Facilitating Peer Teaching and Learning. How do we help our students teach other students? Case Study: Nuclear Technology Sarah Monaghan & Howard Shen, PS 05. Lesson Study Timeframe & Background: 06-07. We attempted to perform our lesson study on the whole nuclear chemistry unit.
How do we help our students teach other students?
Case Study: Nuclear Technology
Sarah Monaghan & Howard Shen, PS 05
Lesson Study Timeframe & Background: 08-09 synthesis of overarching ideas.
In our case those questions were:
Lesson Study Timeframe & Background: 09-10 class learning has become meaningful.
(2009 Nuclear Dating – Group 1)
The prosecution was based entirely on religion. Though religion may at times be a useful tool to compare other belief systems to, in science we have to draw distinctions based on what is backed by empirical evidence. Simply saying that nuclear dating conflicts with religion doesn’t really offer a solid argument against the process or its overall benefits. If it came down to proving one group right within a degree of reasonable doubt the defense would win simply because an argument based in religion is in fact an argument based in the theoretical and relies on faith and not verifiable material.
The defense, by presenting examples in which radioactive dating could be useful and providing practical applications for it not only provided the framework for a sustainable argument but delicately sidestepped the moral perplexity of contradicting religion.
Good job in addressing a controversial issue head on!(For the prosecution: your job was the hardest. Good job in making a theoretical argument and defending it without completely derailing from the assignment.)