2007-2008 MSP Initiative Grant

Teacher Inquiry and Student Learning in Science

Awarded to the Nashua, Hudson, Milford, Bedford, and Hollis/Brookline Public School Districts
In Partnership With Rivier College

Online Professional Development Logon

Teacher Inquiry Into Student Thinking • Teacher Inquiry Into How Students Learn • Teacher Inquiry Into The Physical World

Welcome to the Teacher Inquiry Physical Science Content professional development site. This is partially supported by a Federal/NH DOE grant awarded to the Nashua, Hudson, Milford, Bedford, and Hollis/Brookline Public School Districts In Partnership With Rivier College.

To comply with the terms of the grant we need to collect some information about you before you begin. After the form for this pre-activity assignment is submitted an account will be set up and you will be emailed a username to log onto the site. This is a link to the form.

All participants will be eligible to receive professional development hours (PDHs) awarded on the basis of work completed. These are awarded through the individual School Districts.

A graduate credit option is also available from Rivier College. There will be a 2/3 tuition reduction for participation in this option. The on-line graduate credit option consists of three independent one-credit options corresponding to the Professional Development opportunities. A maximum of three credits can be obtained. To receive graduate college credit teachers will be expected to:

  • Submit a completed Rivier College registration form and arrange for payment of tuition and fees: Print the form and mark through any course you do not want to take. The amount per credit is $142.00. The completed form will have to be signed by David Burgess and then he will arrange to get it and payment to Sr. Joan in the registrar's office. This must be done before the beginning of Rivier's spring semester (14 January 2008).
  • Fill out and submit the online form for the pre-activity assignment.
  • Submit all homework assignments associated with each module.
  • Take and submit the post-activity assignment (final homework) for each module.

You don't have to sign up for college credit to receive PDHs. After 15 April 2008 you will receive a record of work completed that can be submitted to your District Office for the PDHs.

Here are the outlines for each of the online Professional Development opportunities:

CHE901 - Basic Chemical Principles

Participants will investigate some basic chemical principles that govern many everyday observations in the physical world.

I.Matter and Atoms
A. Matter and Elements
B. History of Atomic Theory to Raisin Pudding Model
C. Gold Foil Experiment
D. Discrete Energy Levels
E. Probability and Quantum Theory
II.Making Compounds
A. Charges and Charge Interactions
B. Elements and Atomic Number
C. Periodic Table Columns
D. Electrons and Reactions - Inert Gases
E. Transferring Electrons - Ions
F. Formulas for Ionic Compounds
G. Bases Using The Hydroxide Ion
III.Making Molecules
A. Covalent Bonds
B. Acids - Covalent, But Give Ions in Aqueous Solutions
C. Nonpolar Molecules
D. Polar Molecules
E. Intermolecular Forces
PHY901 - Physical Science Math

Participants will investigate basic mathematical principles as applied and used in the Physical Sciences. The ability to use mathematical concepts will be developed by using them to better understand physical phenomena. Students will better understand and appreciate the role of the following mathematical concepts as they apply to the physical sciences: numbers viewed as experimental data, tables, graphs, and equations.

I.Understanding Basic Mathematical Reasoning in Physical Science
A. Arithmetic and Basic Algebra in physical science
B. Reporting Numbers - How do we know when data is significant?
C. Understanding Equations - Where do equations come from?
D. Tables, Graphs, and Equations - How are they connected?
II.Understanding Graphs in Physical Science
A. Basic Graphing Review
B. Interpreting Graphs in Physical Science
C. Predicting Graphs in Physical Science
D. Combining Graphs for real physical situations
III.Application: Investigating a car wreck.
A. Motion without acceleration.
B. Motion with acceleration due to friction.
PHY902 - Physical Science Investigations

Participants will study puzzling observations drawn from the physical world and identify the physical science principles that underlie and describe the behavior of the phenomena in question. Strategies for scientific investigations will be developed as the course progresses. The role of intermediate theories and student beliefs will also be incorporated into the investigations.

I.Science Investigations
A. Identifying observations - Floating Forks.
B. Identifying variables.
C. Conceptualizing theories.
D. Developing an experiment.
E. Collecting data.
F. Understanding data.
G. Modifying/changing theories.
II.Balls floating or sinking in beakers.
III.Ball rolling down a ramp.

Please send any questions directly to David Burgess at dburgess@rivier.edu. Thank you for participating in this professional development opportunity.

Notification of Grant Award

Teacher Inquiry and Student Learning in Science

The New Hampshire Department of Education, through a project developed by Science and Education faculty of Rivier College and the Nashua School District, has awarded funds in the amount of $60,000 to support teaching and learning in science across school districts in southern New Hampshire. The project, Teacher Inquiry and Student Learning in Science, builds on previous collaborations between science and education faculty at Rivier College and Nashua School District.

The proposed professional development activities are designed to enhance teachers' understanding of the physical science concepts identified in the newly adopted New Hampshire Science Frameworks and the pedagogy needed to teach those concepts to students in the elementary and middle grades. Proposed activities include a summer science institute, on-line coursework in physical science, and the implementation of a Science Teacher network and collaborative. Activities emphasize the role of inquiry and student ideas when designing and implementing learning experiences for students.

Current participants include faculty from Rivier College and teachers from the Nashua, Hudson, Milford, Bedford, and Hollis-Brookline public school districts. For more information contact David Burgess Ph.D. (dburgess@rivier.edu) or Fiona McDonnell Ed.D. (fmcdonnell@rivier.edu) at Rivier College.

The funding source for this grant is the Federal Title II B - Mathematics and Science Partnerships Program. See http://www.ed.gov/programs/mathsci/index.html for more information.