Materials, Measurement, and Error: Comparative Class Data and Scientific Argumentation via a Cloud-based Application
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Materials, Measurement, and Error: Comparative Class Data and Scientific Argumentation via a Cloud-based Application Scott A. Sinex1, Theodore L. Chambers1, and Joshua B. Halpern2 1 Department of Physical Sciences and Engineering, Prince George's Community College, Largo, MD 20774, USA 2 Department of Chemistry, Howard University, Washington, DC 20059, USA ABSTRACT The Next Generation Science Standards make scientific discourse a vital part of the classroom and arguing with evidence needs to become a common practice for students. Analysis and interpretation of data are an integral part as well. We present an approach using 21st-century technology combined with collection of laboratory data that is suitable for middle school through college. In an experiment using common nuts and bolts first semester chemistry students form six groups and determine a bolt mass indirectly. They collect mass data; then enter the data into an online form that compiles the data into a spreadsheet in Google Drive, a free cloud-based application. Once all the groups have submitted their data, they access the spreadsheet online and start an emulated online discussion in the laboratory as if the groups were globally dispersed using the chat feature available in Google Drive. Each group is identified by a group number having a unique group email address so there is a semi-anonymous sense among the members that allows for a fairly free discussion among students. INTRODUCTION The NRC’s A Science Framework for K-12 Science Education [1] and the Next Generation Science Standards [2] are setting the bar high to change how science and engineering are approached in K-12. This includes making scientific discourse a vital part of the classroom and arguing with evidence needs to become a common practice for students. Analysis and interpretation of data are integral as well. In a recent Pearson-Microsoft-Gallup report [3], the weakest skill of eight studied in undergraduate education was online collaboration. This lack needs to be remedied especially as online notebooks, collaboration and reporting become the default. In this article, an approach to determine a bolt mass using extrapolation and Google Drive, a cloud-based application, is given that introduces first semester chemistry students to handling the online collaboration environment while enhancing their arguing with evidence and interpreting data skills all in one application. The approach is suitable for middle school through college where class data can be amassed in a spreadsheet. THE CLOUD-BASED APPLICATION Obtaining the comparative class data and the ensuing discussion is accomplished within Google Drive. Sinex and Chambers [4] have described the necessary set-up and logistics as illustrated in figure 1. Each group signs in with a preset-up email account and their unknown number is their group number. Each laboratory group (maximum of four students) submits their
data via an online form; the data is collected in a spreadsheet and as multiple groups open the spreadsheet on their group com
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