Targeted Learning Outcome: Utah Earth Science SEEd 1.2

Students will construct an explanation of the Big Bang theory based on astronomical evidence of electromagnetic radiation, motion of distant galaxies, and composition of matter in the universe.

Link: https://www.uen.org/core/core.do?courseNum=3601

Outline and Cadence:

This module will take 5-6 days to complete. Each day of in-class instruction will cover a topic necessary to reach the learning outcome. For each day of instruction there will be a quiz. This quiz will contain the readings that students will be asked to complete prior to that class day as well as a short assessment associated with the readings to help the students better organzie and understand what they just read. There will be one assignment that students will submit by the end of the module, but will be given time to work on during some class periods.

Here are the topics that will be covered on each day:

1) Electromagnetic spectrum

2) Doppler effect and the analysis of radial velocity

3) Cosmological redshift and the Hubble-Lemaitre law (Time will be given to work on the module assignment)

4) Cosmic Microwave Background Radiation (Time will be given to work on the module assignment)

5-6) The Big Bang Theory (Time will be given to work on the module assignment)

There will also be a discussion board going on during the last two days of the module where students will have the opportunities to practice clarifying misconceptions by posting a misconception and then clarifying someone else's misconception.

Rationale

Low-stakes quizzing has been shown to be an effective way of helping learners recall information they had previously read. Thus, accompanying each reading assignment is a quiz that students will take after completing the reading. This quiz will be composed of a few questions relating to the content material they just read that will help them make sense of what they just read. Additionally, preparation will be easier for students as they only need to look at the quiz for that day to know what to do before class.

Seeing that the Big Bang theory can often be a confusing and (possibly) controversial topic, it is important that common misconceptions (that the students may also have) be addressed. This is one of the main reasons for having a discussion board towards the end of the module. This discussion board will allow students to collectively discuss and address misconceptions and confusions concerning the content they have just learned. This will not only give students a chance to learn by answering the questions of others, but it will also help resolve individual questions.

Seeing also that students have different reasons for taking this course, students will have a choice in which assignment they complete to show mastery of this unit. These options include:

1) A traditional pencil and paper homework assignment. This is for students that prefer the traditional, more passive style of assessment.

2) An assignment where students get to work on a project that involves interacting with data and making inference. This is for students that would like to do something that more closely resembles real science to be assessed.

3) A research paper where students learn and write about the history, content, and current research concerning Big Bang theory. This is for students that want to learn how to research scientific literature and studies. This option allows students to be assessed through writing.

4) A presentation where students teach other students about Big Bang theory. This is for students who prefer a more oral, creative assessment.

This blended classroom allows for the transformation of classroom time by having students interact with content material at home. Commonly known as the flipped classroom, this has students studying much of the content material at home to allow for more interactive classtime. This also lessens the load on students as much of the assignments related to this class will be worked on during classtime with an instructor present. Seeing that assignments are the vehicle through which students practice what they learn, this blended model allows for that to be done in the classroom where the teacher guides the students in this interacting with the material.