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MPRES Toolkit for Teachers Conceptual Change
A professional development resource to train teachers in the Framework for K-12 Science Education and the Next Generation Science Standards
 
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  • From 1D to 3D
    • Backwards Design Tool: One Teacher’s Journey and Process in NGSS
    • Teacher Testimonial Videos
  • Scientific & Engineering Practices
    • Asking Questions & Defining Problems
      • Student Work in the Practice
      • Asking Questions Activity #1: Balloons and Skewers
      • Asking Questions Activity #2: Lake Cabin Mystery
      • Asking Questions Activity #3: Rope Tube
      • Defining Problems Activity #1: Heat Transfer
      • Defining Problems Activity #2: Pringles Potato Chip Mailing Challenge
    • Developing & Using Models
      • Student Work in the Practice
      • Developing & Using Models Activity #1: Syringe and Plunger
      • Developing & Using Models Activity #2: Create Your Own Water Cycle
      • Developing & Using Models Activity #3: Build-A-Bug
      • Developing & Using Models Activity #4: The Goldilocks Principle: A Model of Atmospheric Gases
      • Developing & Using Models Activity #5: Measuring Albedo and Climate Modeling
    • Planning & Carrying Out Investigations
      • Student Work in the Practice
      • Planning & Carrying Out Investigations Activity #1: Data Collection Method Report
      • Planning & Carrying Out Investigations Activity #2: Marshmallow Catapult
      • Planning & Carrying Out Investigations Activity #3: Pringles Challenge
    • Analyzing & Interpreting Data
      • Student Work in the Practice
      • Analyzing & Interpreting Data Activity #1: Pendulums
      • Analyzing & Interpreting Data Activity #2: Old Faithful Eruptions
      • Analyzing & Interpreting Data Activity #3: Most Average Person
    • Using Mathematics & Computational Thinking
      • Student Work in the Practice
      • Using Mathematics Activity #1: A Helping of Pi
      • Using Mathematics Activity #2: Pendulums are Mathematically Beautiful
      • Using Computational Thinking Activity #1: Pendulum Simulation
      • Using Computational Thinking Activity #2: Wind Power
    • Constructing Explanations & Designing Solutions
      • Student Work in the Practice
      • Constructing Explanations Activity #1: Rope Tube
      • Constructing Explanations Activity #2: Balloons & Skewers
      • Designing Solutions Activity #1: Rope Tube
      • Designing Solutions Activity #2: Pringles Potato Chip Mailing Challenge
    • Engaging in Argument from Evidence
    • Obtaining, Evaluating & Communicating Information
      • Student Work in the Practice
      • Obtaining, Evaluating & Communicating Activity #1: Using Primary Source Material
      • Obtaining, Evaluating & Communicating Activity #2: Using Graphics as a Source
      • Obtaining, Evaluating & Communicating Activity #3: Evaluating Resources
      • Obtaining, Evaluating & Communicating Activity #4: Communicate Observations of an Object
      • Additional Resources
  • Crosscutting Concepts
    • Patterns
    • Cause & Effect
    • Scale, Proportion & Quantity
    • Systems & System Models
    • Energy & Matter
    • Structure & Function
    • Stability & Change
  • Disciplinary Core Ideas
    • Physical Sciences
    • Life Sciences
    • Earth & Space Sciences
    • Engineering, Technology & Applications of Science
  • Professional Development
Toolkit Scientific & Engineering Practices Asking Questions & Defining Problems Defining Problems Activity #1: Heat Transfer

Defining Problems Activity #1: Heat Transfer

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  1. Give students a copy of the Heat Transfer Sheet (from the University of North Dakota, PDF format). The full case study is available from the National Center for Case Study Teaching in Science.
    After students have read the narrative, have them write a statement that DEFINES THE PROBLEM and then list the CONSTRAINTS of the challenge.
  2. After students have finished, lead a discussion of what was written.

Related Crosscutting Concepts:

  • Patterns
  • Cause & Effect
  • Scale, Proportion & Quantity
  • Systems & System Models
  • Structure & Function
  • Energy & Matter
  • Stability & Change

Related Disciplinary Core Ideas:

  • Core Idea PS1: Matter and Its Interactions
    • PS1.A: Structure and Properties of Matter
  • Core Idea PS3: Energy
    • PS3.A: Definitions of Energy
    • PS3.B: Conservation of Energy and Energy Transfer
    • PS3.C: Relationship Between Energy and Forces
    • PS3.D: Energy in Chemical Processes and Everyday Life
  • Core Idea ESS2: Earth’s Systems
    • ESS2.D: Weather and Climate
  • Core Idea ETS1: Engineering Design
    • ETS1.A: Defining and Delimiting an Engineering Problem
    • ETS1.B: Developing Possible Solutions
    • ETS1.C: Optimizing the Design Solution
  • Core Idea ETS2: Links Among Engineering, Technology, Science, and Society
    • ETS2.A: Interdependence of Science, Engineering, and Technology

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  • Conceptual Change Questions

    Awareness Questions:
    1. From the background information, what new awareness do you have about asking questions?
    2. In a 3-Dimensional classroom, who do you think needs to be asking questions?
    3. What questions did the background raise for you?

    Expose Belief Questions:
    1. What are your current beliefs about this practice?
    2. In what ways do you think you are using this practice?
    3. What challenges do you see to using this practice?

    Resolve Belief Questions:
    1. In what ways did this activity change your beliefs about defining problems in engineering?
    2. How difficult was it to define the problem?
    3. What clarity was brought to the problem once the problem was defined?
    4. How difficult was it to identify the constraints?
    5. What clarity was brought to the problem once constraints were identified?

    Extend the Concept Questions:
    1. How do you currently help students to define problems in engineering in your classroom?
    2. Review a recent lesson you taught and evaluate the effectiveness of defining problems in engineering.

    Go Beyond Questions:
    1. Share lessons in which you could implement the practice of defining problems.
    2. Ask a colleague to observe one of your lessons OR video yourself teaching and reflect specifically on defining problems and identifying constraints.
    3. Use the EQuiP Rubric for Lessons & Units: Science (PDF format) to evaluate a recent science lesson you taught.

  • Asking Questions & Defining Problems Activities

    • Student Work in the Practice
    • Asking Questions Activity #1: Balloons and Skewers
    • Asking Questions Activity #2: Lake Cabin Mystery
    • Asking Questions Activity #3: Rope Tube
    • Defining Problems Activity #1: Heat Transfer
    • Defining Problems Activity #2: Pringles Potato Chip Mailing Challenge
  • Scientific & Engineering Practices

    • Asking Questions & Defining Problems
    • Developing & Using Models
    • Planning & Carrying Out Investigations
    • Analyzing & Interpreting Data
    • Using Mathematics & Computational Thinking
    • Constructing Explanations & Designing Solutions
    • Engaging in Argument from Evidence
    • Obtaining, Evaluating & Communicating Information
  • Learning Progression for Defining Problems

    Elementary: Students should be introduced to defining simple engineering problems. They should be able to identify patterns, constraints and the specifics of simple solutions as well as determine the need or desire to be met through the engineering design.

    Middle School: Students continue to define engineering problems. The identification of features, patterns and contradictions in defining engineering problems should be emphasized. They need to be able to clearly define constraints and specifications for an engineering design solution.

    High School: Ask questions about the need or desire to be met in order to define constraints and specifications for a solution (Framework, p. 55).

    See p. 4 Appendix F Science and Engineering Practices in the NGSS for a more thorough grade band progression.

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