TL L3 Video Clip 1: Group describes differences & similarities between science & engineering
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TL L3 Video Clip 1: Group describes differences & similarities between science & engineering
Two students are discussing the differences and similarities between science and engineering that they included in the Venn Diagram constructed in Part 1 of Lesson 3. They begin the discussion talking about what they had in "in the middle" of their Venn Diagrams or the area that describes similarities between engineering and science. One student says that both require strong knowledge of technology and science and math. The other adds that both science and engineering use models. One student describes engineers as trying to both come up with something new and "make daily life easier for common people." They describe science as about explaining the natural world. The students then talk about how hard it was to come up with similarities and that engineering is about creating things and science is about the discovery of things that already exist.
TL L3 Video Clip 2: Group discusses CQ 3-1
Students are in small groups on part 1 of Lesson 3 discussing the differences and similarities between science and engineering with the goal of answering clicker question 3-1. One student suggests that engineering is more about structures and science is about what is "going on… and happening." The discussion leads back to what is similar and the relationship between science and engineering. The students suggest multiple relationships: both "feed off of each other;" they work nicely "side by side;" they are in a hierarchy with science above and engineering is a subcategory; science is "the base or foundation for it all" and engineering is "built on top" of it. All students then transition to the clicker question asking about the goal of science.
TL L3 Video Clip 3: Class discusses relationship between science and engineering
This clip is a full classroom discussion about the relationship between science and engineering with the professor soliciting responses. The video begins with one student mentioning bioengineers and chemical engineers and civil engineers who work on the ecosystem and suggests that science and engineering are more intertwined than she previously thought. Another student mentioned that they both used models. The last student who speaks describes a difference in that science involves testing (and amending) hypotheses whereas engineers need to find a definitive solution.
TL L3 Video Clip 4: Group discusses CQ 3-1 and reconsidering their ideas
This clip focuses on three students discussing their response to clicker question 3-1 and shows them questioning and reconsidering their ideas about science and engineering.
This clip is a whole class discussion about the question at the beginning of Part 2 ("Think of some questions you cannot answer through a scientific investigation"). The first student who speaks states that opinions are not testable; for example someone believing one color is better than another. The instructor facilitates with the possibility of turning that idea into a question ("What is your favorite color?). Another group claims that religious questions cannot be answered or proven through science: "Why do you believe in God?" or "Why does God exist?" They also claim that historical things (e.g., "Why do things keep happening?) can't be answered with scientific investigations. The instructor asks if historians can't test a hypothesis; to which a student responds about the Big Bang Theory and the debate between science and religion. Another student responds that historians test hypothesis with scientific testing all the time and that the data used to answer historical questions may be different but that the processes can be similar.
TL L3 Video Clip 6: Group discusses whether questions are testable and measureable
This clip is of a small group discussion about whether the questions in part 2 of Lesson 3 are testable and measurable beginning with hot coffee. This leads into discussion about characteristics of "hot" and how to better define "hot" so that it is testable (e.g., specify a threshold temperature). The conversation then transitions to the other questions. They decide that "How much does a penny weigh?" and "How long does it take for a golf ball to fall 1 meter?" are both testable and that "Is skydiving more fun than surfing?" is not testable.