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By Patricia D. Morrell, Kate Popejoy (eds.)

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Unlike macroscopic objects such as balls, the collisions particles have with each other are “perfectly elastic” –that is there is no loss of kinetic energy to other forms of energy. This is why, unlike a sealed container of bouncing balls, the particles in a gas do not slow down and end up on the bottom. To put this another way, a vertically bouncing particle that is colliding only with the bottom of a container will return to exactly the same height indefinitely. • We generally draw particles as small balls with a clearly defined outer surface, this is convenient most of the time, but of course they are nothing like this; the outer surface of a particle can equally validly be represented as a thinning cloud of negative charge.

I continued to delay revealing my views and over the next few lessons we tested the competing ideas in a range of situations, eventually reaching consensus on the best explanation. Throughout this process, the debate was friendly and supportive. The students were used to me delaying judgment over a period of lessons and accepted the value of arguing about different views. There was no evidence of students feeling upset or embarrassed about predicting incorrectly. I reinforced this by reminding them of the value of working from their own views.

Journal of Research in Science Teaching, 19(4), 331–359. Trefil, J. (2008). Why science? New York, NY: Teachers College Press. 42 NATURE OF SCIENCE 43 P. D. MORRELL & K. POPEJOY 44 NATURE OF SCIENCE 45 P. D. MORRELL & K. POPEJOY 46 NATURE OF SCIENCE 47 P. D. MORRELL & K. POPEJOY 48 NATURE OF SCIENCE Topic: Nature of Science: All 7 Tenets—Also appropriate for Scientific Inquiry Title: Evidence of Extraterrestrial Life in Antarctica Submitted by: Catherine M. Koehler, Southern Connecticut State University, New Haven, CT Materials: • Problem-based learning (PBL) scenario: Evidence of Extraterrestrial Life in Antarctica • Fossil Shape Sheets (n = 3) • Poster Paper • Glue Sticks • Magic Markers Overview: Nature of Science (NOS) has been a framework that has transcended science education reform documents (AAAS, 1989, 1993; NRC 1996; NAS, 2012, 2013) for several decades.

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