Recently, a high school Science Club generated a large number of questions involving temperature. Therefore, they decided to construct a thermal gradient apparatus in order to conduct a wide range of experiments beyond the standard “cookbook” labs. They felt that this apparatus could be especially useful in future ninth-grade biology classes, in which students must design and conduct individual, inquiry-based experiments as part of their training in scientific methodology. This article describes their experience building and testing a thermal gradient for laboratory use.
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From a sprained ankle to a brain injury to a total hip replacement, when something limits our ability to move or perform daily activities, life can be miserable. This is where physical therapists (PTs) step in. PTs help people—from the very young to the very old—restore function, improve mobility, relieve pain, and prevent or limit permanent physical disabilities. As Director of University of Delaware’s Infant Motor Behavior Lab, PT Cole Galloway helps infants born at high risk for movement problems learn to coordinate head, arm, and leg actions. Within a few days of working with very young infants, he realized he had found his niche.
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By allowing students to develop and conduct research on biological or environmental problems they identify themselves, students gain a higher level of understanding and appreciation for science. To this end, teachers should incorporate student-driven research in biology and environmental science classes in lieu of cookbook laboratory activities with a specific expected outcome. In this article, the author describes a student-driven research project in which a high school class developed hypotheses and experimental design regarding wildlife ecology.
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The science teacher is called upon to be scientist, educator, equipment manager, safety inspector, lecturer, child-care provider, coach, writing editor, mathematician, historian, counselor, and stand-up comedian—all at once. Given all this, we should have the highest admiration for those who choose science teaching and become successful. So, next time you run into a science teacher, give him or her a pat on the back for choosing such a challenging, but rewarding, life’s work. If you are a science teacher, give yourself a pat on the back as well.
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One of my students recently became a vegetarian. How is this different from being a vegan, and what can she do to continue getting the nutrients she needs?
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Genomics is the study of an organism’s entire genome. Because genomics is a relatively new discipline, it can be difficult to find teaching materials, especially those that offer a variety of educational modalities. To address this need, researchers and educators have developed The Apple Genomics Project website. This website features genomic information and computer animations that explain common genomic laboratory procedures. Using an apple as the model organism, computer animations enhance learning by explaining and displaying the complex techniques and procedures associated with the field of genomics.
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In this article, the authors describe a large-scale research collaboration, the Partnership for Research and Education in Plants (PREP), which has capitalized on publicly available databases that contain massive amounts of biological information; stock centers that house and distribute inexpensive organisms with different genotypes; and the internet, which serves as a conduit for dialogue and knowledge sharing. Through PREP, entire classes of students, with mentorship from teachers and scientists, are currently designing and conducting their own investigations while adding to the body of knowledge about genes and their functions.
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To apply students’ savvy internet skills in the science classroom—as well as capture their interest in science and investigation, and provide opportunities for authentic research—introduce them to real-time data from ocean-observing systems. Students can use data from these ocean-observing systems to discover the winds and waves from storms or to explore currents and predict marine-organism distribution. The four web-based student activities presented in this article bring the world of high-tech instruments and real-time data information to the classroom.
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The movement of hazardous chemicals found in high school science laboratories and chemical storerooms can be risky business due to the increased likelihood of an accidental spill, contamination, or other type of mishap. Prudent safety planning and practice need to be addressed in order to eliminate or minimize the potential for chemical incidents. Giving thought to the guidelines outlined in this article will help initiate the process of moving chemical inventories within and between school laboratories and storerooms.
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To promote inquiry-based learning, the authors integrate the anatomy of a scientific journal article into their secondary science curriculum. In this article, they present three classroom activities used to teach students about the function and format of scientific journal articles. The first focuses on journal article figures, the second on journal abstracts, and in the third, students produce their own journal articles, which are based on their investigations.
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This month’s theme is classroom research—a great opportunity to discuss one of the author’s favorite studies, which took place in a single classroom, examining a single teacher, and a single instructional unit. What could one possibly learn from a teacher teaching different aged students, in a different place, and even a different time? Discover the answer to this thought-provoking question in this month's column.
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To help promote student awareness of the connection between radio astronomy and radio frequency interference (RFI), an inquiry-based science curriculum was developed to allow high school students to determine RFI levels in their communities. The Quiet Skies Project—the result of a collaboration between the National Aeronautics and Space Administration (NASA), the National Science Foundation (NSF), and the National Radio Astronomy Observatory (NRAO)—encourages students to collect and analyze RFI data and develop conclusions as a team.
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