Basic Science in English?

I’m supposed to be participating in a one semester basic science course next semester which will allegedly be taught in English, though team-teaching with Taiwanese teachers is a possibility, and may well prove to be a necessity.

At this stage there is no syllabus/curriculum/text or materials, and its consequently unclear what I’m supposed to do. Other teachers involved include a Chinese speaking biologist, environmental scientist, physiologist, and geologist, and I was told these areas have been “bagged”. (My scientific background relates to the first two, 4WIW)

I did a Postgrad Cert in Secondary Ed in the UK which included General Science, but its a long time ago, and I’ve never taught science in Taiwan.

Any suggestions as to sources for syllabi and/or texts. in English ?

I’d guess the level will have to be pretty basic, both technically and linguistically, probably at or below High School level. 18 two hour classes, so maybe 3 classes each, assuming we aren’t team-teaching.

I wondered about material aimed at GCSE, but maybe that’d be too advanced? I don’t know anything about US (or, perhaps more to the point, Tawanese) school curricula.

What’s the purpose of the course? If it’s not something they’re going to be heavily tested on, how about going for a more practical focus? There are plenty of fun experimental demonstrations on the internets (basic physics, chemistry, thermodynamics, and suchlike) that would really be a break from the norm for the kids. Even if you have to shell out a few $ from your own pocket, Newtonian mechanics (for instance) is easily demonstrated with a few odds and sods from the local everything shop. If you’ve got a biology background, get them growing seeds (maybe in different media or different lighting conditions, to see the difference in growth). Do a time-lapse movie. Most city kids have no idea how plants grow.

Then get them to do a class project at the end - I remember when I was a kid we did a project making bridges out of balsawood which were then tested to destruction. Point is, if there’s a strong practical component, then the language being used might be easier to understand, even if you’re introducing technical terms. And you’ll have to spend a lot less time preparing written materials.

Yes, I was thinking vaguely along those lines myself, though I hadn’t got very far, since I only heard about it this afternoon.

In fact I’d idly wondered from time to time about the possible value of a practical component for language teaching (Zen and the Art of Motorcycle Maintenance? - too difficult) Boat/raft building for The Old Man and The Sea? (too dangerous/time consuming).

This might be more practical (as in do-able).

I’ll have a search for “science projects” later. Any and all suggestions gratefully recieved.

1)Bottle tornado
2)Sun dial
3)Taking a baby diaper apart and do some experiments with the polymer.
4)Lemon battery
5)Giant bubbles
6)Testing acid with red cabbage
7)Diluting sugar/salt and other substances in water and measure its volume.
8)Oil bubbles in water; you’ll need water oil and salt. Put the oil into a glass of water and sprinkle it with salt watch.
9)Making sound waves visible. Strap some plastic foil over a big pot. Put some salt/ beans or rice on it and make sounds. If you use controlled sounds with different frequencies, you can create some interesting patterns.

Math is a basic science. Make them solve “word problems” in English.

OK, you are officially a freak.
Ed from Linlithgow, do NOT take a baby’s nappy apart. TRUST me. Do NOT!

OK, you are officially a freak.
Ed from Linlithgow, do NOT take a baby’s nappy apart. TRUST me. Do NOT![/quote]

Yeh, I thought that was a bit weird, but I had asked for “any and all” suggestions so didn’t want to diss anything.

In general, though entertainment is a good thing, I’d need to get some science in too. Back in the yook I might be able to find useful books but havn’t seen much here so far, though I havn’t had much time to look.

“Science fair” sites I looked at were swamped with “If u cud du mi homwurk fore mi like, NOW, doode, wudbee AWSUM!” postings. Young people today. :unamused:

(Not that it matters, but I’m not from Linlithgow. I’m from Isle of Bute)

You might like to buy “How to fossilize your hamster” (it’s only a fiver, and it’s available for Kindle if you have one). Most of the experiments are a bit daft, but there are one or two that you might be able to spin out into a science lesson. If not, it’s still an entertaining read. Also, if you actually can get hold of them, the Experiments books by Leonard de Vries are (were!) very good for kids. The experiments are interesting and do have a point to them.

Another thought. The following is a groundbreaking experiment originally conducted in Brazil in connection with tropical agriculture. It would be a good one to repeat in school because:

  • it’s biology (ie., your area).
  • it’s a nice simple experiment that can be done with minimal equipment.
  • it illustrates the absolute basics of what science IS, especially regarding hypothesis and controls, and introduces the importance of repeating/verifying the research of others.
  • it shows, in a very dramatic way, how bad science (in this case, the idea that plants need vast amounts of artificial nutrients, which arose from improperly-conducted experiments) can propagate into the wider world and have disastrous consequences.

If this is something you might like to try I can send you the original paper this was clipped from.

[quote]To illustrate the new concept, I will first describe an experiment reported in Ana Primavesi’s The
Ecological Management of the Soil. (Primavesi) In this experiment, crops were grown in four
hydroponic solutions. In the first solution, a normal concentration of nutrients for maximum maize
plant development was used, and replenished every 4 days. In the second, twice the normal
concentration was used and replenished every 4 days. In the third, the normal solution was diluted
50 times and also replenished every 4 days. And in the fourth case, the solution used was diluted
50 times the normal concentration, as in the third case, but was replenished every 2 days.

Plant growth (measured in grams of dry weight) in the second case was less than in the first. In the
third case, as either theory would predict, the growth of the plants was 28% less than in the first.
But in the fourth, quite surprisingly, the growth of the plants was slightly superior to that in the first
case. That is, even when the nutrient solution was 1/50 what the traditional Nutrient Quantity
Concept would have seen as optimal, the plants grew equally well, as long as the solution was
replaced frequently enough and the roots could access the nutrients.

That is, crop growth above a certain extremely low concentration, does not depend on the
concentration of nutrients. It depends, rather, on the constant access of plant roots to the nutrients,
even when these nutrients exist in very low concentrations. The Nutrient Quantity Concept’s
remedy of increasing the concentration of nutrients by applying large amounts of chemical fertilizer
misses the point almost entirely. What is needed is a constant supply of even a very small but wellbalanced
amount of nutrients over time, and the unobstructed access of plant roots to these nutrients.

This experiment shows that the relationship between concentrations or overall quantities of nutrients
and plant growth is, above a certain minimum concentration, altogether nonexistent. As long as
plants enjoy the right conditions of nutrient balance, accessibility to nutrients, and a constant
resupply of nutrients, the relationship between the concentration of nutrients in the soil and its
productivity is either zero (i.e. there is no relationship) or negative (i.e. more concentrated nutrients
reduce plant productivity).[/quote]

Thanks, I’ll see if I can get hold of them

[quote=“finley”]Another thought. The following is a groundbreaking experiment originally conducted in Brazil in connection with tropical agriculture. It would be a good one to repeat in school because:

  • it’s biology (ie., your area).
  • it’s a nice simple experiment that can be done with minimal equipment.
  • it illustrates the absolute basics of what science IS, especially regarding hypothesis and controls, and introduces the importance of repeating/verifying the research of others.
  • it shows, in a very dramatic way, how bad science (in this case, the idea that plants need vast amounts of artificial nutrients, which arose from improperly-conducted experiments) can propagate into the wider world and have disastrous consequences.

If this is something you might like to try I can send you the original paper this was clipped from.

[quote]To illustrate the new concept, I will first describe an experiment reported in Ana Primavesi’s The
Ecological Management of the Soil. (Primavesi) - [etc see above] the relationship between the concentration of nutrients in the soil and its
productivity is either zero (i.e. there is no relationship) or negative (i.e. more concentrated nutrients
reduce plant productivity).[/quote][/quote]

Thanks, I’d be interested in the paper. Might be a good follow-up to seed germination, though I’m not sure how the logistics or the student interest would work out.

When I was doing teacher-training I ran a seed germination experiment (can’t remember the source, possibly Standard Grade Science materials), which worked really well after I’d modified out its basic flaws. Nice, convincing graphs, very rare in my recollection of school science experiments.

The other related activity was a BBC Micro computer simulation of seed germination. Even compared to the state of the art then this was a very crude effort.

No prizes for guessing which one engaged the kids attention. :s Depressing.

Yeah, I’ll be curious to know how Taiwanese kids react to that sort of experiment …!
You can download that paper here:
http://www.soil.ncsu.edu/open_furrow/Documents/Roland_1.pdf

OK, you are officially a freak.
Ed from Linlithgow, do NOT take a baby’s nappy apart. TRUST me. Do NOT![/quote]

All freaks!

OK, you are officially a freak.
Ed from Linlithgow, do NOT take a baby’s nappy apart. TRUST me. Do NOT![/quote]

All freaks![/quote]

I didn’t know about the polyacrylamide liner, since the closest I’ve got to disposable nappies was one time when I leaned back and accidentally rested my head on a used one, late at night, on the London Underground.

Made an impression.

Its entertaining, sure, and you could build some experimental technique teaching around it, asking questions about capacity (tricky to define, though that might be a lesson in itself) and the influences on it.

OTOH its a bit of a specialist niche area of technology, and might be difficult to relate to general principles, or a syllabus, if we ever get one together.

Perhaps it could be used as a seed germination medium? There’s likely to be an equilibrium between the hydrophilic seeds and the hydrophilic gel, so they effectively compete for water. :ponder:

for fillers/time wasters/fun stuff always have a class pet or 2. not fish or birds. like a bug but not a scary type of bug that will freak them all out. I like using a praying mantis or beetles. I also liek have plant experiments going fo rthem to have their own individual plant(s) growing. just the basics like each student has 2 cups with a bean plant and see if sugar/salt type water will grow as fast as fresh water etc. it gives them somethign to look forward to coming back and checking on. I am just about to start my new roudn of this with one class, but this year i let them choose what they grow. we have a vegetable poster in the classroom so I told them whcih ones i can get seeds of (and i know grow easy) and they can choose their own to make it more personalized, and already i see a much brighter spark in teh fact they are growing something they like and can take home to grow and eat after.

Been given my syllabus. Actually I’ve had it for a while but I didn’t do much with it over the vacation, head-in-sand stylee.

1 Course Introduction. (Not me. Will probably pre-empt me some though )

2 Physics: Motion, Energy, Heat and Temperature. Motion :Force required for motion [Um, there is NO force required for motion. Maybe that’s the point]Energy: Forms and sources of energy. Heat and Temperature, Relationship between heat, temperature, and the motion and position of molecules.

3 Physics: Wave Motions and Sound, Electricity, Light Sound transmission Electricity:Forces produced from interaction of electric and magnetic fields Light:Relationship of Electromagnetic radiation, matter, and light.

4 Chemistry: Atoms and Periodic Properties, Chemical Reactions, Water and Solutions

5 Nuclear Physics : Changes in the nucleus of the atom

So essentally the whole of 20th century basic science (excluding quantum/sub-atomic physics, SHAME!) in
4X2 hour sessions, in ENGLISH :astonished:

Probably won’t be much time for an experimental approach, even if one had the resources.

Then, the grunt work having hopefully been covered, the Chinese professors come in with thier specialist areas of interest. Or at least that’s the plan.

I’m afraid I’m rather hoping it’ll be cancelled due to low enrollment. Sad really.

I’ll know on Monday

Presumably this is to make up for the pisspoor quality of what passes for education in the public schools. It’s up to you to fill in the blanks in 8 hours :wink:

Yeh, cancelled due to low enrollment. (8: I think the minimum is 15). I’m afraid I’m a bit relieved.

They say they’ll have another crack at it next year though, and I might still be here then.