assignment

19th Century Physicis Assignment
Due: 23 February, 2010

Task: Assessment: The following are the main areas you will be assessed on, according to the attached rubric; the assessment is worth 5% of your final school grade.  arguments is often incorrect. Sources of information and ideas are poorly acknowledged; most referencing does not permit tracing of sources || The work shows an attempt at organization. In general, concepts are used clearly but lack refinement by helpful, visual explanations. Factual information used to support arguments is mostly correct (there may be minor inaccuracies). There is some attempt at referencing of source of information; some referencing permits tracing of sources || The work shows an adequate organization. In general, concepts are used clearly and adequately refined by helpful, visual explanations. Factual information used to support arguments is mostly correct. Most sources of information and ideas are acknowledged; most referencing permits tracing of sources || The work shows an effective overall organization. Concepts are used clearly and, where appropriate, refined by helpful, visual explanations. Factual information used to support arguments is correct. Sources of information and ideas are acknowledged; all referencing permits tracing of sources. ||
 * 1) Choose a physicist whose major contribution was done in the 19th Century.
 * 2) Research his life and science and create a new wiki page (choose a good name for the wiki, like the name of the physicist you have chosen) on your scientist at this wikispace; in your wiki focus on the following aspects
 * 3) life and childhood background and education of the person: what turned her/him onto science, what allowed her/him able to make this (major) contribution?
 * 4) choose one particular contribution the person made to physics and describe in detail the technological **or** philosophical implications it has had.
 * 1) Life: seeking a relevant interplay between the life and science of the physicist.
 * 2) Science: and inquiry into the technicalities of the science issue.
 * 3) Implications: an investigation of the connections between the single scientific contribution and society as a whole in terms of either technological influence or philosophical repercussions.
 * 4) Presentation: the clarity and organisation of ideas to enhance the understanding of the scientist's life and contribution, and the wider (technological or philosophical) influence on society.
 * **Criteria/Level achieved** ||= **0** ||= **1** ||= <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**2** ||= <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**3** ||= <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**4** ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Life** || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Level 1 not achieved || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Little relevant treatment is given and the connections laid between the scientist's life and science is poor. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Mostly relevant issues are covered with some effective connections between the scientist's life and science. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Consistent focus of relevant issues and insightful connections that enhance the understanding of the scientist's science and life. ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Science** || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Level 1 not achieved || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Little inquiry into the scientific technicalities is presented. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The inquiry into the science underlying the scientist's contribution is done with some insight, and in some depth and detail. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The inquiry into the science underlying the scientist's contribution is done with a adequate insight, and in adequate depth and detail. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The inquiry into the science underlying the scientist's contribution is done with a high degree of insight, in considerable depth and detail. ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">**Implications** || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Level 1 not achieved || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">There is little evidence of independent thinking on the wider ranging relevance of the scientist's work; the research shows a superficial attempt at the exploration of these connections. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">There is some evidence of independent thinking on the wider ranging relevance of the scientist's work; the research shows an attempt at the exploration of these connections. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">There is adequate evidence of independent thinking on the wider ranging relevance of the scientist's work; the research shows a meaningful exploration of these connections. || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">There is much evidence of independent thinking on the wider ranging relevance of the scientist's work; the research shows a reflective exploration of these connections and a sophisticated understanding. ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Presentation || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Level 1 not achieved || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The work shows a poor organization. In general, concepts are used incoherently and are not aided by helpful, visual explanations. Factual information used to support

NB On a side note, I really encourage you to explore the possibilities that wikis allow. There is ample information available on the internet, even from the wikispace.com website where I am hosting our wiki site. While this is also the first time for me to set an assignment involving wikis, I think it will allow some enhancement to the way you present your information, in particular if you are the kind of person who does a lot of research online.