Sci-Math+curriculum

=Sci-Math Curriculum=

toc Read here about an educational agenda, activity or curriculum that relates to the concept of scale.

=Background=

Many research studies conclude that proportions are the most difficult problem-solving mathematical tools to master of any introductory science course. Indeed, many physical science, biology, physics, and chemistry concepts, in effect, are names given to proportional relationships. More specifically, proportional math problems can compose as much as 95% of an introductory chemistry course. Students’ ability to comprehend and effectively use proportions, therefore is a major concern of the science and math educator. Yet, little is done within the classroom to increase this proficiency. Not only is student understanding of proportionality a concern of the science and math educator, it is a major concern of the developmental psychologist. For example, Inhelder and Piaget have studied intellectual development in relationship to students’ ability to deal with science concepts. They regard proportionality as a primary acquisition at the stage of formal operations which include subjects from 11Ð15 or 16 years. Unfortunately, there is much evidence that suggests that as much as 50% of some samples of secondary school and college-age students have failed to acquire a working understanding of proportionality.

The concept of proportions is seen as fundamental to understanding many scientific applications as well as consumer problems, advanced science and math courses, and intellectual development in general. Rates can be found in most aspects of life including cooking, navigation, physics, earth science, economics, electronics, business, and industry. Since a large percentage of adolescents are lacking this critical skill, the determination of possible ways of successfully teaching the concept is an important issue.

=Sci-Math Curriculum=

Sci-Math is an interdisciplinary curriculum designed to address these issues of teaching proportionality in science and math courses while using large or very small numbers. Its development and field testing were funded by the National Science Foundation. Sci-Math was cited by the U.S. Office of Education as an exemplary educational innovation worthy of national dissemination within the National Diffusion Network (N.D.N.).

Sci-Math focuses on the understanding of the concept of proportions and on the use of proportions in word problem-solving. Specifically, Sci-Math uses the rate concept and dimensional analysis used in introductory physics and chemistry courses to solve proportions (see Teaching Dimensional Analysis in the next section). This rate and dimensional analysis method has slowly moved into textbooks and has completely replaced the method of ratio-and-proportions taught exclusively in junior and senior high school mathematics textbooks.

There appears to be good reason for dimensional analysis to have replaced the ratio-and-proportion method in advanced science courses. Dimensional analysis is a simple, problem-solving, error-reducing procedure which seems to require less conceptual reasoning power to understand than does the ratio. Furthermore, it can condense mult-step problems into one orderly extended solution. However, the treatment accorded the method of dimensional analysis by too many advanced science books is confusing, too sketchy, and not logical in the approach to word problem solving.

To support Sci-Math goals, the curriculum uses hands-on activities and experiments. These experiments use simple inexpensive materials already available in schools: spoons, pennies, jars, rulers, string, etc. Proportions are of great use in everyday life as well as an important pre-algebra and physical science tool. While the Sci-Math curriculum deals with the everyday world of measuring, buying, cooking, and driving, the mathematics taught are the mathematics needed for advanced science. A good example of a Sci-Math activity is measuring, then calculating the average rate of 15 pennies to 2.2 centimeters. Using this rate, students find how many pennies would be necessary to stack in order to reach the moon some 237,000 miles away.

=Solar System Distances=

The curriculum culminates in a dimensional analysis of the solar system.