Anthropomorphism is rampant in the professional biological community. Giving animals (and plants!) thinking human characteristics tends to place too much complexity into nature‘s operating process. Cause and effect in chemistry is simple – events are governed by their physical proximity to reactive change.
Energy both flows downhill and is conserved – so that when an event occurs, all the energy released has to end up somewhere. Various biological entities store this energy by promoting electrons to higher electronic orbital states, then harvest this energy on demand by attaining a threshold level.
So energy storage is cumulative, resulting in the transfer of energy to a readily accessible cascade of intermediate energy accumulators each time the threshold is reached. Bonds vibrate continuously as the energy absorbed rattles around trying to get to critical mass to begin the cascade.
Change happens when typical energy pathways are blocked – forcing the energy to be stored longer, until a novel threshold is attained and energy is released in a different direction. Current models of living systems do not allow for prediction of this direction (Heisenberg Principle).
As paradigms change – the vision of how to solve the current problem can never be found from within the mindset from which the problem was generated. Perspective requires reevaluating the base assumptions, from time to time.
Read this paragraph and define all the terms in green.
Read this paragraph again and relate the context of the terms in blue to each other in a short narrative. Try to use as many of the terms as possible – limit yourself to 250 words.
Describe what this paragraph is talking about by giving an example either supporting or opposing the author’s point of view.
Metrix test – Each of the three questions above approach a different metric measurement.
The first tells me the level of base knowledge that the student has – they can speak the language. This can also be measured in multiple choice format.
The second tests their view of the science big picture – do they have a grasp of how chemistry, biology and physics are related (do they even recognize the physics in the paragraph?) This can also be formed as short answer – the term in blue is the desired response to a descriptive question.
The third test looks into their ability to reason. Can they take information and go the next step, to synthesize an idea in a falsifiable format – something that can be tested. A short essay or long essay depends on the count of students – you can’t grade a whole lot of depth and breadth together. The more students in the class, the fewer words in the essay.
There is nothing wrong with not knowing all the answers. In fact, the only reason I know all the answers is because I just spent the last 5 years researching the natural resources field from a watershed perspective.
I would also like to collect statistical results from this test, so we will use this same paragraph over and over. I will likely create a system that generates paragraphs from the writings of the students – we should figure out a capture system for the really creative answers to the essay questions.
Namaste’ … doc