confirm your initial ideas or asoften happens in the knowledge building process, make them better. This isstage 4 – Confirming and Improving Ideas.Basic Goals for Stage 4 –In Stage 4, you will be engaged in developing your ideas more that usually involves 3 important goals asshown below: 1. Check all ideas that your community has agreed upon (_________________________) 2. Seek resolution for ideas that your community is in disagreement when possible (______________________) 3. Search further for answers to questions your community has (_________________________)Basic Features of Stage 4 –Stage 4 is another BIG stage. Attaining the three goals above often involves various types of actions.These actions can also be repeated again and again until your community is ―satisfied‖. i) _________________________Like stage 3, stage 4 involves (especially at first) good organization where your community makeseveryone’s ideas known to each other. There are various ways to do this. This may involve havingeveryone simply reading each others’ views and sorting notes and then taking further notes on their own.It could also involve the use of some collaborative organizer where students can arrange all of theirideas, questions and other comments on paper or on the computer to help them see the bigger picturebetter. As well, students might present through debate, formal presentations and other formats theirmany individual and group ideas to their community for further development. ii) ____________________________At some point during stage 4, it is important to verify ideas that have been created by members of thecommunity. This can occur in various ways as shown at the end of the note iii) ___________________________As well, your community will likely have ideas that you are not sure about on whether they are in factaccurate or not. It is important that you take further action to reach a resolution (a common agreement)on their validity. In other words, you need to do other actions to convince everyone to agree with theidea (where you can then keep the idea) or disagree with the idea (where you can then make it knownan idea is wrong or even throw out an idea if it is no longer needed or desired) iv) ____________________________In stage 4, you may also find out there are questions in your community that nobody knows the answersto. In stage 4, you should also take actions when possible to find out answers to those questions. Then,any answers you discover or learn can be further debated and check for reliability and added to yourgrowing sources of knowledge.____________________________________________?
There are various ways that you can check further if your community’s idea is correct. You can also dovarious things to show even that the idea is –not- correct. As well, there are useful methods to employ toget more ideas for questions that you are not sure about. The following list outlines some possible waysto do all of this! Research books and online sites Do an investigation or even a whole inquiry Design and test some product Consult professionals (ex. scientists, teachers) Attend a class or other learning environment Perform a correlational study (ex. give a survey and analyze the data) Review and reflect through silent writing Debate the ideas more with the community_________________________________________________________- Take a look at your online table activity using Cacoo see an example of confirming and improving ideas in effect. https://cacoo.com/diagrams/aGJMUyy6trUcQDHY