5E Inquiry Introduction Supplimentary Resources

Observation - Perception - Synthesis Biases

Sine Wave Speech Synthesis & Perception =

Quick FAQ


Haskins Lab (Yale) Links

Matt Davis (Cambridge)

Chris Darwin's Sussex Demos

MOI Audio Illusions

YouTube =

Rubber Hand Illusion


Direct Observation / Perception / Synthesis of Meaning =

A Private Universe

A Private Universe Resource Page

Minds of Our Own

A Private Universe in Math

"Launcher Unit" (Physical Scienc-Diving In) Launch;>

Real Time Apollo 13 Audio of "Event" (mp4)

Explosion - "Work the problem - not make things worse b y guessing" (mp4)

"Failure is NOT an option" (mp4)

"OK, let's build a filter":P" (mp4)

{Book Support Challenge (Let's Build a Filter!) Images}

RAS learning (ScoobyDoo moments:P)

In linguistics and speech pathology, rhotacization means changing some consonant like /d/ or /l/ to an /r/. Though Scooby definitely adds an /r/ to words that don’t begin with consonants, this complete rhotacization still basically describes his speech.

Giving the honors to Dr. Long, after 45 long years of odd pronunciations, he offered me Scooby’s official diagnosis: “Rhotic Replacement”.

What is Inquiry? (pun;>)

Consider . . .

“I wish I could tell you about the inspirational teachers in science from my elementary or junior high or high school days. But as I think back on it, there were none. There was rote memorization about the Periodic Table of the Elements, levers and inclined planes, green plant photosynthesis,and the difference between anthracite and bituminous coal. But there was no soaring sense of wonder, no hint of an evolutionary perspective, and nothing about mistaken ideas that everybody had once believed. In high school laboratory courses, there was an answer we were supposed to get. We were marked off if we didn’t get it. There was no encouragement to pursue our own interests or hunches or conceptual mistakes. It was our job merely to remember what we had been commanded. Get the right answer, and never mind that you don’t understand what you are doing.

If we teach only the findings and products of science - no matter how useful and even inspiring they may be - without communicating its critical methods, how can the average person possible distinguish science from pseudoscience? Both then are presented as unsupported assertion.

Science is more than a body of knowledge; it is a way of thinking. I have a foreboding of an America in my children’s or grandchildren’s time - when the United States is a service and information economy; when nearly all the key manufacturing industries have slipped away to other countries; when awesome technological powers are in the hands of a very few, and no one representing the public interest can even grasp the issues; when the people have lost the ability to set their own agendae or knowledgeably question those in authority; when, clutching our crystals and nervously consulting our horoscopes, our critical faculties in decline, unable to distinguish between what feels good and what’s true, we slide, almost without noticing, back into superstition and darkness.”

Carl Sagan, 1996
The Demon-Haunted World: Science as a Candle in the Dark (emphases mine)

"...after I passed the final examination, I found the consideration of any scientific problems distasteful for an entire year ... it is, in fact, nothing short of a miracle that the modern methods of instruction have not entirely strangled the holy curiosity of inquiry"
~ Albert Einstein

Philosophy & Ethics of Science (Classroom & Building Norms)


“A person is smart. People are dumb, panicky dangerous animals and you know it. Fifteen hundred years ago everybody knew the Earth was the center of the universe. Five hundred years ago, everybody knew the Earth was flat, and fifteen minutes ago, you knew that humans were alone on this planet. Imagine what you'll know tomorrow. “

-Tommy Lee Jones as Agent K, Men in Black (1), 1997 (emphases mine)

"no idea" & "gorilla" exam

Imagine what you'll "KNOW" tomorrow. . .