Am I right that HS chemistry does not (has not?) focused at all on *dynamics*, e.g., actual behavior-over-time in chemical reactions?  

If so, I’d say the chemistry teachers are right — adding dynamic simulations to the chemistry curriculum would add content not previously part of HS chemistry and thus would create problems for them.  Something would have to go to create space for dynamics.

Dynamics are much more vivid and addressable in HS physics, biology and ecology.  Dynamic simulation really can save time and increase insights in those subject areas.  Chemistry, however, has always proved tough for us, I believe.  (Is that right?)

…George

George P Richardson
Professor Emeritus
University at Albany, SUNY
http://www.albany.edu/~gpr/

On May 25, 2015, at 12:32, Darkow, Jon <xxxxxx@SE-TIGERS.COM> wrote:

Richard,

Great idea! 

Let me focus on HS.

To be clear with everyone, within the NGSS there are a total of:

8 - Scientific and Engineering Practices

7 - Crosscutting Concepts

Discipline Core Ideas

14 - Discipline Core Ideas for Life Science

12-  Discipline Core Ideas for Physical Science

12 - Discipline Core Ideas for Earth and Space Science

3   - Engineering, Technology, and Applications of Science

Having 1 model focus on 1 Discipline Core Idea (DCI), 1 CCC, and 1 Scientific and Engineering Practice (SEP) should be straightforward. 

For Life Science there are 12 Discipline Core Ideas. If 12 models were made per DCI, each focusing on a different CCC and Scientific Practice, the program would easily address what the authors of NGSS want: 3D learning of Core Ideas, Crosscutting Concepts, and Scientific/Engineering Practices.

Cheers!

On Mon, May 25, 2015 at 12:25 AM, Richard Turnock <xxxxxx@comcast.net> wrote:

On May 24, 2015, at 1:22 PM, Darkow, Jon <xxxxxx@SE-TIGERS.COM> wrote:

Are you asking how can teachers use dynamic modeling, causal loop diagrams, and/or stock and flow diagrams to address these 7 CCC?

>>>>>>>>>>>>>>>>>>>>>>>>>>>>

Hi Jon,

Thank you for jumping in with so much detail and specifics.  I really appreciate the information and am in the process of saving, labeling, organizing and packing the information that you have provided.

Well, more like How do you communicate with decision makers, non-users, administrators, State Dept of Ed staff, and parents, and the media about WHY teachers should be using dynamic modeling, etc to address the CCCs and NGSS?

"If your goal is getting teachers to use system dynamic models to save them time, my suggestion would be having teachers use pre-existing models. I have found creating models, and having students creating models is labor intensive, involving lots of time experimenting, reading, and researching.”

Excellent.  I’m dreaming of a small, special team of students and teachers focused on producing models that can be packaged to address the CCCs and at the same time the Disciplinary Care Ideas. Then teachers can use pre-existing models in a broad classroom environment.

Maybe what I need to do is write a Project Proposal, just like a grant request, laying out all the justification as if I was asking for money to useSTELLA to support implementing NGSS, the CCCs and at the same time the other two dimensions.  That would force me to document and reason through the whole thing and to answer the 20 WHY? questions I will get.

Let’s keep talking Jon.

Thanks

Richard Turnock
Cooperate, Coordinate, Collaborate
xxxxxx@comcast.net
503-319-4686

--

Jon Darkow

Science Teacher

Seneca East Local Schools

13343 E US 224

Attica, OH 44807

Website: tinyurl.com/mrdarkow

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