ࡱ> sura 3jbjbYQYQ +H3333-xxxxV'V'V'8''<ns'''''(((rrrrrrr,(vRzxTs(((((s)xx''(s)))("xl''r)$Tx6xxxx(r))k@,r' OV'("9o8r>s0nsqotx)xpr)Todays Machines Through Yesterdays Discoveries At a Glance: Todays Machines Through Yesterdays Discoveries Authors: Aaron Commerson, Nicole Tempel Grade level, subjects: 9th grade humanities and math/science Essential questions: Are we and our technologies a product of our ancestors? How did ancient technologies shape and change cultures? Duration: Approximately 3 months Description: Working from a machine or invention in present-day use, each student chooses and researches one integral part that existed before 1400 C.E. Students produce original videos documenting their findings. CA standards/domains: Physics, history, language arts Assessments: Checklists to monitor progress; rubrics to assess rough cuts and finished videos. About the Authors Aaron Commerson has taought for six years in four high schools varying from small private schools, with 15-18 students per class, to large public schools, with upwards of 30 students per class. He holds a B.S. in physics and a single subject teaching credential in physics. Nicole Tempel, who is originally from Germany, taught in five different countries, including Germany, Brazil and Mexico, before finding her way to High Tech High. She taught in San Diego for three years at private and public high schools and universities. Nicole has a Masters degree in Education, with a specialty in Literacy, and a Masters in Education Leadership. Project Description Through this project students connect the ideas of todays technology and innovations to discoveries made centuries ago. Our essential questions are, Are we and our technologies a product of our ancestors? and How did ancient technologies shape and change cultures? Working individually, students start by choosing a machine or invention that exists today. From that machine or invention, they choose one integral part that existed before 1400 C.E. Students research their part to learn about its origin and the person or persons who invented and first used it. They learn the physics underlying the invention and study how cultures were changed because of it. They may also choose a part that did not exist before 1400 C.E. if the knowledge underlying it dates from before 1400 C.E. Products formal research report video script 6-8 minute video Each student completes a movie and burns it onto a compact disc. The students are encouraged to enter their movies in local competitions. Our culminating event for this project was a movie night. Two classrooms were arranged to resemble theatres and invitations were sent out to the families of the students. A program was assembled and all the movies were shown on the big screen to an audience of friends and family. Learning Goals What students understand the historical context of their machine, the integral workings of the machine, and the physics concepts that come into play in the workings of the machine. MLA formatting and research methods as well as the inside workings of a university library and advanced search engines. that behind each complex modern machine lie the workings of ancient simple machines the importance of storyboarding, scripting and revision in creating a final product What students can do create a 6-8 minute video explaining the physics concepts behind their machine as well as the historical context in a professional and coherent manner conduct research and organize information in a coherent research report to use research to create a script use Sony Vegas film editor, Acid pro music editor, recording technology and simple and complex picture editing tools engage in peer revision and editing use media to demonstrate learning Content/Standards Addressed Physics Physics standards addressed may vary considerably due to the many different concepts chosen by the students. For example, one student chose the lens as his ancient technology and the Hubble Space Telescope as his current machine. Having chosen the lens, he learned the material covered in the following California physics standards: Waves Waves have characteristic properties that do not depend on the type of wave. As a basis for understanding this concept, students know: --that waves carry energy from one place to another. --how to identify transverse and longitudinal waves in mechanical media, such as springs and ropes, and on the earth (seismic waves). --how to solve problems involving wavelength, frequency, and wave speed. --that radio waves, light, and X-rays occupy different wavelength bands in the spectrum of electromagnetic waves whose speed in a vacuum is approximately 3108 m/s (186,000 miles/second). --how to identify the characteristic properties of waves: interference (beats), diffraction, refraction, Doppler effect, and polarization. History California has not set forth standards for 9th grade history classes, beyond stating that ninth grade courses should build on the knowledge and experience that students have gained in kindergarten through grade eight. They also should contribute substantially to students preparation for the three subsequent years of historysocial science education that are mandated in Education Code Section 51225.3. English Language Arts The ELA standards covered include standards for research, writing, and interpretation, at the discretion of the instructor. In the course of this project we explicitly addressed approximately 30 standards for writing, language and research and implicitly touched on many others. Materials/Texts computers university library access Sony Vegas software audio recording equipment Project Activities (See Appendix VI.1 for project timeline.) Select a machine from today. Select a part of that machine that is integral to its use and research its origin and original uses. (If there is no such part, students research the person who discovered the knowledge that allows their machine to work.) Research the lifestyles of the inventors of the part or discovery and prepare to show in the documentary why the invention was necessary to their way of life. (See Appendix VI.2 for a form for students to use during their initial trip to the university library. This form helps students decide whether there is enough information available to continue with their idea.) Create a documentary using still photos and voiceover technologies. During the creation of the documentary, the student is responsible for the following: Find pictures to use in the documentary Obtain permission from the person or company that owns the copyrights to the pictures (no picture may be used without written consent from the copyright holder.) Write a script for the documentary. Possible pre-script writing activities: research paper read and analyze excerpts from a play watch all or parts of a documentary together in class students script a normal everyday event (e.g., script the conversation at the dinner table.) write a script that has a narrator and a main character but the main character is limited to the use of a single word. Create a storyboard for the documentary Watch a cartoon in class and have the students find examples of perspective (e.g., close up, extreme close up, wide angle, etc.) Watch a documentary and discuss the methods by which pictures enter and leave the screen. Ken Burns documentaries serve well for observation and analysis. Teach the basic storyboard vocabulary (slug line, action line, dialogue, etc) Create a short storyboard to match the everyday event script from the script writing activity listed above. Put together the pictures and voiceovers using Flash multimedia technology. Edit the script and documentary Engage in peer critique activities (See Appendix VI.3) Write a research paper to accompany the movie stating the research findings and origins of your apparatus Burn the final product onto DVD Supporting Diverse Learners The goals for students varied depending on the students needs. Every student was expected to complete a documentary to the specifications described above. Advanced students were encouraged to take on a physics topic of which they had no previous knowledge. All students were encouraged and expected to do in-depth research into the physics of their device or discovery. Assessment The project provided the occasion to assess library and research skills, research paper writing, script writing, storyboarding, film-making, and communication through a poster. We discuss several of these areas below. Use of library time We gave students a form to determine if there was enough information on their original idea. This form was also used to assess how much work was done in the library (see Appendix VI.2). If the student was unable to find enough information to fill out the form, then he/she had to choose another machine. We were at the library all day so there was plenty of time to change focus and still find information on their second choice. Script The script was assessed according to how well it included the information presented in the research paper. Storyboard Students had to have a storyboard with one frame every 5 seconds on average. The minimum movie length was 5 minutes. Each storyboard frame had to include a picture (cut-out) and a brief description, using the script as a reference, of what was going to be said while that picture was on the screen. Rough and final drafts of movie A rubric for assessing the movie is included in Appendix VI.4. The same rubric was used to assess the rough draft. Movie poster A short checklist was used to ensure that all students were allowed as much creative freedom as they wanted while keeping the posters somewhat formatted. See Appendix VI.5. Teacher Reflections Almost all the students really enjoyed this project. Each student was able to create their very own movie, and they were proud of their work. At first, during the research phase, some students were not able to see the big picture and complained that it was just another research project. However, after the pictures were placed in the movie and the voice-over was dubbed in, they could see a real product falling into place. Several of the students repeated their voice-over several times to get it just perfect. They would go into the studio just to redo a single sentence. Students spent hours perfecting the effects to make the movie stand out in a sea of similar films. The amount of creativity from the students was impressive. This project gave all the students the opportunity to exercise creativity, experience success, and take pride in a tangible product. If we were to do this project again, we would adjust the requirements somewhat. The amount of history the students learned during this project was extraordinary, and it showed in the movies. However, the physics was a lot more difficult to demonstrate in the movie. Some of the students that had a firm grasp of Macromedia Flash were able to create pictures that could help explain their physics concepts. The students that did not have that knowledge were less successful in explaining the physics concepts well. Finding pictures to represent the concepts was much more difficult than finding pictures to help the viewer understand the history. In the future, we would incorporate lessons on how to create images in Flash or Photoshop before students began making their storyboard so that they would be aware of what they are capable of before creating the story. 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