national writing project annual meeting: composing science
TRANSCRIPT
![Page 2: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/2.jpg)
STRUCTURE OF WORKSHOP
• background on our course & book
• what makes reading and writing in science uniquely hard?
• what can we do about it? - examples from our course
• getting started: scientific notebooks
• Q&A
![Page 3: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/3.jpg)
ABOUT THE COURSE
![Page 4: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/4.jpg)
WHAT IS UNIQUELY HARD ABOUT SCIENTIFIC WRITING?
1.Concealment of rhetoric
• “it is not a laboratory notebook... Cleansed of messiness, portrays knowledge as unproblematic, unambiguous, repeatable truths...” (Collins & Shapin)
2.Use of grammatic metaphors
• turn “happenings” into “stable phenomena” (parameter-induced stochastic resonance) (Halliday, 2004)
![Page 5: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/5.jpg)
3.Empirical evidence as a tool of persuasion • “Observation and experiment ... are the handmaidens to the
rational activity of generating arguments in support of knowledge claims...” (Driver, Newton & Osborne)
4.Addressivity of science texts • high degree of intertexuality, “invites, in fact solicits, responses
from others and seeks to engage them...” (Sharma & Anderson)
5.Coordinates multiple modes • connecting representation, mathematics, images, text
Hallmarks of scientific writing
![Page 6: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/6.jpg)
EXCLUDE PARTICIPATION IN SCIENCE:
• concealment of rhetoric: • “final form,” a “rhetoric of conclusions” (Duschl; Schwab)
• grammatic metaphors: • ambiguous, abstract, remote from concrete experience
• role of evidence: • easily misunderstood as proof or goal of inquiry
• addressivity: • requires a knowledge of the ongoing debate
•multiple modes: • requires understanding and translating between modes
![Page 7: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/7.jpg)
... WHAT TO DO?
• strategies, rubrics, standards?
![Page 8: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/8.jpg)
WHY NOT DO THAT?
• it’s not what scientists do. Practices emerge in the context of their use.
![Page 9: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/9.jpg)
NSCI 321: SCIENTIFIC INQUIRY
• undergraduate Liberal Studies majors (future elementary teachers)
• 21 women, 2 men
• engage students in scientific inquiry into perception
• co-taught with a biologist (neuroscience)
•week 2/3
![Page 10: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/10.jpg)
EXPLANATIONS FOR A SPOT OF LIGHT
tube as “blocking”
tube as “concentrating”
![Page 11: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/11.jpg)
![Page 12: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/12.jpg)
![Page 13: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/13.jpg)
![Page 14: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/14.jpg)
CONSTRUCTING “THE SECONDS”
Student-constructed term:
- perceptually distinct (“fuzzy edge”)
- highly theoretical: “there’s the fuzzy edge...” “those are...”
- creates a category of objects (via nominalization of “second”)
- experimental role in “carving at the joints”- a reason to believe in this “happening” as a thing to be nominalized
- largely an individual effort, but a strong role of others (Dee) - particularly dissension / skepticism
![Page 15: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/15.jpg)
Explaining and diagramming “seconds”
![Page 16: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/16.jpg)
![Page 17: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/17.jpg)
SHAPING A DEFINITION
•There are thirds, fourths, fifths, etc.
•These “matter” because each successive “bounce” is dimmer than the one before.
![Page 18: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/18.jpg)
Amanda
![Page 19: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/19.jpg)
“I KNEW IT WAS GOING TO BE A SECOND.”
•Amanda, who invented the term, recognizes that her use of it is not as sensible as someone else’s.
• subtle change in the ontology of “second” (rays become seconds)
• through these negotiations the ambiguities inherent in spoken language become increasingly precise
• the diagrams, in particular provide a referent for referent and signal for these ambiguities -- but how to resolve them?
![Page 20: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/20.jpg)
Jordan Breanna Courtney
![Page 21: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/21.jpg)
SHAPING A DEFINITION
•Recognition of a the social construction: “are we agreeing to call a second...?”
•Demand for precision: “I need a more set definition before I feel comfortable using it.”
• Pedagogical moves: • “We need to agree on terminology...” • “They’re calling it a second...”
•Reframing for precision: “Your question is: ‘If it bounces off of the mirror, is it a first or a second?’”
![Page 22: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/22.jpg)
CHARACTERISTICS OF DEFINITIONS
•Definitions in science as:
• socially constructed
• a nominalization (seconds)
• subject to agreement
• representational
• identified (stabilized) experimentally and gramatically
• demanding precision (intersubjectivity)
![Page 23: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/23.jpg)
![Page 24: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/24.jpg)
OPERATIONALIZING “SECONDS”
•Definitions: a matter of convention?
•Courtney looks to instructors - is our role to help select a definition that will prove productive?
• Pedagogical moves: nature of objects in theories
•Dee: So I guess the real question is: when it hits the mirror is any of the light absorbed? Because to me the definition of a second is, when it hits something, some of the light is absorbed, so not all of it is coming back out.
![Page 25: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/25.jpg)
DEFINITION AND CLASSIFICATION TOSSED BACK TO EXPERIMENT
• Is any light absorbed?
• Is light off of a mirror a “second”?
• In what way are mirrors and paper reflecting light “much differently”?
•Can we distinguish 2nd, 3rd, 4ths?
![Page 26: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/26.jpg)
“The transition [from talking to writing science]... is facilitated when students are provided with opportunities to express themselves... utilizing means of expression that bear iconic relations with the situations they experienced and the gestures they used...” -Roth, 2004
![Page 27: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/27.jpg)
“If our knowledge is to be organized systematically (especially if this depends on being able to measure things), we need phenomena that are stable: that persist through time, and can readily be grouped into classes.’’ - Halliday, 2004
![Page 28: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/28.jpg)
“Scientific literacy... is the ability to make meaning conjointly with verbal concepts, mathematical relationships, visual representations, and manual-technical operations.” - Lemke
![Page 29: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/29.jpg)
“It is more productive not to converge on a definition until further empirical and theoretical progress points us toward the best way to ‘cut up [nature] ... along its natural joints.” -Elby, 2009
![Page 30: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/30.jpg)
DEE’S DEFINITION IS WRONG?
•Dee: “To me, the definition of a second is when it hits and some of the light is absorbed, so not all of it is coming back out.”
• a negotiation with the world regarding our definitions: “carving nature at its joints”
![Page 31: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/31.jpg)
![Page 32: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/32.jpg)
PARTICIPATION IN SCIENTIFIC PRACTICES AS LEVER
1.concealment of rhetoric
2.Use of grammatic metaphors (nominalization)
3.Empirical evidence as a tool of persuasion
4.Addressivity of texts
5.Coordinating multiple modes
![Page 33: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/33.jpg)
![Page 34: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/34.jpg)
![Page 35: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/35.jpg)
How do we get this started? !
your turn!
![Page 36: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/36.jpg)
SCIENTISTS WRITE.
• Latour (1990) found that when scientists were unable to access their graphs, they “hesitated, stuttered and talked nonsense” (p. 22) and were only able to resume the conversation when a graph was scribbled onto whatever scrap of paper was at hand.
![Page 37: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/37.jpg)
SCIENTIFIC INQUIRY• The Premise:
• to understand scientific claims, you need to know how the game of science is played
• to understand how the game is played, there is no substitute for playing it
• The Goal:
• design a course where - to the degree possible - students are “playing the game” of science instead of “doing the lesson”
![Page 38: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/38.jpg)
THE GOAL• as much as possible, the demands of “doing science”-- creating
coherent, mechanistic models of physical phenomena-- would drive scientific practices
• operational definitions, precise language
• role of evidence (as “handmaiden”)
• experimentation as a test of theory
• precise diagrams as predictive tools
• lab notes
![Page 39: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/39.jpg)
LAB NOTEBOOKS
• without a lecture, would it be clear to students that there would be a role for notebooks?
• for taking notes on their peers’ ideas?
• their nascent ideas?
• their diagrams, data, experiments?
• more broadly, to see writing as a powerful way of learning and knowing
![Page 40: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/40.jpg)
STUDENT TASKOn the following pages are images from several famous scientists’ research notebooks-- the notebook used to keep track of ideas, observations and experiments as he worked. With your group, discuss what you notice about these notebooks. Do not describe the actual work the scientist did, but ways in which s/he took notes and organized information.
Below is a list of a few things you might notice, but be sure to generate more observations than just these: • what does the page look like? • are there procedures described? • what is the style of writing? Personal, objective, colloquial, etc.? • how do these famous scientists’ research notebooks compare to lab
notebooks you have kept in other science classes? • what is a scientists’ research notebook for?
Keep track of your groups’ ideas on the whiteboard you have been provided. We will generate a rubric with guidelines and standards for keeping a research notebook in this class based on the lists you have generated.
![Page 41: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/41.jpg)
“I am astonished! It is 18 days since I started thinking about bottinoite. Only last night, in bed, did I recognize that the formula Ni(OH2)6Sb(OH)6 is wrong. It would required SbII, which is unlikely. It is a pale blue-green mineral.
Two possibilities...
But I have now noticed that (scientists) give the formulas as...
Hence all of my preceding discussion needs to be revised.”
-Linus Pauling
![Page 42: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/42.jpg)
“I think Case must be that [in] one generation there should be as many living as now.
To do this and to have [as] many species in same genus (as is) requires extinction. Thus between A & B immense gap of relation; C & B the finest gradation, B & D rather greater distinction. Thus genera would be formed, bearing relation...”
- Charles Darwin
![Page 43: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/43.jpg)
“success at put down.
Build a structure to demonstrate...
success at pick up
success at put down...
I'm really having fun!!
Do some more: successful pickup.”
-Don Eigler (wrote the letters IBM with 35 xenon atoms on a nickel surface)
![Page 44: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/44.jpg)
“A model: Lonely 5 cells: cannot bind to each other. Lonely 21 cells: cannot bind to each other either. But Happy 5+21 cells can bind with many cells, but first come, first serve (as far as sex is concerned). If trypsin or BME added to 21 cells...”
- James Hicks
![Page 45: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/45.jpg)
An image from Einstein’s notebook.
![Page 46: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/46.jpg)
WHAT STUDENTS NOTICE
![Page 47: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/47.jpg)
ROLES OF THE NOTEBOOKpublic v. private
![Page 48: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/48.jpg)
DEVELOPING A RUBRICif our goal is for students to do science, what should be
evidence that students are doing science?
![Page 49: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/49.jpg)
NSCI 321 - Scientific InquiryNotebook Rubric
Your research notebook should be meaningful and useful to you-- the requirements should not feel arbitrary or irrelevant to the work you are doing. At the same time, it should meet the standards of scientific notebooks: this is neither a personal diary of ideas and thoughts, nor a simple documentation of observations. This rubric should be helpful in making sure that you strike a balance between the two.
When you submit your notebook, you should do a self-assessment of your strengths (+) and your weaknesses (-) -- not every item needs a + or a -, but if something stands out to you as an area where you excel or an area where you need to work harder, you should note that.
You should also indicate a few pages from your notebook that provide good evidence that you are meeting the requirement. We will look over all of your pages when considering your grade, but it will be helpful for us to know which pages are particularly strong examples.
If you miss a day, you should photocopy the lab notebook from one of your research team members and include this in your notebook. This will be useful in making sure you have all the information you need for homework and exams. If you turn your notebook in late (why would you? we don’t know...) it’s 10% off for each day late.
Subjective requirements: These requirements are, in general, a measure of your personality as a researcher. Does your notebook demonstrate that you are reflecting, thinking, curious and engaged rather than simply going through the motions and copying down the data?
Subjective requirements: These requirements are, in general, a measure of your personality as a researcher. Does your notebook demonstrate that you are reflecting, thinking, curious and engaged rather than simply going through the motions and copying down the data?
Subjective requirements: These requirements are, in general, a measure of your personality as a researcher. Does your notebook demonstrate that you are reflecting, thinking, curious and engaged rather than simply going through the motions and copying down the data?
Subjective requirements: These requirements are, in general, a measure of your personality as a researcher. Does your notebook demonstrate that you are reflecting, thinking, curious and engaged rather than simply going through the motions and copying down the data?
requirement ✓± pages? grade
includes some notion of what you’re thinking, expecting, and/or assuming (what you’re thinking at the time - “know”)
includes some kind of questions about what you’re hoping to understand/answer/show (what you want to know)
reflection and analysis of what it is you’ve observed, some notion of a “trajectory” of ideas and thinking (what you have learned)
some obvious engagement, creativity, individuality and personal expression (this could be, for example, through your sketches, ideas, notes in the margin -- or through your careful attention to detail, precision, organization, etc.)
Scientific Inquiry L. Atkins & I. Salter
![Page 50: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/50.jpg)
Objective requirements: These requirements, in general, are a measure of how useful your notebook will be as a reference for you and others in following the sequence of ideas, experiments, and discussions from this course.
Objective requirements: These requirements, in general, are a measure of how useful your notebook will be as a reference for you and others in following the sequence of ideas, experiments, and discussions from this course.
Objective requirements: These requirements, in general, are a measure of how useful your notebook will be as a reference for you and others in following the sequence of ideas, experiments, and discussions from this course.
Objective requirements: These requirements, in general, are a measure of how useful your notebook will be as a reference for you and others in following the sequence of ideas, experiments, and discussions from this course.
requirement ✓± pages? grade
all pages are numbered, all days are dated
titles when starting something new (use your own sense of organization to decide when/where/how often)
clear descriptions, including diagrams with labels, of what you’re doing to answer your questions/curiosities (how you’ve learned it)
detailed, accurate observations
any references (to other classmates’ work/ideas or outside readings) are noted clearly when used
Scientific Inquiry L. Atkins & I. Salter
![Page 51: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/51.jpg)
Personal relevance: These requirements are, in general, a measure of your personality as a researcher. Does your notebook demonstrate that you are reflecting, thinking, curious and engaged rather than simply going through the motions and copying down the data? Is your notebook clearly relevant to you?
requirement pages? grade
shows evidence of a “progression” of ideas and thinking, shows how you got to your answer and why you think that
as part of this progression of ideas, mistakes and ideas that you later disagree with are not erased; rather, these are crossed out
includes questions about what you’re hoping to understand/answer/show, questions about what confuses you, or new questions that your research has raised
some obvious personal expression, personality, individual style, engagement, and creativity (for example, sketches, ideas, notes in the margin, careful attention to detail, organization, etc.)
space in the margins or between sections to fill in ideas later and refer back to earlier questions and work
![Page 52: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/52.jpg)
Publicly useful: These requirements are a measure of how useful your notebook is as a reference for others in following the sequence of ideas, experiments, and data.
requirement pages? grade
all days are dated
a sense of organization (titles/headings for different topics; labels on diagrams)
diagrams and illustrations with labels
detailed, accurate observations
clear descriptions of experiments so that others could build off of your work (or check on the accuracy of your findings) if necessary
![Page 53: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/53.jpg)
RESULTS
• what do we notice?
![Page 54: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/54.jpg)
sketches out ideas. notes: “Maybe the lens has nothing to
do with flipping the image. If the lens can’t move far enough
away from the eye...:
![Page 55: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/55.jpg)
... BUT, after drawing my prediction, I changed my
mind!...
What actually happened!... When we blocked off half the light... what we saw looked no different the the beam without
the tape...
![Page 56: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/56.jpg)
Without the tube, the beam was illuminated on the
opposite side the tape was on. This must be because of the
mirror. The tube has acted like a mirror.
![Page 57: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/57.jpg)
My group’s discussion. We have all agreed upon the notion that light seems to “kush” out when it hits a
surface...
![Page 58: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/58.jpg)
We were thinking this is what happens. But Breanna’s group pointed out that it crosses at the pupil, so it would look like
this.
![Page 59: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/59.jpg)
Epiphany! The distance the light source is
from the lens is the same distance the light passes the midline on the other side of
the lens.
![Page 60: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/60.jpg)
Well my group and I disagree... On if louder means more air particles. I believe that the louder we are
the more air particles are used... although they don’t move any faster.
![Page 61: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/61.jpg)
Newton’s picture is confusing me - it bends at the back of the lens and there is no pupil... does it not
matter? Now I am really confused. I thought I understood what the lens was doing...
![Page 62: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/62.jpg)
Group definition of sound... !
My idea *...
![Page 63: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/63.jpg)
Wikipedia
![Page 64: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/64.jpg)
THOUGHTS• the notebooks look scientific... (“procedural display?”)
• students report really valuing and keeping these notebooks - great pride in what they are and represent
• “Hi Leslie, It’s Janeal. I just moved and was unpacking old boxes when I found my inquiry notebook. I am so proud of that thing! I just spent an hour explaining the human eye and pinhole theater to my boyfriend.”
• students report “I journal all the time, but it never occurred to me to do this with my classes...”
• I love reading through them and grading them
![Page 65: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/65.jpg)
QUESTIONS
• what kinds of classes would benefit from this kind of notebook?
• what does that say?
• how to characterize writing to document v. writing to learn?
![Page 66: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/66.jpg)
THANK YOU!
• session organizers
• NSF
• our students
![Page 67: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/67.jpg)
![Page 68: National Writing Project Annual Meeting: Composing Science](https://reader034.vdocuments.us/reader034/viewer/2022042618/58a3b6311a28ab62218b4d67/html5/thumbnails/68.jpg)
READING TOGETHER & WRITING TOGETHER
• annotated google docs as a way to help students understand texts