The “Learning Lab: The Cell” exhibit was developed by the Massachusetts Institute of Technology (MIT) Museum and the MIT Center for Environmental Health Sciences (CEHS). Specially designed for middle and high school students, the Learning Lab provides museum visitors of all ages with fascinating insights into how our living cells work. In addition, it serves as an excellent example of how different groups can collaborate to create a unique educational experience not only for students and teachers but for the general public as well.
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In this month’s column, the experts address the following questions:

• How does temperature regulate the gender of sea turtles (and other organisms) as they incubate? Also, how can XX females become male turtles simply due to temperature level if they do not have a Y chromosome to begin with?

• Will we experience increased volcanic activity if the sea level rises due to human-induced global warming?

• Why do we not see baby seagulls?
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In October 2002, in the midst of the terrifying Washington D.C. sniper attacks, a team of specialists was asked to help search for the suspects. Independent of the official investigation, the team analyzed and mapped attack locations to identify where the snipers were most likely residing. It was challenging and exciting to assist in the search efforts, but dreadful to know that the snipers could strike again at any moment. The team described is the Mapping and Analysis for Public Safety (MAPS) program, led by Ronald Wilson. As a Geographic Information Systems (GIS) specialist, Wilson uses mapping technology and science to understand crime from a geographical perspective.
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The analysis and activities described in this article provide high school chemistry and science teachers with hands-on lab experiments designed to make students more aware of corrosion and the processes used to prevent or control it (D’Agostino 2005). These experiments also provide opportunities for high school students to gain relevant, authentic practice with workplace readiness skills and to learn about potential career paths in chemistry and engineering.
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In a research collaboration with government biologists and university educators, K—12 students in the Cle Elum-Roslyn (CER) School District in eastern Washington are investigating where cougars go when their habitat gives way to new housing developments. Now in its seventh year, Project Cougars and Teaching (CAT) is taking the education and science partnership a step further by incorporating civics into the environmental education curriculum. Through this model, students become civically engaged by conducting field investigations of the indigenous cougar’s ecology and making public presentations to the community.
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In addition to supporting the exchange of ideas within the science teaching community, The Science Teacher (TST) also supports the notion of community in its widest sense, by including articles that connect students and teachers with the community beyond the classroom. This issue continues our tradition of devoting the publishing year’s final issue to partnerships that involve students and teachers in community programs. Science activities that take students outside the school walls can combine the best aspects of service to the community, problem-based learning, and lessons in good citizenship.
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The purpose of this study was to teach upper elementary and high school students to monitor two estuarine creeks using an adaptation of the Georgia Department of Natural Resources Adopt-A-Stream protocol. Data collected by students were then compared to data collected by a trained instructor to determine the accuracy of student-collected data for dissolved-oxygen (DO) concentration, salinity, and water temperature. Results of the study revealed that students can collect accurate data for several water-quality parameters, and these data can be presented to the community to assist in making informed decisions regarding environmental issues.
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In the problem-based laboratory activity described here, students evaluate the causality of changes on the solar surface in regard to climate change and warming in Earth’s environment. They use graphing calculators and real-time data from the internet to research the possible effects of sunspot activity on ocean temperatures in the Atlantic. The 5E constructivist instructional model—Engage, Explore, Explain, Elaborate, and Evaluate (Bybee 1997)—is used to analyze a false hypothesis linking sea-surface temperature to the Sun.
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By connecting science learning to important societal issues, teachers can motivate students to both enjoy and engage in relevant science (Bennet, Lubben, and Hogarth 2007). To develop that connection, teachers can help students take an active role in authentic community-based science that goes beyond merely learning about the science behind the issues. This article describes an approach to relevancy through an inquiry-based project that connects high school biology, chemistry, and environmental science curriculum to the local environment and the issue of water conservation and protection.
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In recent years, the need to advance the number of individuals pursuing science, technology, engineering, and mathematics fields has gained much attention. The Montgomery County/Virginia Tech Robotics Collaborative (MCVTRC), a yearlong high school robotics program housed in an educational shop facility in Montgomery County, Virginia, seeks to motivate students’ interest in these fields. Through this program, students have the unique opportunity to apply their science and math skills to robotics design through a series of short courses and to participate in an international robotics competition.
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The Center for Nanoscale Chemical-Electrical-Mechanical Manufacturing Systems (Nano-CEMMS) at the University of Illinois, in collaboration with local Champaign-area teachers, has developed classroom activities designed to introduce nanotechnology to secondary students. This article describes a quick, simple, and safe classroom activity in which students make silver nanoparticles and design experiments to test their effectiveness.
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English, mathematics, social science, and other nonscience classes are being held in science laboratories during unassigned laboratory time. However, science laboratories are unsafe places. They contain hazardous chemicals, energy utility sources (gas, electricity, and water), potentially harmful equipment, and more. Students and employees who participate in nonscience instruction in a laboratory may be unfamiliar with these potential dangers and therefore may be exposed to an unsafe working environment. This month’s column addresses this issue and outlines some suggestions to help science teachers when confronted with this situation at the high school level.
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One of teaching’s challenges comes when the teacher communicates clearly and students appear to understand—but instead students ascribe different meanings to the words than intended by the teacher. This happens often when words have different meanings within science and everyday life. Scientific hypotheses, theories, and laws are a prime example—and a source of strife when applied to evolutionary theory. Correctly understanding the differences between the ways these words are used in and out of science is an important part of accurately understanding the nature of science.
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