preparing for ngss: using mathematics and computational...

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November 6, 20126:30 p.m. – 8:00 p.m. Eastern time

Preparing for NGSS: Using Mathematics and Computational Thinking

Presented by: Robert Mayes and Bryan Shader

Developing the Standards

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Instruction

Curricula

Assessments

Teacher Development

Developing the Standards

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2011-2013

July 2011

IT’S NOT OUT YET!

NGSS Development ProcessIn addition to a number of reviews by state teams and critical stakeholders, the process includes two public reviews.

1st Public Draft was in May 2012

2nd Public Draft will take place in the Fall of 2012

Final Release is expected in the Spring of 2013

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A Framework for K-12 Science Education

Released in July 2011Developed by the National Research Council at the National Academies of SciencePrepared by a committee of Scientists (including Nobel Laureates) and Science Educators

Three-Dimensions:Scientific and Engineering PracticesCrosscutting ConceptsDisciplinary Core Ideas

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Free PDF available from The National Academies Press (www.nap.edu)Print Copies available from NSTA Press (www.nsta.org/store)

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science) and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Scientific and Engineering Practices

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Crosscutting Concepts1. Patterns

2. Cause and effect: Mechanism and explanation

3. Scale, proportion, and quantity

4. Systems and system models

5. Energy and matter: Flows, cycles, and conservation

6. Structure and function

7. Stability and change

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Life Science Physical ScienceLS1: From Molecules to Organisms:

Structures and Processes

LS2: Ecosystems: Interactions, Energy, and Dynamics

LS3: Heredity: Inheritance and Variation of Traits

LS4: Biological Evolution: Unity and Diversity

PS1: Matter and Its Interactions

PS2: Motion and Stability: Forces and Interactions

PS3: Energy

PS4: Waves and Their Applications in Technologies for Information Transfer

Earth & Space Science Engineering & TechnologyESS1: Earth’s Place in the Universe

ESS2: Earth’s Systems

ESS3: Earth and Human Activity

ETS1: Engineering Design

ETS2: Links Among Engineering, Technology, Science, and Society

Disciplinary Core Ideas

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Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement.

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Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]

Closer Look at a Performance Expectation

Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]

Closer Look at a Performance Expectation

Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement.

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Preparing for the Next Generation Science

Standards Using Mathematics

and Computational ThinkingRobert Mayes – Georgia Southern University

Bryan Shader – University of Wyoming

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NGSS (Framework)& CCSS‐M

• A Framework for K–12 Science Education (NRC 2012) for today’s students to become the scientifically literate citizens of tomorrow their educational experiences must help them become mathematically proficient

• “The focus here is on important practices, such as modeling, developing explanations, and engaging in critique and evaluation” (NRC 2012, p. 3–2).

• 8 essential practices include “using mathematics, information and computer technology, and computational thinking”

• Quantitative Reasoning is essential component

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PollWhich of the following is most prevalent in your science classroom?A. Students apply basic arithmetic to calculate and measureB. Students interpret graphs and science models to answer

science questionsC. Students create their own scientific models incorporating

mathematicsD. Students use computer simulations and models and engage in

data intensive scienceE. None of the above

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Mathematical Practices (MP) Science and Engineering Practices (SEP)

1. Making sense of problems and

persevering in solving them

1. Asking questions and defining problems


2. Reason abstractly and

quantitatively

2. Developing and using models



3. Construct viable arguments

and critique the reasoning of

others


6. Constructing explanations and designing solutions



4. Model with mathematics 2. Developing and using models


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Alignment Between Mathematical Practicesand Scientific/Engineering Practices

Alignment Between Mathematical Practicesand Scientific/Engineering Practices

Mathematical Practices (MP) Science and Engineering Practices (SEP)

5. Use appropriate tools strategically 2. Developing and using models



6. Attend to precision 3. Planning and carrying out investigations


7. Look for and make use of

structure




8. Looking for and expressing

regularity in repeated reasoning



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Science & Math Models• Science models as discussed in the Framework are more

broadly construed as diagrams, physical replicas, analogies, computer simulations, and, of course, mathematical representations.

• CCSS-M emphasizes abstract mathematical reasoning and quantitative reasoning with the goal of developing an abstract mathematical model such as an equation or function.

• Quantitative models can be tables of data, graphs of relationships, statistical displays such as pie graphs, and pictorial science models such as the carbon cycle model.

• Computational Science and Data Intensive Science are new paradigms we must consider.

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Science System Model (Box Model)

Quantitative Interpretation:1. What are the variables in the carbon

cycle? 2. Which are flow processes and which

are storage areas?3. What are the attributes of deforestation

that make it a viable variable in this model?

4. What are the measures associated with the variables?

5. What is the balance of CO2 entering and leaving the ocean?

6. What other questions would you ask your students? Do they require quantitative accounts?

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Expanding Toolbox• Due to increasing computing capabilities, two new paradigms

have arisen• Computational science (scientific computing)

o Scientific computing focuses on simulations and modeling to provide both qualitative and quantitative insights into complex systems and phenomena that would be too expensive, dangerous, or even impossible to study by direct experimentation or theoretical methods (Turner et al. 2011)

• Data-intensive science (data-centric science)o The explosion of data in the 21st century led to the invention of data-

intensive science as a fourth paradigm, which focuses on compressed sensing (effective use of large data sets), curation (data storage issues), analysis and modeling (mining the data), and visualization (effective human-computer interface).

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Science in a Box:Wind Roses

Questions:You wish to describe and study the wind patterns in your city:

1. What are the important characteristics of wind?

2. How could you measure these characteristics?

3. How might you be able to illustrate these characteristics in a diagram?

4. How does a wind rose illustrate characteristics of wind?

5. What would a wind rose look like your city?

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Questions or Comments?Reminders:• To turn off notifications of other participants arriving go to:

o Edit -> Preferences -> General -> Visual notifications

• You can minimize OR detach and expand chat panel

• Continue the discussion in the Community Forumso http://learningcenter.nsta.org/discuss

Framework and CCSS‐M Alignment Example

• Core Science area: Earth and Space Science – Earth and Human Activity

• Core Concept: global climate change • Quantitative Concept: change• Exemplars of science tasks accomplished at end of grades 2, 5,

8, and 12• Exemplars from Computational Science

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Grade 2Framework for K–12 Science Common Core State Standards-Mathematics

By the end of grade 2 students

should know: “Weather is the

combination of sunlight, wind,

snow or rain, and temperature in a

particular region at a particular

time. People measure these

conditions to describe and record

weather and to notice patterns over

time” (NRC 2012, p. 188).

The CCSS-M have 2nd graders solving

problems involving addition and subtraction

within 100, understanding place value up to

1,000, recognizing the need for standard units of

measure of length, representing and interpreting

data, and reasoning with basic shapes and their

attributes.

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Grade 2 Tasks• Observe television weather reports, then

draw/describe what makes up the weathero Enables students to construct definitions and list variables such as rain,

sunshine, and wind

• Collect and measure rain to the nearest centimetero Draw pictures representing rain by montho Bar graph or a dot chart using M&M candies

• Use visual data displays to ask students: o Which month was the wettest? The driest?o What do you think happened to plants in the months with low rainfall? o What other weather conditions interact with the amount of rain to affect plant

life?

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• An appreciation for parallel vs. serial processingo What is parallel processing? See http://nwsc.ucar.edu/young-scientistso Parallel vs. Serial processeso NCAR-Wyoming Supercomputing Center: http://nwsc.ucar.edu/facility/visit

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Grade 2: Computational Thinking

• Basic understanding of algorithms:o Describe the steps taken to make a PBJ sandwicho How can one person sort a collection of items by their weight?o How can a group of people sort a collection of items by their weight?

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Grade 5Framework for K–12

Science

Common Core State Standards-Mathematics

By the end of 5th grade

the expectation for global

climate change is: “If

Earth’s global mean

temperature continues to

rise, the lives of humans

and organisms will be

affected in many different

ways” (NRC 2012, p. 98).

The CCSS-M has fifth graders writing and interpreting

numerical expressions, analyzing patterns and relationships,

performing operations with multi-digit whole numbers and

decimals to hundredths, using equivalent fractions to add

and subtract fractions, multiplying and dividing fractions,

converting measurement units within a given measurement

system, measuring volume, representing and interpreting

data, graphing points on the coordinate plane to solve real-

world problems, and classifying two-dimensional figures

into categories based on their properties.

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Grade 5 Tasks• Consider data on state, national,

and international annual temperature changes

• Examine Climate Central’s national map on temperature changeo What percentage of states has warmed

more than 0.2 degrees each decade over the past 40 years?

o How much has the state you lived in warmed?

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Grade 5 Tasks• Examine state data

o What does the general trend of the scatter plot of points indicate?

• Measure the temperature each day for a week to the nearest 0.1 degreeo What can you say about natural flux in

daily temperatures and how it relates to the annual average temperature?

o If the temperature continues to increase at the current rate, what will the average temperature be in 20 years?

o What potential impact does this warming trend have in your state?

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• How does a computer represent numbers?o Base two arithmetic

• What good are those bar codes on products?o Error detection

• Average behavior, patterns inrandomness

Exemplars• NetLogo Mousetraphttp://ccl.northwestern.edu/netlogo• Weather vs. Climatehttp://spark.ucar.edu/video/dog-walking-weather-and-climate

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• How does a computer represent numbers?o Base two arithmetic

• What good are those bar codes on products?o Error detection

• Average behavior, patterns inrandomness

Exemplars• NetLogo Mousetraphttp://ccl.northwestern.edu/netlogo• Weather vs. Climatehttp://spark.ucar.edu/video/dog-walking-weather-and-climate

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Grade 8Framework for K–12 Science Common Core State Standards-Mathematics

The end of 8th grade expectation

for climate change is to

understand that human activities,

such as carbon dioxide release

from burning fuels, are major

factors in global warming.

Reducing the level of climate

change requires an understanding

of climate science, engineering

capabilities, and human behavior

(NRC 2012, p. 198).

The CCSS-M 8th grade standards include awareness

of numbers beyond the rational numbers, work with

radicals and integer exponents, proportional

relationships, ability to analyze and solve linear

equations and systems of linear equations, use linear

functions to model relationships between quantities,

understand congruence and similarity, the

Pythagorean Theorem, solve real-world problems

involving volume of cylinders, cones, and spheres,

and use statistics to investigate patterns of

association in bivariate data.

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Grade 8 Tasks• Extend discussion of state data• Using average annual temperature data,

construct a scatter ploto What is the trend of the data in this scatter plot? o Is it decreasing or increasing? o Estimate a line of best fit for the data that

represents the trend.

• Write out equation of the estimated line of best fit and use linear model to predict future temperatures o What variables can we control to reduce or

stabilize the temperature trend?

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• Strengths/weaknesses of models• NetLogo fire model

o What affects the spread of a wild fire?o Does the simulation always give the same result for the given

initial conditions?o What things stay the same for each simulation? o What things can’t be predicted?

• Idea of ensembleso Do small changes in conditions have small changes in

outcomes?o What things would you have to incorporate to make this a

more natural model? • NCAR fire model

http://www.vets.ucar.edu/vg/categories/wildfires.shtml42


• Strengths/weaknesses of models• NetLogo fire model

o What affects the spread of a wild fire?o Does the simulation always give the same result for the given

initial conditions?o What things stay the same for each simulation? o What things can’t be predicted?

• Idea of ensembleso Do small changes in conditions have small changes in

outcomes?o What things would you have to incorporate to make this a

more natural model? • NCAR fire model

http://www.vets.ucar.edu/vg/categories/wildfires.shtml43


Grade 12Framework for K–12 Science Common Core State Standards-

Mathematics

By the end of high school students should

understand that climate change is slow

and difficult to recognize without

studying long-term trends, such as

studying past climate patterns. Computer

simulations are providing a new lens for

researching climate change, revealing

important discoveries about how the

ocean, the atmosphere, and the biosphere

interact and are modified in response to

human activity (NRC 2012, p. 198).

The CCSS-M high school standards are

by conceptual categories not grade level.

The conceptual categories of Number and

Quantity, Algebra, Functions, Modeling,

Geometry, and Statistics and Probability

specify the mathematics that all students

should study in order to be college and

career ready. Functions are expanded to

include quadratic, exponential, and

trigonometric functions, broadening the

potential models for science.44

Grade 12 Tasks• Revisit scatter plot of state

temperature data• Create a power function model or

exponential model for the datao Which function is the best model for the

data? o Exploring error and best-fit concepts

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Grade 12 Tasks• Explore carbon dioxide as a

mitigating factor in global climate change

• Quantitatively interpret data on historic trends in atmospheric carbon dioxide

• Search for evidence to support claim that Earth is experiencing a phase in a natural cycle of carbon dioxide changeo How were the data collected? o Are the data reliable? o What are likely causes of the fluxes in

atmospheric carbon dioxide?

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Calculus ideas: rates/areas

1 What affect does an upwind turbine have on a downwind turbine?

2. What do these graphs tell us?

3. How might you estimate the total amount of energy generated by each turbine.

Basic programming skillsCredits: Jay Sitaraman, University of Wyoming

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Poll Which of the following scientific methods do your students get the most experience with in the classroom?

A. Theory/contentB. Experiment/inquiryC. Computational/modelingD. Data analysis/statisticsE. A & B

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What Is Scientific Computing?

• It is not Computer Science• “Scientific computing focuses on simulations and modeling

to provide both qualitative and quantitative insights into complex systems and phenomena that would be too expensive, dangerous, or even impossible to study by direct experimentation or theoretical methods.”

–Society of Industrial & Applied Mathematics

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What Is Scientific Computing?

• The goal of scientific computing is to improve understanding of a physical phenomena.

• It does not replace Experiment and Theory, rather it complements these methods.

• It is “both the microscope and telescope of modern science. It enables scientists to model molecules in exquisite detail to learn the secrets of chemical reactions, to look into the future to forecast the weather, and to look back to a distant time at a young universe.”

–Lloyd Fosdick et. al, An introduction to High-performance scientific computing, 1996.

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A Toy ProblemHeat diffusion on a plate

NetLogo Heat Diffusion Model

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A Toy ProblemHeat diffusion on a plate

NetLogo Heat Diffusion Model

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This is governed by the heat equation:

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How do we translate this into something computable (just using +,‐,*,/) ?

We approximate by thinking of the plate as a grid of points

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• For each time step and each particle in the grid have to do 4 additions and 1 division.

• A plate modeled by a 100 by 100 grid would take 50,000 operations per time-step.

• To run until stable temperature on wood would take about 100 steps; a total of about 5 million operations!

Simple Computational ModelA particle’s temperature changes at a rate proportional to the difference between its temperature and the average temperature of its neighbors.

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Average temperature of P’s neighbors is 15, which is 3 more than P’s temperature. If constant of proportionality is 1/3, then P’s updated temperature will be 13=12+ (1/3)*3.

• For each time step and each particle in the grid have to do 4 additions and 1 division.

• A plate modeled by a 100 by 100 grid would take 50,000 operations per time-step.

• To run until stable temperature on wood would take about 100 steps; a total of about 5 million operations!

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20

10

10 12

Simple Computational Model

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This is just a toy problem

To have high level of accuracy with model, we might need a grid much finer than 100 by 100.

Making grid 10 times finer in each direction requires multiplying the number of operations by 10*10=100.

To get the same accuracy, we need the time-steps 100 times smaller.

Even with a toy problem, we’re up to operations!

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3D Heat Diffusion

The simple model becomes large Same basic idea, but extra dimension is costly!

A 1,000 by 1,000 by 1,000 grid cube takes

7 trillion operations

to determine the temperatures of the particles after 1,000 time steps.

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How does this model help understanding?

• Dynamic, visual• Allows easy variation of parameters• Forced to construct equations out of physical

observations• Better understanding of orders of magnitude

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Computational Thinking

CT is integrates the power of human thinking with the capabilities of computational processes and technologies.

The essence of computational thinking is the generalization of ideas into algorithms to model and solve problems.

CT is not about getting humans to think like computers. But to use human creativity and imagination to make computers useful and exciting.

- Wing 2006.

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How should the new paradigm of Scientific Computing impact our teaching?

• Profoundly“Computational Thinking will be a fundamental 21st century skill (just like reading, writing and arithmetic)” –Jeanette Wing, Computational Thinking, 2007

• SystemicallySC has symbiotic relationship with Math, Science and Engineering . CT requires abstraction, the ability to work with multi-layered and interconnected abstractions (e.g. graphs, colors, time). CT draws on “real world” problems.

• VerticallyCT must be developed over many years, and starts at Pre-K

• WiselyIncorporate programming at appropriate times, tie with theory, emphasize quality vs. quantity in experiences

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Data‐intensive science: The fourth paradigm for scientific exploration

The explosive use of personal data, new data collection technologies (such as lidar), the capabilities and speeds of modern personal and super computers has resulted in a wealth of information and data. Simulations of complex models are generated on a 24/7/365 basis and involve multiple scales.

What is it? Consists of four main activities at all scales:Capture

New technologies allow capture of larger data sets, over wider time, spatial and physical scales. There is an ongoing need to make this more effective: compressed sensing.

CurationWhere and how do we store the data to make it useable?

Analysis and ModelingHow do we mine the data? How can we make inferences without seeing all the data? Can we make models that explain the data?

VisualizationHow does one grock large data sets? How can we make the human-computer interface more effective?

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How does data‐intensive science inform our teaching?

• Need to provide basic information literacy skills so that students can be productive members of the 21st century workforce, and adapt to a increasingly data-dominant world.

o How is data-mining done?o How are inferences drawn from large data-sets? o What are the pros/cons of models? o How can one digest data?

• Need to make learning authentic. Wealth of resources to connect content areas to “real world’’ problems.

• More depth, less breadth. Project based?

• Will need to change the way we “see” and sense data. 3D, color graphics, different scales. Thus, there is a need to give students experience with multiple interpretations.

• Need to provide interdisciplinary understandings (integrated curricula)64

• Must help develop new intellectual tools and learning strategies in our students: e.g. the importance of different scales, the understanding of complex systems, how does one frame and ask meaningful questions?

• New experiences neededCollecting and interpreting data from sensorsMining dataMassive collaborationInterdisciplinary synthesisFrom science to policy inferencesUse of scientific computing, data gather toolsVisualization

• Statistics, statistics, statistics. But make it data-driven, and have the focus be on understanding.

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How does data‐intensive science inform our teaching?

Poll Which of the following presents the biggest mathematical barrier for your students?A. Ability to identify variables in science context, understand the

attributes of the variables that make it important to the context, and work with appropriate measures

B. Ability to measure, reason proportionally, calculate, and understand large/small numbers

C. Ability to interpret a scientific table, graph, equation, or system model to answer a real-world question

D. Ability to create a model from data, then test and refine the modelE. All of the above

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Quantitative Reasoning• NSF Culturally Relevant Ecology, Learning Progressions, and

Environmental Literacy project has the goal of refining and extending current frameworks and assessments for learning progressions leading to environmental science literacy and associated mathematics that focus on carbon cycling, water systems, and biodiversity in socio-ecological systems. Our focus was QR.

• Quantitative Reasoning in Context (QRC) is mathematics and statistics applied in real-life, authentic situations that impact an individual’s life as a constructive, concerned, and reflective citizen. QRC problems are context dependent, interdisciplinary, open-ended tasks that require critical thinking and the capacity to communicate a course of action.

This project is supported in part by a grant from the National Science Foundation: Culturally Relevant Ecology, Learning Progressions, and Environmental Literacy (DUE‐0832173) which we refer to as Pathways.67

QR FrameworkWe propose a quantitative reasoning framework that has four key components:

• Quantification Act (QA): mathematical process of conceptualizing an object and an attribute of it so that the attribute has a unit measure, and the attribute’s measure entails a proportional relationship (linear, bi-linear, or multi-linear) with its unit

• Quantitative Literacy (QL): use of fundamental mathematical concepts in sophisticated ways for the purpose of describing, comparing, manipulating, and drawing conclusions from variables developed in the quantification act

• Quantitative Interpretation (QI): ability to use models to discover trends and make predictions, which is central to a person being a citizen scientist who can make informed decisions about issues impacting their communities

• Quantitative Modeling (QM): ability to create representations to explain a phenomena and revise them based on fit to reality

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QR Cycle

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Quantification Act Quantitative Literacy Quantitative Interpretation

Quantitative Modeling

Variable IdentificationObjectAttributeMeasure

CommunicationForce-dynamicScientific discourseQuantitative discourse

ContextAvoids QRComputation DrivenSituative view

VariationCausationCorrelationCovariation

NumeracyNumber SenseSmall/large NumbersScientific NotationLogic

Measurement AccuracyPrecisionEstimationUnits

Proportional Reasoning FractionRatioPercentRates/ChangeProportionsDimensional

Analysis

Basic Prob/StatsEmpirical Prob.CountingCentral tendency

Representations Tables Graphs/diagrams Equations

LinearQuadraticPowerExponential

Statistical displays Translation

Science diagramsComplex systems

Statistics & ProbabilityRandomnessEvaluating RisksNormal Distribution Statistical Plots Correlation CausalityZ-scoresConfidence Intervals

Logarithmic Scales

Logic

Problem Solving Problem Formulation

Modeling Normal Distribution Regression Model

linear polynomial power exponentiallogarithmic

Logistic Growth ModelMultivariate ModelSimulation ModelScientific Diagram Table & Graph Models

Inference InferenceHypothesis TestingPractical Significance

QR Fram

ework

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QR LP Assessment ExemplarsQR Water Cycle Macro ScaleThe pie chart below describes where water goes on a school grounds when it rains. If 15 centimeters of rain falls on the school yard in one day, how could you determine how much would runoff?

a. What are reasonable dimensions for a school yard?b. Say reasonable dimensions are 300 meters x 200

meters. How can you determine how much rain falls on your school yard?

c. Can you express the amount of rain in m3?d. So how much water runs off the schoolyard? Can

you provide a common sense estimate of how much water this is?

e. . Say then that 135,000m3 of water is runoff from the playground from the 15cm rain. Where does this runoff go?

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QR LP Assessment ExemplarsQR Biodiversity Communities Micro ScaleWhat happens to biomass and energy in a community? As you move up the food web are there more or less organisms?

a. Below are pyramids of energy and biomass for a system. What do the pyramids tell you about biomass and energy in the community?

b. What percent of energy and biomass is lost at each step in the pyramid?c. What happens to the biomass that a consumer does not eat, such as beaks or bones?d. Bacteria are living single-celled organisms shaped like spheres, rods, or spiral twists.

A bacteria is about 10-6 of a meter in length. Just how small is that? How many would fit end-to-end in an inch?

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QR LP Assessment ExemplarsQR Carbon Cycle Landscape ScaleThe following is a box model of global carbon dioxide movement between 2000 and 2005. The numbers represent billions of tons (gigatons) of carbon dioxide per year. Explain what you see in the diagram.

a. What do the boxes (pictures) and arrows mean to you? What does the arrow labeled 8 represent?

b. Can you explain what the box with plants, animals, and soils has to do with carbon movement?

c. What is the net flux (change) in CO2 with respect to the atmosphere? Is it increasing or decreasing? By how much?

d. Is it a concern that CO2 is increasing in the atmosphere (Science Qualitative)? Why? What would we have to do to balance the exchange of carbon dioxide with the atmosphere?

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Thank YouRobert MayesGeorgia Southern [email protected]

Bryan ShaderUniversity of [email protected]

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NSTA Website (nsta.org/ngss)

Upcoming Web Seminars on PracticesDate Topic Speaker

1 9/11 Asking Questions and Defining Problems Brian Reiser

2 9/25 Developing and Using Models Christina Schwarz and CindyPassmore

3 10/9 Planning and Carrying Out Investigations Rick Duschl

4 10/23 Analyzing and Interpreting Data Ann Rivet

5 11/6 Using Mathematics and Computational Thinking Robert Mayes and Bryan Shader

6 11/20 Constructing Explanations and Designing Solutions

Katherine McNeill and Leema Berland

7 12/4 Engaging in Argument from Evidence Joe Krajcik

8 12/18 Obtaining, Evaluating and Communicating Information

Philip Bell, Leah Bricker, and Katie Van Horne

77All take place on Tuesdays from 6:30-8:00 pm ET

Next Web SeminarNovember 20 (two weeks from today)Constructing Explanations and Designing Solutions

Teachers will learn more about: the rationale for why explanations and solutions are essential products of science and engineeringwhat constructing explanations and designing solutions really looks like in classroom practicehow to support students in constructing explanations and design solutions over time

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Presenters: Katherine McNeill & Leema Berland

Graduate Credit AvailableShippensburg University will offer one (1) graduate credit to individuals who attend or view all eight webinars.

Participants must either: Attend the live presentation, complete the survey at the end of the webinar, and obtain the certificate of participation from NSTA, or View the archived recording and complete the reflection question for that particular webinar.

In addition, all participants must complete a 500 word reflection essay.

The total cost is $165.

For information on the course requirements, as well as registration and payment information visit www.ship.edu/extended/NSTA

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Community Forums

NSTA Phoenix Area Conference

The conference will include a number of sessions about the K–12 Framework and the highly anticipated Next Generation Science Standards.

Among the sessions will be an NSTA sponsored session focusing on the Scientific and Engineering Practices.

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NSTA Print Resources

NSTA Reader’s Guide to the Framework

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NSTA Journal Articles about the Frameworkand the Standards

Robert MayesGeorgia Southern University

Thanks to today’s presenters…

Bryan ShaderUniversity of Wyoming

Thank you to the sponsor of tonight’s web seminar:

This web seminar contains information about programs, products, and services offered by third parties, as well as links to third-party websites. The presence of a listing or such information does not constitute an endorsement by NSTA of a

particular company or organization, or its programs, products, or services.84

National Science Teachers AssociationGerry Wheeler, Interim Executive Director

Zipporah Miller, Associate Executive Director, Conferences and Programs

Al Byers , Ph.D., Assistant Executive Director, e-Learning and Government Partnerships

Flavio Mendez, Senior Director, NSTA Learning Center

NSTA Web SeminarsBrynn Slate, Manager

Jeff Layman, Technical Coordinator85

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