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alright so among everyone here I feel

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like I'm the odd person out cuz I'm here

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talking about education specifically and

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what I'm working on is developing a

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course on exoplanets that's going to be

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used for teaching in-service teachers

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and I'm doing this work with Chris Palma

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at Penn State ooh fancy so our main

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goals for this entire project are 21

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teach these these are going to be

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primarily late middle school and high

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school teachers teach them about

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exoplanets and to demonstrate good

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teaching pedagogy why would we do so so

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our course is designed I'll tell you

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what all these terms mean later don't

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worry around what we call a coherent

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content storyline the course is

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activity-based it's not so much the

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teachers go through and read things it's

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they're actually going to be doing

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things like the real own little

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experiments and to design those

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activities we're using a framework

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that's known as claims evidence

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reasoning from McNeil and create check

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you can read about it in this actually

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book of theirs and more importantly

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we're going to make the inner workings

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of this course completely transparent to

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our student teachers and we're going to

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make all the materials that we create

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for this course available online

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publicly to anyone who wants them on

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difference is if you take the course for

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credit you actually get some credit for

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it so go here in content storyline is a

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way to organize a course you start off

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with some underlying big idea this is

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your goal for what you want to teach its

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people in the class usually you tie this

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to some phenomenon or some causal model

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from there you develop what we call your

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upper anchor and this is aside from just

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this big idea like saying exoplanets you

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have to specifically lay out what your

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learning goals are for the class from

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this point once you figure out what your

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learning goals are you have to go okay

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so if I want them to understand this

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this this and this what do I have to

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teach them

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and those your horse topics finally from

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the chorus topics you can then determine

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what the lessons and activities for the

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course are of course there's a bit of a

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problem with this as of now we still

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don't have a single underlying theory

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that explains all of exoplanets we have

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a bunch of things from different places

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that we've kind of mashed together have

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ideas from solar nebula Theory our ideas

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for models of stellar formation and how

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those stars evolve we have the nice

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model which talks about how planets in

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our solar system didn't necessarily form

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where we find them now in fact Uranus

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and Neptune have switched places

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Jupiter's moved in and then moved out so

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planetary migrations are important to

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how these exoplanets systems form and

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how we observe them today and of course

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we have planetary evolution and

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Atmospheric evolution if you want to get

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into things like habitability of these

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plants which you know everyone here does

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I'm sure and it's one of those topics

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that is very important for people to

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understand when talking about exoplanets

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because in large part it motivates our

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entire our entire study of exoplanets so

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as our central phenomenon what we tie

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everything in the course back to we're

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going to choose the Kepler ory now this

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is not perfect but what we want to

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demonstrate is the diversity present in

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exoplanet systems that we observe so of

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course one thing you're missing from

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this is those really strange systems

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with very high centricity planets but

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that's an indent immed going to say okay

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the Kepler Ori is great all the plants

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we found here but it's not complete and

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here's why of course the students are

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going to figure that out themselves as

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well but it's going to be something that

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is explained pretty explicitly the

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course activities are tied to these key

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points than the story line and this is

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basically so this is our um later okay

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this is our upper anchor and reads that

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combining solar nebula theory with

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models of star formation predicts that

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planet formation is common

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in the Milky Way and can create

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planetary systems like our own but also

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create systems that contain objects that

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do not exist inside our solar system so

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this is including you know we're looking

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for things like our own system things

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with habitable planets gas giants

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potentially ice giants somewhere out

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there but we also have things to explain

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like hot Jupiters super Earths mini

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Neptune's and all these things in

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totally weird places in their planetary

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systems compared to what we think of

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when we look at our own solar system so

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to break this up what we have to look at

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and taste them about is planet

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properties in our solar system give us

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an idea of how our solar system was

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formed so look at where the rocky plants

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are where the gas plants are where the

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ice planets are and they give this idea

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of these formation of our formation

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history of our solar system then they

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need to know about how we find

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exoplanets the main things that we're

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going to be covering are the two biggest

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ones radial velocity method and transit

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method and then what these methods can

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tell us about these exoplanets systems

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and these exoplanets in general because

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you don't get the same information from

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each radial velocity gives you things

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like mass whereas transit gives you

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things like the size of the planet and

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obviously a lot more than just that next

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want to hit them with the idea that

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planets are common within our galaxy

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this is one of the biggest results out

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of the Kepler mission planets are

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literally everywhere and we expect them

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to be able to respect every star to have

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at least one planet on average of course

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then from there start talking about

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interactions between these bodies this

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is the stuff that in our solar system we

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know as the nice model but also gives

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rise to things like hot Jupiters that

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the interactions between these objects

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in the system are important to that

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systems evolution finally I want to talk

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about habitability once you've gone

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through all of these we can start to get

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to the idea that

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under the right conditions other planets

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may also host life this of course is a

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big may underlined boldface italics you

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probably increase the font size a bit as

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well but it's one of the things that we

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really want to know and we really want

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to look for so the activities themselves

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the cleanse evidence freeze reasoning

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framework essentially is we're using it

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because it one teaches course material

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and two teaches the scientific practice

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and both of these are incredibly

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important in large part because we're

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targeting this at the middle school high

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school audience where a lot of the

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material that we cover and standards are

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met are governed by NGSS and NGSS cover

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is actually puts huge emphasis on this

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scientific practices part so the example

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i'm going to give you here is actually

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from a paper by carrie Ann Rubin and the

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rest of the group in 2014 and using the

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example from a claims Evans reasoning

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activity with the question how can the

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plants be grouped according to their

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properties so students were given this

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question the given places they can look

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for the data and they start

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investigating this this class is broken

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up into groups and each group in this

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case takes a different property and kind

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of classifies the planets by it you know

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you may notice here that there aren't

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many numbers on this plot and that's

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totally okay this is a way of getting

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them to do quantitative reasoning that

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doesn't necessarily involve numbers so

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they've broken things like the mass of

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the planets into size of like small

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medium and large or in the case of this

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guy right here extra small then after

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addressing each of these individually

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the groups then bring their data

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together and then create a chart that

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looks something like this once they have

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this evidence collected and brought

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together they start to develop an answer

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this question they have the evidence

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they need to make their claims based on

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that evidence part of this also is that

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they need to determine what evidence is

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relevant to the question if we go back

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the we look at things like the tilt on

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the axis and that's nowhere in their

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evidence that's listed here so not

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everything is necessarily going to be

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relevant to what they're trying to

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figure out normally are not necessarily

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normally often there's a reasoning

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section that follows here so I have

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claims and evidence well what the heck's

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reasoning so for this actual activity

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there's no necessarily reasoning section

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but generally what this will entail is

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that the students then taking their

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claims Evans have to figure out why that

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works and that usually addresses some

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underlying phenomenon in the case of one

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of the activities that I've developed is

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talking about radial velocity Texans and

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how or what properties you can determine

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about a planetary system from the radial

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velocity method so the underlying

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phenomenon there would mostly be gravity

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so they have to work through everything

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they see and come to some judgment about

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what is working here now for this

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particular activity what we do is they

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go through these regular solar system

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objects and one of the things that they

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identify that you see here is that Pluto

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is in a completely different class from

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all the other planets so we introduce

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them to the Kuiper belt objects and they

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start looking up this same data for all

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those and come the conclusion they reach

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this completely on their own I should

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mention that Pluto belongs with all of

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these things instead of with the rest of

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the solar system it's really really cool

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to see so that's all I have to say I

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kept this talk short because most you

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probably don't know that much about

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education I assume there will be plenty

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I mean you'd have to ask hi your first

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of all not the only one I'm actually

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playing two jobs in science education

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right now awesomer you got it no I'm not

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but I would love to talk with you more

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about that one of the questions I have

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is as you're developing this course are

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you working with teachers and you're

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actually trying to implement like test

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us out in classes separately or in the

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future so actually once I've got

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everything developed that's going to be

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done by the end of this summer in the

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fall we have a bunch of teacher

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volunteers that are going to be going

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through this and then we're gonna get

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feedback on that evaluate what we have

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probably tweak some things but

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fundamentally yes we have to make this

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work for the teachers thank you hi

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you're a very good speaker oh thank you

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so this might be a controversial subject

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but do you think you'll run into parents

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of students in middle school in high

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school that don't think exoplanets are a

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thing and that like you might it's

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entirely possible it's not something

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I've considered though however um I

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quits with any luck bear with any luck

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the students will then be able to go

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home and tell their plants about what

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tell their parents about what they're

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learning and maybe from their parents

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maybe oh there is something else that

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could be out there that's interesting

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because a lot of a lot of what the what

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parents will be learning about

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exoplanets is probably gonna be coming

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from their kids because what where else

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are you getting lessons about exoplanets

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it's mostly in undergraduate education

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so the part of the goal of this is

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branching out further to move this

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knowledge lower down so we start talking

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about it in high school and middle

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school because it's one of those things

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that's just really cool that's one way

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that a lot of people have gotten really

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interested in astronomy by thinking

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about why else could there be life and

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then the consequences of everything

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from that on the astronomy side leading

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to studies of exoplanets so I'll I'd

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love to find out what happens with that

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hopefully i'll be done with my degree by

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then and someone else can study that

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there was another one nope really good

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talk good job um so in teaching a lot of

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the emphasis nowadays I feel like is

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being placed on assessment so is this

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are there tests are their quizzes is

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there a self-assessment like what's the

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best method of doing student assessment

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for how they show in this case so

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there's actually a course that's run at

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Penn State for teachers that does this

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already but it's a different set of

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activities it does use the solar system

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one but the assessments and that

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generally tend to be you know a wrap a

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kind of a wrap up style paper on the

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particular experiments the ones that are

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done in the full CER style and just

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general notebooks on stuff like that

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then they keep track of what they've

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done what they're doing as well so it's

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kind of an ongoing form of assessment

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that keeps track of you know you're not

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having them fill out tests or anything

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but it's kind of a rubric based system

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where you're following along with okay

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how are they being able to follow this

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are they doing this properly any other

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questions oh I have a comment to the

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previous question actually so my advisor

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has been teaching a course correction

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try show life in texas austin for poly

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15 16 years and a TA for a last semester

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more than forty percent of students went

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into that class living that creationism

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is as valid as evolution as a scientific

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theory and i was after a semester that

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the course went well and it was a very

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heavy class but the students learned a

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yay I'll also point out also point out

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that you mentioned that was Texas

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specifically and Mark Pennsylvania at

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least does not have um you know creation

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or anything similar in the standards for

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science education it's also completely

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left out of NGSS they've just like

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kicked it to the curb and said no we