Fall 2010 Figure 2: Aligning Professional Development Goals and Strategies

1 Power of Learning Communities 48 Are Green Bags Worth the Green? The Most Effective Teaching Karyotype Activity 8 Technique for the Sciences 53 Teaching the Essence Using Virtual Graphic Organizers 56 of Science with a Game? 12 to Enhance Science Reading Comprehension Life Science Arcade Aligned 64 with 2009 Science GLCEs Technology in the Classroom - 23 Digital Microscopy: New Gateway Family Science Night: Connecting to the Microscopic World 65 Science to Parents, the School, and the Community Biocomplexity in the Water Here, Water There, 31 High School Classroom 72 Water Is Everywhere! MSTA Board Members Executive Director - Robby Cramer President - Mike Klein Past President - Betty Crowder 2011 Conference Chair - Paul Drummond 2011 Assistant Conference Chair - Staff Michael Sampson Editor – Lisa Weise Secretary - Vacant Treasurer - Greg Johnson Design & Layout – Keith Bretzius Parliamentarian - Marlenn Maicki Directors At Large - Conni Crittenden, Reviewers June Teisan, Kathy Mirakovits Director of Underrepresented Lori Buwalda (Holt High School) Groups - Deborah Peek-Brown Annis Hapkiewicz (Okemos High School) Director Higher Education - James McDonald (Central Michigan University) Stephen Burton Director Curriculum - Rochelle Rubin Danielle Tandoc (Okemos High School) Director Elementary - Mike Van Antwerp (Holt High School) Charles Bucienski Director Middle Level - Yoneé Kuiphoff Director High School - Article Submission Michael Sampson Articles for publication in the MSTA Journal are invited on Journal Editor - Lisa Weise a contribution basis and are subject to editorial review. Newsletter Editor - Cheryl Hach Historian - Monica Hartman Please submit two (2) printed copies of the manuscript as Awards - Marlene Maicki well as the manuscript on disk (PC format preferred). Every Membership - Paul Drummond attempt will be made to publish within a year after approval Technology - Mike Klein for publication. Send manuscripts to: Special Education - Sally DeRoo Lisa Weise, MSTA Journal Editor Evolution Committee - Greg Forbes 6070 Valley Trail Science Matters Network - Dimondale, MI 48821 David Bydlowski Phone: (517) 694-2162 Regional Directors E-mail: [email protected] Region 1 - Cheryl Hach Region 2 - Mel Drumm Region 3 - Isaac Cottrell Other publications are hereby granted permission to repro- Region 4 - Michele Svoboda duce articles from the MSTA Journal provided the publica- Region 5 - Christel Marschall Region 6 - Karen Kelly tion and author are properly credited and a copy of the Region 7 - Pete Peterson publication is forwarded to the Association for its records. Region 8 - David McCloy Copyrighted articles are noted, and permission to use them Region 9 - Monica Hartman Region 10 - Thomas Waclawski should be requested directly from the authors. Region 11 - Vacant Region 12 - Vacant The MSTA Journal is published two times per year and sent Region 13 - Carolyn Lowe to approximately 1600 MSTA members. Inquires should be Region 14 - Lynn Thomas sent to MSTA Office, 3300 Washtenaw Avenue, Suite 220, State Organization Representatives MABT - Cheryl Hach Ann Arbor, MI 48104-4294. Phone (734) 973-0433. Fax MAEOE - Maura Jung (734) 677-3287. Membership information is available on our MCCB - LuAnne Clark website: http://www.msta-mich.org MCTA - Jamie Benigna MDE - Kevin Richard MDSTA - Judy Morlan Experiments, laboratory activities, demonstrations, and MEA - Christel Marschall MESTA - Timothy Neason other descriptions of the use of chemicals, apparatus, and MIAAPT - Alex Azima instruments are illustrative and directed at qualified teachers. MSELA - Marlenn Maicki Teachers planning to use materials from MSTA Journal should MSO - Vacant consider procedures for laboratory and classroom safety to NSTA - LaMoine Motz and Dwight Sieggreen meet their local needs and situation. MSTA Journal cannot as- SCST - Vacant sume responsibility for uses made of its published material. OEAA - Rochelle Rubin

MSTA Journal • Spring 2010 The Power of Learning Communities: Implementing Change in Science Teacher Professional Development Jann Joseph, PhD, Associate Professor of Biology and Integrated Sciences, Grand Valley State University - Ellen Schiller, PhD, Associate Professor of Education, College of Education, Grand Valley State University - Colleen Heyboer, BS, Teacher, Northview Public Schools, Crossroads Middle School

It takes time to create networks that support professional development. The professional development experience as a one-time workshop event is still common, although it is widely acknowledged as ineffective. Time is an essential component of learning. It takes time to reflect upon student challenges and make informed decisions about curriculum, instruction, and assessment. It takes time to develop and practice new knowledge and skills and, ultimately, to change attitudes and perceptions. This paper describes an extended professional development collaboration that built a learning community of teachers, and its impact on the participants. The paper includes specific examples and strategies that teachers can use to develop a personal professional development plan or to establish similar collaborations with professional developers and/or their peers.

Even teachers who graduate with a bach- six-year journey together we will inspire you elor’s degree in a science major and a to chart your own pathway to success. thorough understanding of the scientific method struggle with what a good inquiry- At the beginning of our teaching journeys based science teacher actually does in we all had a moment when we realized that the classroom. All teachers want to do the the reality of the classroom did not match best for their students but there are many our idealized expectations. As new teach- obstacles to overcome in elementary sci- ers we recognized that we needed to seek ence teaching. Most elementary teachers do out meaningful professional development not have a strong science background and opportunities—opportunities that would help there is usually a limited budget for science us bridge the gap between our idealistic supplies. The responsibility for teaching four visions and the reality of the classroom core content subjects does not leave much context. At a major regional university in the time for preparing and purchasing science Midwest, a series of science teacher devel- supplies and materials. No Child Left Behind opment programs were jointly developed legislation has placed emphasis on math by the College of Liberal Arts and Sciences and literacy leaving less time in the day for and the College of Education to address science. With all these obstacles how do this issue. The programs, which met the we as teachers plan for and deliver quality National Science Standards for professional science lessons? This is the story of a group development of teachers of science (NRC of teachers’ professional development jour- 1996 pg 55-77), were designed to support ney to overcome these challenges as told new and continuing elementary and middle through the voices of a teacher participant school science teachers and help them and two university faculty who were formerly become more effective in the classroom. u K-12 teachers. We hope that by sharing our

Articles | www.msta-mich.org • 1 Program Overview The primary foci were negotiated through The overarching goal of our collaboration surveys and group conversations. The four was to create and implement change in main professional development targets (Fig- teachers’ content knowledge, pedagogi- ure 2) were--Teaching to individual needs cal skills, and attitudes toward teaching in within the classroom, using instructional urban schools with large numbers of at-risk strategies to support and encourage inquiry students. We did this by establishing a com- learning, aligning activities with the state cur- munity of learners that included teachers riculum standards, and building collegiality and university faculty. Twenty-two teachers and collaborative relationships with students, were regular participants and were sup- teaching peers, and university faculty. As a ported by their building administrators and classroom teacher you will want to start your district science supervisors from three local journey by identifying your goals, timeline, school districts. Together we planned and and peers who share your vision. implemented specific PD activities over six years through a seamless transition among Exploration Phase four phases: introduction, exploration, imple- Once you have established your broad mentation, and reflection. An overview of the goals, you need to determine how you will program that you can also implement in your reach them. In this case we obtained a se- building is presented in Figure 1. Throughout ries of grants from Department of Education our description we will emphasize the key Title II funds to the state to support these ef- components that contributed to the success forts. The university faculty took leadership of the program. to determine the best avenues and strategies to meet teachers’ needs. Workshops Introduction Phase were held at times convenient to teachers: To be successful, this science teacher after school with dinner provided, week-long PD program had to be developed and intensive summer institutes, and occasional implemented in close collaboration with the school days with substitutes provided. classroom teachers and school administra- Faculty and guest speakers led the inquiry- tors; it could not be “handed down from based workshops. Faculty mentors assisted above” from the university. Killion (2002) teachers with action research projects which suggests that staff development design they presented at the Michigan Science should be aligned with local needs and with Association Teachers conference and/or the the potential for producing results with stu- regional National Science Teachers Asso- dents. Over the six year period there were ciation meetings. Faculty mentored teach- three key times when new teachers were ers on site in their respective schools and formally invited to join the program but new provided pedagogical and science content participants were welcome at any time and to teachers as they developed science units. teachers recruited their peers throughout . At these junctures we invited members of Opportunities that may be available to meet the extended learning community, including your PD goals include workshops at your principals and curriculum supervisors, to local museums, science centers, intermedi- planning meetings. The purpose of these ate school districts, IMAX movies theaters meetings was to ensure that all stakeholders etc. Increasingly, there are a diverse set were invested in the experience and that of offerings online. We encourage you to participating teachers had district and build- connect with science and/or teacher educa- ing administrator support. Administrative tion departments and individual faculty in support is important when teachers need to nearby universities who are often seeking leave the classroom to attend PD activities. opportunities to collaborate with elementary teachers. Review their websites for summer u

2 • MSTA Journal • Fall 2010 Figure 2: Aligning Professional Development Goals and Strategies

Goals as Implementation Strategies identified in exploration phase

Teaching to Expert guest speaker led workshops on differentiation. individual needs within the Teachers completed unit plans that addressed differentiated classroom instruction.

Teachers worked with faculty developers to create and implement lessons that meet the needs of urban learners.

Using instructional Teachers collaborated with peers and faculty to develop unit and strategies to lesson plans and shared their work on a program website (www. support and gvsu.edu/scicare). encourage inquiry learning Teachers conducted scientific investigations including data collection and analysis as part of an ongoing program to monitor the Great Lakes.

Teachers were observed in their classrooms and provided feedback to improve lessons.

Workshops addressed assessing inquiry learning and developing literacy strategies for science classrooms. Workshops addressed using questions effectively in science teaching, exploring the learning cycle and using substantive conversations in science classrooms

Teachers participated in field based activities including research on the university’s nearby ravines and lakeshore.

Aligning activities Teachers developed curriculum maps that addressed grade-level with the state expectations for science in the state. curriculum standards.

Building collegiality Workshops addressed cooperative learning, and character and collaborative education. relationships with students, teaching Teachers were paired with faculty mentors who modeled peers, and inquiry teaching and met with them regularly, including in their university faculty classrooms.

Teachers and faculty worked together on action research projects and presented their findings at science teacher conferences.

Articles | www.msta-mich.org • 3 programs and courses specially designed classrooms. As we moved into the second for in-service teachers. year of the program, teachers began to focus on peer review in workshops and Implementation Phase through structured site visits to other school The learning community was fully estab- districts. For example, teams of three teach- lished in this phase of the program and ers rotated through visits to other participat- key examples of participants’ activities are ing schools to review teaching strategies. outlined in Figure 2. Recognizing that only a Later, when the larger group met, we dis- small percentage of what is learned in most cussed which strategies were effective and PD programs is incorporated into practice how teachers could change their practices we committed to increasing implementation to improve students’ learning in science. by supporting teachers in their classrooms, as suggested by Yager (2005). Our program Impact on teachers activities addressed and modeled best Teachers provided feedback as part of the practices for educating students of diverse continuous assessment and evaluation of backgrounds. We practiced activities for the PD activities through questionnaires, on- educating at-risk students, which included line surveys and focus groups. Their voices, cooperative learning strategies, wait time, as shown below, provide insights into the setting high expectations, making learn- strengths of the program and offer guidance ing relevant, providing specific feedback, about the elements that built an effective and promoting positive student-teacher learning community. interactions. Our classroom-based support included collaborative planning, reviewing One of the early observations was that students’ work, and peer review. Faculty teachers became more comfortable apply- also visited teachers’ classrooms, provided ing the science standards in their class- feedback on their teaching, and fostered rooms by helping their peers implement the teacher-to-teacher and faculty-to-teacher curriculum. The following comment provides interactions. evidence of their growth in this area:

Over the years there were several staff I have been in touch with the state changes and when necessary we worked standards and the national [science] individually with new teachers and also standards. I received information on how partnered new teachers with experienced to evaluate those. Because of that I can participants in a buddy/mentoring relation- see students’ weaknesses or areas that ship. All program handouts and instructional I may need to re-teach and focus on… materials were available on our website so that new participants could access teach- Loucks-Horsley,Love, Stiles, Mundry, and ing materials presented in previous work- Hewson (2003) recognized that one of the shops. And in a few instances we repeated challenges of effective PD is helping teach- meaningful experiences in the summer ers become co-learners and co-creators of workshops. While the list is Figure 2 is not learning communities in their classrooms exhaustive it provides some activities and and learning communities. Participants strategies you can share with your col- valued working in collaborative groups leagues or use to develop a personal profes- and, in some cases, their collaborative plan- sional development plan. ning and cohesiveness became a model for peers in their schools. Teachers believed Reflection Phase that being part of a community of learn- Reflection is a crucial part of professional ers improved their teaching and students’ growth. We dedicated time and resources performance. They perceived that the com- for teachers to make reciprocal visits to munity of learners included not just fellow

4 • MSTA Journal • Fall 2010 teachers, but university faculty who worked The program included four critical elements with them throughout the years. for developing teaching leaders—extended time, shared decision making, supportive Attitudes changed as teachers planned les- environment and continuous assessment as sons and collaborated in the science com- outlined by Wallace, Nesbit, and Newman munity of their schools and had additional (2001). Thus, teachers not only improved opportunities to interact with colleagues their teaching but they became leaders in from other schools. But most importantly, their schools – exemplars of the effective- they believed that these changes were ness of professional development. positively impacting their students. The following comments represent this prevailing Impact on sentiment. classroom teaching An external reviewer observed teachers I’ve felt more confident and competent near the formal end of the collaborative in the classroom. Furthermore, I feel like PD. The evaluation was based on plan- I have empowered my students with a ning, organization, and implementation of stronger and more captivating education. lessons; science content; and, classroom

culture in which the lessons were con- I have really enjoyed my time in these ducted. The report concluded that all teach- workshops. I have gained a lot of con- ers used strategies/activities appropriate fidence in what I am doing and have for the developmental level of the students developed more lessons to present to and planned a lesson in which all students my students. had the opportunity to be engaged in the u

Figure 1: Framework for establishing a science teacher professional development learning community in your school.

Articles | www.msta-mich.org • 5 Colleen’s Journey “Good science teaching is not something that can be taught in college theory classes. It has to be developed over time. I graduated with a Bachelors of Science Degree ready to teach science but in reality I had no idea of what a good science teacher did. I knew that science was supposed to have experiments but the art of teaching science was foreign to me. I was very fortunate that during my first year of teaching I became involved in the professional development program through my local university. This program helped me develop the necessary skills to be an effective science teacher. Over the years several colleagues saw my enthusiasm and benefits to my students and joined me on my professional development journey.

Now I know how to confidently teach students without giving them direct answers. Instead, my teaching is centered on using good questioning techniques and guiding them through their own experiments. Not only did participating in the program develop my science content pedagogical knowledge, but at the end of each phase I receive the materials I needed to implement the lessons in my classroom. I am now in my seventh year as a teacher and I continue to apply the knowledge learned. They provided the opportunities that I never would have had otherwise. I have been able to network with other teachers, corporations, professors, and community members that have positively impacted my career and my ability to effectively teach science.” -Colleen Heyboer, Sci- ence Teacher. activities incorporated in the lesson. Most goals and objectives were clear, the lessons activities were simple and all teachers had were implemented in a seamless manner, sufficient supplies required for the activity – and the teachers were able to respond with students or groups of students having to students’ questions. All teachers could resources that adequately supported the strengthen their questioning strategies by lesson. All teachers appeared to be knowl- encouraging students to justify or provide edgeable about the topic of the lesson. The evidence for their ideas/answers, to apply

Figure 3: Meeting the National Science Standards for Professional Development for Teachers of Science

National Science Standards Standard A Professional development for teachers of science requires learning essential science content through the perspectives and methods of inquiry Standard B Professional development for teachers of science requires integrating knowledge of science learning, pedagogy, and students; it also requires applying that knowledge to science teaching Standard C Professional development for teachers of science requires building understanding and ability for lifelong learning Standard D Professional development for teachers of science must be coherent and integrated

6 • MSTA Journal • Fall 2010 their knowledge, to solve problems, or by References challenging students to consider alterna- Loucks-Horsley, S., N. Love , K. Stiles, S. tive solutions. All teachers organized the Mundry, and P. Hewson, 2003 Designing lesson around student-student interactions. professional development for teachers of In most of the classrooms, student-student science and mathematics. 2nd ed. Thousand interaction was primarily focused on the Oaks, CA Corwin Press. process rather than the content. And finally Killion, J. 2002. Assessing Impact: Evaluating classroom observations indicated that the Staff Development. Oxford, Ohio. NSDC teachers planned standards-based inquiry- National Research Council. 1996. National Science Education Standards. Washington, oriented lessons. DC: National Academy Press. Wallace J.D., C. R. Nesbit, and C. R. Newman, The journey to inquiry science teaching is 2001. Bringing About School Change: not a weekend getaway—it is an extended Professional Development for Teacher road trip fraught with construction road Leaders. In: Rhoton, J & Bowers, P. Eds. blocks and a flat tire or two but also with Professional Development Leadership and the beautiful vistas, companionship, and memo- Diverse Learner. National Science Education ries to last a lifetime. We wish you the best Leadership Association. NSTA Press. on your journey. Yager, R.E 2005. Exemplary Science: Best practices in professional development. National Science Education Leadership Association. NSTA Press.

About the Authors • Jann Joseph, PhD – Associate Professor of Biology and Integrated Sciences, Grand Valley State University, 1 Campus Drive, Allendale, MI 49401, E-mail: [email protected], Phone: 616-331-2495 • Ellen Schiller, PhD – Associate Professor of Education, College of Education, Grand Valley State University, 301 West Fulton Street, Suite 718, Grand Rapids, MI 49504, E-mail: [email protected], Phone: 616-331-7126 • Colleen Heyboer, BS – Teacher, Northview Public Schools, Crossroads Middle School, 4400 Ambrose, NE, Grand Rapids, MI 49525, E-mail: [email protected], Phone:616-304-7282

Articles | www.msta-mich.org • 7 The Most Effective Teaching Technique for the Sciences Carrie Gabrielse, Grand Valley State University

The study of bugs, the study of plants, fish and humans, these are all necessary for students to learn who we are and where we live. I believe that it is difficult for students to learn these and more science concepts, without getting their hands dirty. There are many discussions and studies being conducted currently to determine the best way for students to learn the concepts in science classes. In this paper some history on methods of instruction, approaches to interactive concepts, recent study results and some problems that may be faced will be discussed. In general, I hope to convince educators that a blended style of instruction will be the most effective for the majority of students in science classes.

The history of science education begins with be tested on in an interactive and engaging the industrial revolution in the early 1900s, manor, not just by lecturing. which brought about technological advancements. Education changed to reflect these There are many strategies of interactive advancements by offering more vocational learning in the classroom, all one needs to type training, according to socioeconomic do is search the internet. A method to en- status. Summarized by Newsome, Wardlow gage students is to create working teams in and Johnson (2005) it was said in the early class, which are created randomly to maxi- 1980s that active experimentation would mize the strengths. These groups discuss allow students to take an active role in the lecture materials and work together to their education which allowed them to take solve problems. Mixing up the technology in ownership of it. the classroom creates variety and keeps the students on their toes. Assigning creative During the 1980s and 1990s a science projects for groups of students to work on education reform took place in which James together may help the global learners in Rutherford established Project 2061 at the the classroom; these ideas are taken from American Association for the Advancement Dolan (1996). of Science, reported by Bybee (1995). This project recommends that schools do not While these are techniques of engaging stu- need to teach more, but that they should dents, science classes rely on experimental teach less content so that that content can methods to teach students. I firmly believe be taught better (Bybee 1995). It seems that students should get their hands dirty that since No Child Left Behind has been in during the laboratory sessions. For example, effect, most teachers are forced to teach to during an anatomy laboratory session to the tests. Frank Costin (2006) proposed that learn the chambers of the heart, the best lecturing comes so natural to educators that way to learn where the arteries and veins go it may be hard to stop and further, that some is to place your fingers through them. After teachers believe that if they sit at a table with the laboratory has ended, it is important to a group of students it is called a discussion, assess the student’s knowledge. Asking but they are still lecturing if the discussion questions of the students during and after is only one way. There are many educators the lab session may enable the teacher to out there that believe that they can teach the assess that knowledge. As discussed by students all of the material in which they will Mary Budd Row (1974), educators should

8 • MSTA Journal • Fall 2010 increase their wait time after asking a question. They found that increasing the wait Introductory biology classes for non-majors time to 3-5s, resulted in longer, complex at Indiana University of Pennsylvania were answers. These authors also discuss some the subject of another study conducted on other techniques to increase the complex- teaching techniques. This study was con- ity and meaningfulness of the answers of ducted by Lord et al. where 2 general biol- students, including the think-pair-share idea. ogy lab sections, taught by the same profes- Introduced by Lyman (1981), this strategy sor, were instructed either by lecture format includes asking the students to think about or by constructivist methods. Constructivist an answer, pair up with someone near teaching relies on the students using their them, sharing their ideas and then picking prior knowledge and experience in a topic to a representative to discuss the answer with learn the new information, in this class the the class. students were asked to make observations and discuss relationships and concepts Several studies have been done to deter- with team members. The information for the mine if this “hands-on approach” is ben- labs was the same for each section and the efiting the students or whether the lecture classes took the same quizzes. The results based education works better. During a show that the constructivist class scored study from Purdue University, research of better on the quizzes and had better atten- human impacts on water and water qual- dance. The author states that the enthusi- ity was conducted by 126 eighth graders asm of the students during the lab sessions from 10 science classes in Indiana. This was clearly observed and many students study done by Riskowski et al. (2009) was asked if this professor was teaching the next conducted where half of the students were semester, high praise for this experiment as taught using traditional methods and half these students did not need to take another were given the assignment to build a water science course. purification device that demonstrated their grasp of the concepts. The results showed The effects of lecture versus experimental that the students who built the purification teaching were the subject of another study device had higher scores and a much higher in Arkansas by Newsome, Wardlow and degree of improvement than the tradition- Johnson (2005). Four classes from 2 high ally taught students on questions regarding schools participated in this study in agri- water purification and water quality. science receiving instruction that was either lecture based or an experimental instruc- Another study was done by McManus, tion which was hands-on, the experimental Dunn and Denig (2003) where a sample method was not explained thoroughly and of 62 adolescents in tenth grade were split was un-clear. The instruction of the classes into 3 groups and rotationally taught us- was switched so that the lecture instructed ing traditional instruction, instruction with class received the experimental instruction teacher-constructed self-teaching resources on a second class lesson. The results indi- or instruction with student-constructed self- cate in this study that there are no differenc- teaching resources. The results showed that es in the material learned or student attitude the traditional teaching was not as effective toward the class. Previous studies also as the teacher-constructed resources, which show mixed results, a study dome by Sund- was not as effective as the student-con- blad, Sigrell, Knutsson, and Lindkvist (2002) structed resources using pre and post test- reported that students scored significantly ing analysis. Students also reported that the higher than the students instructed with a student-constructed instructional resources problem-based teaching method. The study were more helpful than either the teacher- by Newsome (2005) seemed to be valid but constructed or traditional instruction. they only reported the statistics from 2 les- u

Articles | www.msta-mich.org • 9 son plans, I believe that you need to study a what science is all about, & can apply that number of lessons over a period of time to understanding to their learning, or students obtain the true results in education. who can (or maybe can’t) regurgitate ‘facts’ on demand for a relatively short period of These studies are not the only ones ques- time but may struggle to see their relevance tioning the shift from lecture based educa- or importance? I know which one I go for” tion; Keightley Wittich (1995) suggests that (Alison 2010). some professors/teachers may not be comfortable with the hands-on style of teaching References because it would give them less control over Alison (2010, March 30). Engage them with what occurs in the classroom. It was also interactive learning. Message posted to suggested that students are usually more Talking teaching [WordPress.com discussion comfortable with one learning style and they group]: http://talkingteaching.wordpress. might find it difficult to change their learning com/2010/03/30/engage-them-with- and studying techniques to suit their teach- interactive-learning/ ers. Teachers would also be put on the spot Allen, D., & Tanner, K. (2002). Approaches in when it comes to the grading of all the active Cell Biology Teaching. Cell Biology Education, 1(1), 3-5. learning projects. It was also suggested Costin, F. (2006). Lecturing versus Other in this article that a really good lecture is Methods of Teaching: A Review of Research. much better than a bad discussion group. British Journal of Educational Technology, Teachers must be constantly aware of what 3(1), 4-31. is happening in the classroom and making Dolan, A. (1996). Instructors Share Ideas: Large sure that all of the students are participating Class Teaching Tips. Retrieved from Iowa in a group project. State University website: http://www.celt. iastate.edu/teaching/instructors_share.html In all, teachers need to engage their stu- Handelsman et al. (2004). Scientific Teaching. dents and get them actively participating Science 23(304), 521-522 Lyman, F. (1981). The Responsive Classroom in the subject matter, science especially. Discussion: The Inclusion of all Students. In Many guides exist to help science teachers Anderson, A.S., ed., Mainstreaming Digest, engage their students; Handelsman et al. College Park: University of Maryland. (2004) published an article in Science that Lord, T., Travis, H., Magill, B., & King, L. offers a guide to learning how to do scientific Comparing Student-Centered and Teacher- teaching. Carl Wieman is a Nobel laureate Centered Instruction in College Biology who gives seminars on how to be an effec- Labs. Indiana, PA: Indiana University of tive science teacher; his website is http:// Pennsylvania. www.cwsei.ubc.ca/ to help guide teachers. Newsome, L.A., Wardlow, G.W., Johnson, D.M. Science is an important subject to teach, (2005). Effects of Lecture Versus Experiential Teaching Method on Cognitive Achievement, students need to know what is happening Retention, and Attitude Among High School in their bodies as well as the environment Agriscience Students. Proceedings from the around them. So I challenge all science National AAAE Research Conference. San teachers to get your students out into the Antonio, TX. area where they are learning. Study of the O’Connell McManus, D., Dunn, R., & Denig, S.J. human body opens up all sorts of opportuni- (2003). Effects of Traditional Lecture Versus ties to educate students; with the internet Teacher-Constructed & Student constructed they can do projects on human disease. Self-Teaching Instructional Resources on Students can have a current events project Short-Term Science Achievement & Attitudes. where they present on a topic that interests The American Biology Teacher 65(2), 93-102. Riskowski, J.L., Davis Todd, C., Wee, B., them. “What do we as science educators Dark, M., & Harbor, J. (2009). Exploring the really want? Students who understand Effectiveness of an Interdisciplinary Water

10 • MSTA Journal • Fall 2010 Resources Engineering Module in an Eighth a Learning Method: A Comparison Between Grade Science Class. International Journal of Problem-based Learning and More Traditional Engineering Education 25, 181-195. Methods in Specialist University Training Rowe, M.B. (1974). Wait-time and Rewards as Programme in Psychotherapy. Medical Instructional Variables, Their Influence in Teacher 24(3), 268-271. Language, Logic and Fate Control. Part 1: wait Wittich, K. (1995). Essay vs. Scantron Lecture time. Journal of Research in Science Teaching vs. Hands-on. The Digital Collegian. Retrieved 11, 81-94. July 22, 2010, from http://www.collegian. Sundblad, G., Sigrell, B., Knutsson, L., & psu.edu/archive/1995/12/12-11-95cm/12-11- Lindkvist, C. (2002). Students evaluation of 95m01-004.htm

About the Author • Carrie Gabrielse, Grand Valley State University, 5415 Case Dr. Wyoming, MI 49418, (616) 780-2050

Articles | www.msta-mich.org • 11 Using Virtual Graphic Organizers to Enhance Science Reading Comprehension By Lorri J. MacDonald, Ed.D., University of Detroit Mercy

Introduction Although the virtual science classroom may Students in the United States struggle with incorporate a variety of interactive exer- science achievement as they move through cises including virtual laboratory exercises, the educational system. The 2006 results students are still required to read content of the Program for International Student material and comprehend the vocabulary Assessment (PISA) showed that nearly incorporated into the interactive exercises. one quarter of U.S. 15 year olds fell below In the traditional face-to-face classroom, the baseline level of science achievement teachers are able to see and communicate necessary to demonstrate science compe- with each student quickly. This immediate tency in life situations (Alliance for Excellent intervention allows the teacher to assess Education Fact Sheet). Further evidence potential problems with vocabulary compre- of difficulty with science achievement is hension or a particular teaching strategy. indicated by National Assessment of Educa- The virtual setting allows for individual com- tional Progress (NAEP) results which show munication but that communication may not that science achievement scores decrease be synchronous which poses other limita- as students move from elementary to middle tions for the teacher and the student. It is to high school. (See http://nationsreport- not always possible to observe the student’s card.gov/science_2005/s0104.asp?tab_ reaction to a specific teaching strategy in id=tab3&subtab_id=Tab_1&printver=#chart the virtual classroom and the student can- for data) not ask for immediate assistance. There are some forms of virtual learning that allow for Vocabulary comprehension may be a immediate feedback to specific questions contributing factor to the decline in science such as synchronous lessons through in- achievement scores. Comprehension of teractive software programs such as Adobe science text is challenging for students as Connect; however, in the asynchronous they work to understand new vocabulary class, the teacher-student interaction may blended with familiar vocabulary used in vary from an immediate response to 24 to an unfamiliar context. Words such as coat, 72 hours, or longer, if the question is asked school, and shell may be understood by the on a weekend. student to mean clothing to keep us warm in the winter, a place to learn and something to Graphic organizers used in conjunction with be picked up on a beach when the meaning additional text structure instruction such as in context is the fur of an animal, a group of read-aloud analysis and discussion have fish, and an area where electrons are likely been shown to help elementary students to be found (Kroeger, Burton, & Preston, in the traditional classroom understand 2009). As new, more complex vocabulary cause and effect relationships (Williams, is introduced once students leave the Nubla-Kung, & Pollini, 2007). Williams, elementary grades and move to high school, Nubla-Kung, & Pollini (2007) distinguished it becomes more important to diversify the between graphic organizers, concept maps, various teaching strategies in an effort to and vocabulary charts for the purposes of reach all learners. their study of teaching text structure to at- risk second graders; however, for the present discussion, concept maps, vocabulary

12 • MSTA Journal • Fall 2010 charts and general graphic organizers are that uses a hierarchical graphic approach to considered together as one general cat- taking notes which results in notes on one egory of graphic organizers. The following page. The one page representation allows operational definition used by Hall & Strang- the note-taker to view the entire representa- man (2002) is employed for this discussion: tion at once. Both the repeater behavior and the non-linear note taker have similarities A graphic organizer is a visual and to students who use graphic organizers to graphic display that depicts the relation- take notes. Students revisit information to ships between facts, terms, and or ideas complete the graphic organizer in a man- within a learning task. Graphic organiz- ner that is comfortable for them rather than ers are also sometimes referred to as writing down notes in a linear fashion mov- knowledge maps, concept maps, story ing straight through the content. The graphic maps, cognitive organizers, advance organizer provides a one-page representa- organizers, or concept diagrams. (p1) tion of the concepts.

Graphic organizers have been used at all In their examination of 21 research stud- grade levels and in several different content ies conducted between 1963 and 2001 of areas in an effort to improve understanding the use of graphic organizers with learning of vocabulary and concepts thus, leading disabled students, Kim, Vaugh, and Wanzek to improved comprehension of content in (2004) found that the use of graphic organiz- the traditional classroom. The use of virtual ers did increase reading comprehension. graphic organizers to instruct students in the However, the increases did not transfer 21st century is a teaching strategy that can to new content. The implementation of easily be adapted to either the face-to-face the graphic organizers varied through the classroom, hybrid (partially delivered via the studies with some studies implementing the Internet) or in the fully virtual classroom. graphic organizers before, during, or after reading. It was found that graphic organizers Jadin, Gruber and Batinic (2009) studied the constructed by students and used after the success of two types of students, repeaters initial reading had a greater effect than those and surfers, in using e-lectures (a recorded constructed by the teacher and supplied lecture) in virtual learning. For the study, prior to reading. repeaters were operationally defined as students who replayed the e-lecture multiple The Class times either in whole or in part while surfers The virtual course, Introduction to Forensic were defined as students who visited links Science, delivered through Michigan Virtual provided throughout the lecture spending School (MVS®), was initially taught without greater than 20 seconds on multiple links. the incorporation of graphic organizers. Although repeaters visited links, it was in lim- Between the 2007-2008 and 2008-2009 ited number and most links were visited for academic years, the course was revised to less than 20 seconds. Repeaters were found include various graphic organizers into each to outperform surfers on test results. The unit. Graphic organizers were included in mode of presentation did not impact that the revision as a strategy to assist students outcome but rather, the learning strategy in organizing and understanding the content. employed by the student. In another study of The course does not include a textbook note-taking styles and the resultant impact but, rather, relies heavily on websites, short on comprehension of electronic media, (6-10 minutes) e-lectures by the instructor, Makany, Kemp and Dror (2009) found that video clips, and virtual laboratory activities. non-linear note-takers outperformed linear Students are required to read, review, and note-takers on comprehension of content. identify important information from websites The study used SmartWisdom®, a program and are assessed throughout the course u

Articles | www.msta-mich.org • 13 on their ability to recall, comprehend, and Students’ Opinions apply, information (Bloom, 1956) through From September 2007 through August multiple choice quizzes, writing assignments 2008, data on student opinions regarding and discussion board assignments. The cul- the usefulness of graphic organizers in im- minating assignment of the course requires proving their understanding of content pre- students to synthesize information gathered sented in the virtual setting was collected. about “suspects and evidence” for a “crime During the course revision, short surveys to scenario” and evaluate the importance of assess student opinions regarding course the evidence with regard to solving the case, design, including the usefulness of the ultimately selecting a guilty person(s) and graphic organizers in helping them to under- giving reasons for exonerating the other stand and organize the content, were added suspects. after each instructional unit. The nature of virtual learning requires students to be more The Students self-directed and thus motivated to learn in MVS® serves students from all over Michi- order to complete the course. Students are gan and nationwide; however, the students more likely to stay motivated to complete surveyed were all from Michigan schools, the course work if they believe they can be both public and private, grades 9 – 12. successful (Bandura, 1995). The addition of Students are assigned to class sections on the graphic organizers along with e-lecture a first-come basis. Information regarding directions for using the graphic organizers gender, grade level, school of record, or was included as a strategy to encourage any other identifying characteristics was students to believe they will be successful in not considered in this sample population. working with the content. The intent was to collect information in an effort to assess student opinions of the Adaptive release, a function that requires course revisions and specifically the use of completion of items in a specified order, was the graphic organizers as a tool to increase employed to ensure all students completed understanding of content. the survey items. This strategy prevented

Table 1 Student Opinions of Graphic Organizers

Student GO hpfl CM ustd CC unstd GO imp Ntes imp (Unit 1) (Unit 3) (Unit 4) (Unit 5) (Unit 6) *Rating Count % Count % Count % Count % Count % 1.0 21 18.1 14 11.9 10 8.7 8 7.1 32 29.6 2.0 40 34.5 41 34.7 50 43.5 20 17.7 45 41.7 3.0 42 36.2 35 29.7 36 31.3 41 36.3 25 23.1 4.0 10 8.6 22 18.6 14 12.2 33 29.2 4 3.7 5.0 3 2.6 6 5.1 5 4.3 11 9.7 2 1.9 *1 = Strongly Agree, 2 = Agree, 3 = Neither Agree nor Disagree, 4 = Disagree, 5 = Strongly Disagree Legend: GO hpfl = graphic organizer helpful (Unit 1) CM unstd = concept map helped me understand (Unit 3) CC unstd = compare/contrast (Venn Diagram) helped me organize and understand (Unit 4) GO imp = graphic organizer was important for this unit (Unit 5) Ntes imp = important for me to keep notes organized (Unit 6)

14 • MSTA Journal • Fall 2010 Table 2 Types of Graphic Organizers in Each Unit

Unit Type of Organizer Included 1 Career Graphic Organizer (modified general graphic organizer); General Graphic Organizer 2 General Graphic Organizer 3 Concept Definition Map (required assignment); General Graphic Organizer 4 Venn Diagram(required assignment); General Graphic Organizer 5 General Graphic Organizer 6 General Graphic Organizer students from moving ahead in the course for the students’ use with the comment ‘Lots without providing their opinions. The design of information to keep straight!’ next to the of the surveys to collect student opinions organizer. No other suggestion was made to used a Likert scale ranging from 1 – 5 with a use the graphic organizer. Table 2 provides response of 1 = Strongly Agree, 2 = Agree, 3 an overview of the types of graphic organiz- = Neither Agree nor Disagree, 4 = Disagree, ers contained in each unit. 5 = Strongly Disagree (See Appendix A for survey items). Students were also asked Student opinions of the graphic organizers to respond to items on specific videos and varied throughout the class. More than half virtual lab exercises to provide information to the students (52.6%) found the graphic be used in future course revisions. organizer helpful in Unit 1. The assignment for which the graphic organizer was Frequency analysis was run on each item to provided asked students to review different assess students’ opinions with regard to the career opportunities within forensic science usefulness of the various styles of graphic but was not required to complete the assign- organizers. Each survey item listed in Table ment. Figure 1 shows a modified version of 1 was contained in a different unit survey. the career graphic organizer. The first survey received 116 responses while the final survey received 108 respons- Students were required to complete a con- es. Percentage of each response was concept definition map for Unit 3. An e-lecture sidered rather than number of responses for explaining the use of the concept definition this analysis. Results of students’ responses map was included with the provided tem- to survey items are shown in Table 1. plate for the concept definition map. The concept definition map is a variation of the General graphic organizers were provided concept map many teachers use in elemen- for every unit and frequently throughout the tary and middle school (Vanides, Yin, & To- lessons; however, their use was not required mita, 2005). Students are given vocabulary in all cases. In Units 3 and 4, assignments and/or concepts and asked to map out the that required the submission of the com- words connecting the various words or con- pleted graphic organizer were part of the cepts together in a way that makes sense students’ grade. In Units 1 and 5, the graph- to them personally. In a concept definition ic organizer was provided along with the map, students include a definition near the suggestion to use it, but submission of the word or concept. The definition should be completed organizer was not required for a written in student-friendly language, not grade. Unit 6 did not require a graphic orga- copied directly from the text. Figure 2 shows nizer for submission but one was provided a version of the concept definition map u

Articles | www.msta-mich.org • 15 Figure 1. Unit 1 Career Graphic Organizer

Career Education required, Interested: Yes/No responsibilities, other points of and Reason interest Criminalistics Engineering Sciences Other

Figure 2. Example of Concept Definition Map

provided for the students with Chemistry able. Figures 5-7 are examples of Venn as the central concept. The response to diagrams completed by students for the Unit the concept definition map was slightly less 4 compare-contrast assignment of different positive with only 46.6% of the respondents types of microscopes. in agreement that the concept definition map helped to make the information more General graphic organizers were provided understandable. in Units 5 and 6 but were not required for a graded assignment. Student opinions Two examples completed by students of the usefulness of the general graphic enrolled in Introduction to Forensic Science organizer decreased considerably by Unit 5 appear in Figure 3 and Figure 4. with only 24.8% expressing that the graphic organizer was important to keep information A Venn diagram was required as a organized; however, by Unit 6, even though compare-contrast assignment of different students were not required to complete microscopes for Unit 4. Student responses a graphic organizer, 71.3% reported that to this required assignment were compa- keeping notes was important; although, they rable to responses from Unit 1 with 52.2% could keep the notes in any format, including in agreement that the Venn diagram helped the graphic organizer. u to make the information more understand-

16 • MSTA Journal • Fall 2010 Figure 3. Student completed example of a concept definition map

Figure 4. Student completed example of a concept definition map (this student chose to develop his own format)

Articles | www.msta-mich.org • 17 Figure 5. Venn Diagram Example 1

Figure 6. Venn Diagram Example 2

18 • MSTA Journal • Fall 2010

Figure 7. Venn Diagram Example 3 (This student chose to create his own format)

Articles | www.msta-mich.org • 19 Figure 8. General Graphic Organizer

Category General Information Specific points worth remembering

An example of a general graphic organizer successful. Bandura (1995) referred to self- provided throughout the course can be efficacy as “one’s capabilities to organize found in Figure 8. and execute the course of action required to manage prospective situations” (p 3). The Discussion intent of the implementation of a strategy Although 71.3% of the students felt it was for managing information presented in the important to take notes, the results through- course is to encourage students to believe out the course do not support the use of they can be successful in organizing the graphic organizers at that level. Students content and thus successful in learning that appear to prefer developing their own style content. As the survey results indicate, it of note-taking which supports of the findings may appropriate to allow students to de- of Kim, Vaugh, and Wanzek (2004). velop their own form of graphic organizer.

Much of the content for Introduction to References Forensic Science is delivered via e-lecture Alliance for Excellent Education Fact Sheet presentations from the course instructor, Retrieved November 18, 2009 from http://www. video clips and virtual laboratory exercises. all4ed.org/files/IntlComp_FactSheet.pdf Gleaning content from the different modes Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. In of delivery may have influenced students’ A. Bandura (Ed.), Self-efficacy in changing comfort with using the graphic organiz- societies (pp. 1 – 45). New York: Cambridge ers; even though 71.3% of the students University Press. felt that taking notes on the material was Bloom B. S. (1956). Taxonomy of Educational important. If the student is not prepared Objectives, Handbook I: The Cognitive with a strategy for organizing information Domain. New York: David McKay Co Inc. in a content-rich virtual course, the student Hall, T., & Strangman, N. (2002). Graphic could quickly become overwhelmed unless organizers. Wakefield, MA: National Center on specific strategies for organization are built Accessing the General Curriculum. Retrieved into the design of the course. The same is November 19, 2009 from http://www.cast.org/ publications/ncac/ncac_go.html true in a face-to-face classroom. Introducing Jadin, T., Gruber, A. & Batinic, B. (2009) Learning graphic organizers as an organizational tool with e-lectures: The meaning of learning should be practiced in either setting before strategies. Educational Technology & Society, requiring students to complete the graphic 12 (3), 282-288. Retrieved February 3, 2010, organizers. from Education Full Text database. Kim, A., Vaughn, S., & Wanzek, J. (2004). As both the use of technology in the face- Graphic organizers and their effects on the to-face classroom and the development of reading comprehension of students with hybrid classes increase, students are likely LD: A synthesis of research. Journal of to use less paper and more virtual tools. Learning Disabilities, 37(2), 105-18. Retrieved December 30, 2009, from Education Full Text Students are more likely to be successful database. in a course when they believe they can be

20 • MSTA Journal • Fall 2010 Kroeger, S., Burton, C,. & Preston, C. Integrating Program for International Student Assessment evidence-based practices in middle science US Department of Education Institute of reading. (January/February 2009). Teaching Education Sciences http://nces.ed.gov/ Exceptional Children. 41(3), 6-15. surveys/pisa/ Makany, T., Kemp, J. & Dror, I. (2009) Optimising Vanides, J., Yin, Y., & Tomita, M. (Summer 2005). the use of note-taking as an external cognitive Using concept maps in the science classroom. aid for increasing learning. British Journal Scietnce Scope. 28(8), 27-31. of Educational Technology, 40 (4), 619-635. Williams, J. P., Nubla-Kung, A. M., & Pollini, S. DOI:10.1111/j.1467-8535.2008.00906.x (March/April 2007). Teaching cause-effect NAEP 2005 results Retrieved November text structure through social studies content 18, 2009 from http://nationsreportcard. to at-risk second graders. Journal of Learning gov/science_2005/s0104.asp?tab_ Disabilities. 40(2), 111-20. id=tab3&subtab_id=Tab_1&printver=#chart

Appendix A

Unit 1 Survey Items 1. The Career assignment was interesting to complete. 2. I was surprised that forensic investigation has been around for longer than a few years. 3. I enjoyed looking at the career areas my classmates selected. 4. The graphic organizer was a help in keeping the information from this unit straight. 5. This unit made me want to learn more about forensic science.

Unit 2 Survey Items 1. I have a good idea of what goes into documenting a crime scene. 2. Evidence collected at a crime scene sometimes leads to more questions. 3. The websites in this unit were difficult to understand. 4. Describing the photographs of the break-in crime scene was challenging for me. 5. Discussing the crime scene photographs with my classmates helps me see more in the photographs than I see by myself.

Unit 3 Survey Items 1. The concept definition map assignment helped me to organize my understanding of basic chemistry concepts. 2. The virtual labs in this unit helped me to get a clear picture what I was learning about chemistry. 3. The layout of the Periodic Table makes sense to me after working through this unit. 4. The case study and discussion forum for this unit made the content of the unit meaningful for me. 5. The video clips in this unit were informative.

continued on next page

Articles | www.msta-mich.org • 21 Appendix A (continued)

Unit 4 Survey Items 1. The lesson on microscopes contained some information that was new for me. 2. The Compare/Contrast assignment of the various types of microscopes helped me to organize and understand the differences among the types of microscopes. 3. The Rock Classification exercise and the Soils Around the World interactive, were helpful in my understanding about the wide varieties of soil types in the world. 4. I liked writing a summary of the Karyn Slover Case rather than discussing it on the discussion forum. 5. The content of this unit made the link between soil analysis and forensic investigation clear to me.

Unit 5 Survey Items 1. This unit made me think about the ethical issues surrounding DNA. 2. The virtual labs in this unit helped me to understand DNA typing. 3. It was important for me to use a graphic organizer in this unit. 4. This unit helped me understand that there are limitations to DNA typing. 5. This unit helped me to see that DNA analysis is not as clear cut as it looks on television.

Unit 6 Survey Items 1. The information about the history of fingerprinting helped me to understand the connection between fingerprints and criminal investigations. 2. It was important for me to take notes on the different types of fingerprints to keep the information organized. 3. The audio/visual presentation by the course instructor was helpful in understanding the content. 4. The case study discussion board helped to make the content from this unit relevant to the real world of criminal investigation. 5. The video clip from the Michigan State Police on Latent Prints was interesting and informative.

Unit 7 Survey Items 1. Before this unit, I thought questioned document examination was mainly analyz- ing handwriting. 2. The information about different types of ink and how to analyze them was new to me. 3. The United States Secret Service Counterfeiting website was interesting and informative. 4. I found the case studies interesting to read and discuss. 5. The TWEAS Case was challenging and interesting to work through.

22 • MSTA Journal • Fall 2010 TECHNOLOGY IN THE CLASSROOM Digital Microscopy: New Gateway to the Microscopic World By Ruth Bates and Deborah Bates

“It’s like a jungle!” said a 10 year-old peer- mandated by the State of Michigan (see ing at a clump of moss under a digital appendices). After learning to use the Eye- microscope. Since many kids (and some clops BioniCam, students, working in pairs, adults) find conventional microscopes con- chose two insects from the broad selec- fusing and difficult to use, digital microscopy tion of species that we provided, including offers students a more immediately engag- everything from giant butterflies to common ing means of investigating the microscopic mosquitoes. They then compared and world. This is especially true of the Eyeclops contrasted these two specimens by viewing BioniCam, an inexpensive, hand-held, them with their eyes, a hand lens, and with battery-powered microscope with built-in the Eyeclops microscope and recording screen and simple controls. Rather than their observations on a pre-prepared Venn struggle to focus and orient themselves diagram. When presented to a fourth-grade to a pre-prepared two-dimensional tissue classroom at Pinecrest Elementary School section, students can independently gather (East Lansing, MI), this lesson plan took and magnify three-dimensional objects, roughly 45mins, including a brief introduc- discovering incredible detail which, while en- tion to how and why scientific observations tirely unexpected, still makes logical spatial are recorded, a conceptual explanation of a sense. Real-time images can be viewed on Venn diagram and time for students to work the microscope’s LCD screen or displayed in pairs summarizing and comparing their on a computer or television for the entire observations. class. As a distinctively convenient feature, the Eyeclops BioniCam allows images to be Having presented these microscopes on viewed and stored on a USB memory stick over ten different occasions to kids from and later downloaded to create high-quality 4-16 years old, we have repeatedly been student presentations. impressed with the broad appeal of real-time digital microscopy. Something about discov- For the past year, my sister (a Nursing ering one’s own skin is not only finely wrin- student at Lansing Community College) kled, but (microscopically) alarmingly hairy, and I (a third-year medical student at MSU) consistently captures imaginations, sparking have been intrigued by the potential of using further creative investigation. Examining her digital microscopes to inspire students to finely knit cotton T-shirt, one 11-year-old ex- unlock the wonders of science, particularly claimed, “I didn’t even know it was made out for students without the resources or natural of yarn!” After only a brief introduction to the inclination to pursue the study of science Eyeclops, students 9 years and older readily without encouragement. master the controls and, keenly enthusiastic, are ready to launch into discovery. Testing the impact of this new technology at Lansing Community College’s (LCC) This project was designed to fulfill several Science and Math Elementary Exploration Inquiry Process GLICS – including mak- (SMEE), we designed a lesson plan using ing purposeful observations (S.IP.04.11), digital microscopy to meet several of the manipulating tools to aid scientific observa- fourth-grade educational standards (GLICS) tions (S.IP.04.14) and constructing simple u

Articles | www.msta-mich.org • 23 charts summarizing data (S.IP.04.16). The microscopes for this pilot study, partnering Eyeclops BioniCam, however, is remarkably with Impression 5 Science Center and LCC versatile, adding a fun discovery element to to create flexible curriculum-based activities. learning. Everything from skin, hair and tiny In a classroom setting, as few as 10 units fibers to plants, rocks, and crystals – such allow each student to have individual access as salt, sugar, and magnesium sulfate – to highly magnified images. create incredibly detailed images. Thanks to the unique ability of digital microscopes From our experience, the Eyeclops is to motivate students’ curiosity and explora- uniquely student-friendly, easily portable, tion, educational objectives can easily be and even durable enough to take on outdoor expanded to many other science topics explorations. Digital microscopes used to (including plant structure, crystal formation, be confined to research settings and health geology, etc.) as well as interdisciplinary care facilities and the potential of putting this topics such as writing, vocabulary, and technology into the hands of a student has PowerPoint presentations. yet to be calculated. As students digitally discover the strange and unexpected beau- The price of the Eyeclops on Amazon.com ties hidden in the world around them, some varies between $40 and $80, much cheaper really do experience the microscopic world than other available digital microscopes like never before. of the same resolution. We purchased 30

About the Author • Ruth Bates: Ruth is a third-year medical student at Michigan State University’s College of Human Medicine. Mailing Address: 9380 Coleman Rd., Haslett, MI 48840. Cell phone: (517) 420-6697 • Deborah Bates: Deborah, Ruth’s sister, is a nursing student at Lansing Community College. Mailing Address: 9380 Coleman Rd., Haslett, MI 48840. Cell phone: (517) 420-6657 Note: Neither Ruth nor Deborah have any relationship with the producers of the Eyeclops digital microscopes. This activity could be adapted to use other brands of digital microscopes, but the Eyeclops does seem to be uniquely portable and student-friendly.

Lesson Plan continued on next page u

24 • MSTA Journal • Fall 2010 Lesson Plan: Using Digital Microscopes to Investigate the Insect World By Ruth Bates and Deborah Bates

Introduction Often kids (and adults) only casually see the world around them without actually taking the time to observe. The lesson plan is designed to get kids excited about what they can discover by putting thoughtful effort into observing the world of everyday insects with the help of simple hand lens and portable digital microscopes.

Grade Level This activity was designed for a fourth-grade classroom but could easily be adapted to older classrooms.

Objectives 1. A student will be able to understand importance of close observation and recording to the process of scientific inquiry. 2. A student will be able to construct a Venn diagram and explain the meaning it repre- sents. 3. A student will be able to intentionally observe and compare two insect species using the aid of a simple hand lens and a portable digital microscope. 4. A student will be able to better appreciate the existence of structure and details difficult or even impossible to see with the unaided human eye.

MI Scientific Inquiry GLICS met • S.IP.04.11 Make purposeful observations of the natural world using the appropriate senses. • S.IP.04.14 Manipulate simple tools that aid observation and data collection (for example: hand lens, balance, ruler, meter stick, measuring cup, thermometer, spring scale, stop watch/timer, graduated cylinder/beaker). • S.IP.04.16 Construct simple charts and graphs from data and observations.

Materials • 10-15 Eyeclops digital microscopes and extra AA batteries. Students work in pairs with one microscope per pair. • Simple hand lens (5-10x), one per student. • Preserved insects (either behind glass or within petri dishes), enough for at least two insects per pair of students. • Student workbook containing pre-constructed Venn diagram and insect identification charts. (See appendices). • Some means of projecting a digital image for the entire classroom. Eyeclops digital images can be viewed live through a television/computer screen or as still photographs via a simple USB memory stick. u

Articles | www.msta-mich.org • 25 Lesson Plan (continued)

Procedure Introduction (<5mins): Get the students to start thinking about what scientists really do. Help them figure out the central role that careful observation (and accurate recording of those observations) plays in the lives of a wide range of scientists, including physicians and nurses as well as more traditional scientists like chemists, biologists and engineers.

Walk through an example (5mins): In order to help the students gain a basic vocabulary for expressing their observations, it is helpful to practice as a class prior to splitting into pairs. Display an image of an insect on a television or computer screen and ask the students how they would describe its color, texture, size, structure etc. Compare these observations to a contrasting insect.

Explain how to properly hold and focus the digital microscope (5-10mins): After a short demonstration, allow the students some time to experiment and practice with the microscopes on easily available surfaces like their jeans, desks, sweaters, skin and paper. Students are often amazed at the microscopic complexity all around them, including the items they wore to school!

Introduce the concept of a Venn diagram, its representational significance and how to properly record observations (5mins): For some students, this format of data collection and recording may be new, but most students understand the concept very quickly and have no problem recording their observation in the correct locations.

Completions of Venn diagram using observations made with unaided eye, hand lens and digital microscope (20mins): During this time, student pairs are working independently and the teacher is available to answer any specific concerns or questions that may arise.

Wrap up and conclusion (5mins): Ask the students what they discovered by taking time to observe closely. What details did they notice as they progressively magnified their assigned insects? How easy was it to write down everything they saw? Would another scientist be able to figure out which insect they had been examining?

26 • MSTA Journal • Fall 2010 Articles | www.msta-mich.org • 27 28 • MSTA Journal • Fall 2010 Articles | www.msta-mich.org • 29 30 • MSTA Journal • Fall 2010 Biocomplexity in the High School Classroom By Michael Sinclair1, Kalamazoo Area Math & Science Center - Helene Dauerty, Elkhart Central High School - Tom Finke, Trinity School at Greenlawn

It’s early May and your students have just integrated approach to learning the prereq- finished taking the Advanced Placement® uisite knowledge necessary for examining Biology examination. There are two or three mathematical and computational biology weeks left in the school year and the ques- at the cutting edge. The site – located tion is: What to teach? More of the same? at www.nd.edu/~tutorial – is a basic and Something new? How about a short, explor- straightforward introduction to modeling and atory topic beyond high school biology? In biocomplexity. this paper, we suggest the newly emerging field of biocomplexity. A concerted effort was made throughout the development of the online tutorials to Biocomplexity is the study of the structures make them user friendly, clearly written with and behaviors that arise from the interaction many examples, and – most especially – of biological entities such as molecules, highly interactive. In addition, we focused on cells, or organisms. While physical and developing a comprehensive site, which was chemical processes give rise to a great aimed specifically for use in the high school variety of spatial and temporal structures, classroom applicable to the students’ aca- the complexity of even the simplest biologi- demic level. We intended for our tutorial to cal phenomena is infinitely richer2. Over be a solid introduction to biocomplexity with the past decade, much of the focus of a carefully developed survey of the pertinent biocomplexity research has been on the mathematical and computational concepts development of mathematical and computer and tools commonly used in the field. Fi- models which carefully replicate the known nally, we wanted students to interactively characteristics of a cell or a biological organ- examine various mathematical and physical ism3-4. At a variety of colleges and universi- models illustrating the behavior of specific ties, mathematicians, biologists, physicists, biological systems. biochemists, and computer scientists are working on developing techniques based on This modeling environment was specifically mathematical methods, probability theory designed and formatted in such a way that it and stochastic processes coupled with could be readily linked into the correspond- computer modeling for the study of biologi- ing mathematics and life sciences courses; cal problems. the tutorials can be used as a supplemental topic for AP Statistics or AP Biology. We As part of this interdisciplinary approach, also see it as the foundation for “doing” and in conjunction with the National Sci- basic research at the high school level. ence Foundation’s Research Experience for Teachers program at the University of Notre Design and structure Dame, we have developed a web-based The end configuration of our web-based tu- modeling environment designed to intro- torial incorporates a three-strand approach; duce high school students and teachers to one strand focusing on the mathematics the field of biocomplexity, familiarize them necessary to explore the second track, the with related research currently underway, second strand being an overview of the and – most importantly – incorporate an basic physical models used to explore the u

Articles | www.msta-mich.org • 31 Fig. 1. Three strand tutorial approach.

third strand, and the third strand examin- lowed a straightforward and readily recog- ing the biological behavior currently under nizable format; an introduction to the topic investigation These are shown in Figure 1. under investigation with examples, then a computer-driven model (with the ability for A variety of computer modeling programs students to modify initial parameters), and are used throughout all three strands, ending with links to additional resources including NetLogo™, MatLab™, and Com- puCell3D™. However, the majority of the Completion of all the web tutorials would simulations were developed using NetLogo, give students a reasonably comprehensive primarily because the program is easy to overview of biocomplexity and also allow use, free (an especially important factor for teachers to evaluate their knowledge and teachers given the current fiscal restrictions progress through the material. faced by educators today), and easily down- loadable directly from the NetLogo homep- Tutorial format age at http://ccl.northwestern.edu/netlogo. The modeling environment is best appreci- The programming language is simple, user- ated by using it. However, screenshots and friendly, and extremely robust. NetLogo also brief explanation of each section can be has a strong educators and users support used to convey key aspects of the tutorial. group5. Finally, all the basic simulations are We use the structure of the interface shown embedded in the tutorial itself. in Figure 2 below as the basis for the tutorials. The Navigation Wheel links the four The high school teachers developed model- parts of each tutorial topic: How it works, ing tools and wrote tutorials with guidance Activities, Quick links, and What’s from researchers currently working in the next. field. Each tutorial dealt with key concepts necessary to examine biocomplexity be- In How it works, an overview of the given havior within the limitations of the available topic is presented. This section describes background of the students. They all fol-

32 • MSTA Journal • Fall 2010 Fig. 2. Screenshot of Modeling Myxobacteria tutorial opening page.

Fig. 3. Screenshot of beginning of the Introduction to Microtubules tutorial How it works section

the basic theory and concepts in this tuto- students will have worked through previous rial, how the computer model works, and material so there is little or no review. For outlines several examples and activities. example, see Figure 3. Some of the topics also include a short summary explaining how the model is used The Activities section actually allows in studying biological behavior. For the more students to interactively test the model; this advanced tutorials, it was assumed that is where the applets for the various simula- u

Articles | www.msta-mich.org • 33 Fig. 5. Screenshot from the Monte Carlo tutorial.

tions are located. Several of the programs Future Work have parameters which can be changed Early reviews by students and teachers so students have the opportunity to work have generally been positive, but a more through a series of models. Students are extensive evaluation will be performed encouraged to try to do as many as possible this upcoming academic year. We are as each trial will illustrate more about how also planning a workshop for high school the topic works. mathematics and science teachers as well. The next major step in this project will be Note that all of the models have been simpli- to create several more tutorials, including fied so that students are able to handle the cellular automata, population dynamics, limb level of expertise needed to at least recog- formation, and blood clotting. We also plan nize the cogent aspects of the science and on developing and incorporating a series of mathematics behind topics given. evaluative tools for the classroom.

The Quick links section has direct links to The collaborative approach in developing similar sites that describe extensions to the an integrated and interdisciplinary program area of interest as well as a list of resources along with extensive opportunities to explore (such as books, articles, etc.) available the connections between mathematics and to the student. In addition, this also takes biology through a web-based environment students to a complete glossary of all the are the next major phases in the long-term key terms found in the tutorials. Finally, the reform of the secondary school curriculum. What’s next section directs students to the It’s time to take the plunge and check out next tutorial topic. They may also chose biocomplexity at www.nd.edu/~tutorial. to “leap past” any given tutorial area and examine other topics as they see fit.

34 • MSTA Journal • Fall 2010 References 3. Gregoretti, I., Margolin, G., Alber, M., & Goodson, H. (2006). Modeling microtubule 1. Kling, J (2004). Mathematics in Biology: The dynamic instability, Journal of Cell Science 119 Mathematical Biology Job Market. Science’s (22) pp. 4781-4788. Next Wave. Online: nextwave.sciencemag.org. 4. Wilensky, U. (1999). NetLogo. Center for 2. Chaturvedi, R., C. Huang, B. Kazmierczak, T. Connected Learning and Computer-Based Schneider, J. A. Izaguirre, T. Glimm, H.G.E. Modeling. Northwestern University, Evanston, Hentschel, J. A. Glazier, S. A. Newman, M. IL. Online: ccl.northwestern.edu/netlogo. Alber (2005), On Multiscale Approaches to 3-Dimensional Modeling of Morphogenesis, Journal of the Royal Society Interface 2 3, pp. 237-253.

About the Authors • Michael Sinclair – Kalamazoo Area Mathematics & Science Center, 600 West Vine, Suite 400, Kalamazoo, MI 49008, [email protected]

Articles | www.msta-mich.org • 35 Old Chemistry: Learning from Early Chemistry Researchers By David Consiglio, Teacher - Southfield-Lathrup High School

Chemistry can be very intimidating for students, particularly because they seem to be the ones always making the mistakes! I wrote this assignment to show that many early researchers made some of these same mistakes. This assignment is also a valuable teaching tool for error analysis and a wide variety of chemistry topics. It can be used as a whole or in parts as various topics are introduced. It is appropriate for a first year chemistry course (near the end of the year) or an AP Chemistry course. It is particularly good as a make-up assignment or for when you (the instructor) are absent from class as no materials are required.

The following Michigan High School Content Expectations (HSCE) are addressed in this document: • C1.1A Generate new questions that can be investigated in the laboratory or field. • C1.1B Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions. • C1.1D Identify patterns in data and relate them to theoretical models. • C1.1E Describe a reason for a given conclusion using evidence from an investigation. • C1.1f Predict what would happen if the variables, methods, or timing of an investigation were changed. • C1.1g Based on empirical evidence, explain and critique the reasoning used to draw a scientific conclusion or explanation. • C1.1i Distinguish between scientific explanations that are regarded as current scientific consensus and the emerging questions that active researchers investigate. • C1.2A Critique whether or not specific questions can be answered through scientific investigations. • C1.2C Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information. • C1.2D Evaluate scientific explanations in a peer review process or discussion format. • C2.1b Describe energy changes associated with chemical reactions in terms of bonds broken and formed (including intermolecular forces). • C4.1a Calculate the percent by weight of each element in a compound based on the compound formula. • C4.2A Name simple binary compounds using their formulae. • C4.2B Given the name, write the formula of simple binary compounds. • C4.2c Given a formula, name the compound. • C4.2d Given the name, write the formula of ionic and molecular compounds. • C4.8A Identify the location, relative mass, and charge for electrons, protons, and neutrons. • C4.10B Recognize that an element always contains the same number of protons. • C5.2A Balance simple chemical equations applying the conservation of matter. • C5.5c Draw Lewis structures for simple compounds • C5.5d Compare the relative melting point, electrical and thermal conductivity, and hardness for ionic, metallic, and covalent compounds. • C5.5e Relate the melting point, hardness, and electrical and thermal conductivity of a substance to its structure.

36 • MSTA Journal • Fall 2010 About the Author • David Consiglio, Teacher - Southfield-Lathrup High School, 19301 W. 12 Mile Road Lathrup Village, MI 48076, [email protected], H - (586) 258-8363, W - (248) 746- 7200, F - (248) 746-7673

Instructions: The following texts have been copied from various chemical journals published between 1840 and 1860. Read them and then answer the questions below them.

Passage One:

Interesting note: You may have noticed that the “subscripts” are actually “superscripts” here. This was very common in the 1800s. The standard form of formula writing was not cemented until nearly 1900.

1. Draw a Lewis structure for BCl3 and NH3.

2. These two compounds react (just as the author states) to form BCl3NH3. (The author has the wrong formula here...a common problem in the 1800s. You'll see why, later...) Draw the Lewis structure for this compound.

3. One reason the author may have gotten the formula wrong is because his calculated value of the percent composition of chlorine in this compound is too

low. What is the actual percent composition of chlorine in the compound BCl3NH3?

4. Why do you think this reaction is so violent? (Hint: Look at the Lewis structure of u BCl3. What is unusual about it?)

Classroom Activities | www.msta-mich.org • 37 Passage Two:

5. Write a balanced chemical equation for the reaction between Zinc Oxide and “Pentachloride of Phosphorus” (Phosphorus Pentachloride). Hint: The phosphorus-containing product contains both oxygen and chlorine atoms.

Interesting note: You may have noticed that the naming of compounds resembles Spanish or French, with the changing of the ends of words like chlorine -> chlo- ride. This is due to the fact that much of chemical language is derived from Ro- mance languages (French in particular), which are derived originally from Latin. No- tice that in the Romance languages, adjectives are typically placed after the noun and so “Pentachloride of Phosphorus” is consistent with this rule. Only later did the “English” adjective-noun ordering come into common usage. We still see this ordering in the Romance languages today, as in Charles de Gaulle (he was the President of France...his name means “Charles of France”...convenient)

6. How would you make phosphorus pentachloride from elements? Write a balanced chemical reaction (including phase...phosphorus pentachloride is a gas) and describe the procedure using complete sentences.

38 • MSTA Journal • Fall 2010 Passage Three:

7. Write complete balanced equations for the two chemical reactions described in the second paragraph of this text. (Ignore the “dry carbonic acid”)

8. “Dry carbonic acid” is the gas that is formed from the dehydration (drying) of carbonic acid. Write a balanced chemical equation for the decomposition of carbonic acid into water and a gas.

9. What is “Dry carbonic acid” commonly known as today?

10. Why would the authors fill the tube with “Dry carbonic acid?” What purpose does it serve, if it is not actually reacting with any of the chemicals in this reaction?

11. Write the balanced equation for this reaction. Notice again the odd naming.

I mentioned earlier that the problem of incorrect formulas was a major one in the 1840s - 1860s. Part of the reason for that was that there was no periodic table in those days (it was first thought up in 1869 and did not come into common use for u

Classroom Activities | www.msta-mich.org • 39 some time thereafter). Atomic masses in those days were known, but since the concept of “diatomic” molecules had not come into existence yet, many were totally wrong. This is because the atomic masses were obtained by combining an element with Oxygen or Chlorine and then calculating the ratio of Oxygen or Chlorine, by mass, to that of the element in question. This works well (even today), but the problem is that the formulas of the compounds that were made wasn’t known. It was usually assumed to be EO or ECl, where “E” here is the element. That works fine for Calcium Oxide, but not for Sodium Oxide, etc. As a result, many times the atomic masses of elements were off by a factor of 2 or 4 due to these issues. Please read the article below:

40 • MSTA Journal • Fall 2010 12. The atomic masses being calculated here for Manganese and Nickel are obviously not right. Notice that for Manganese the “Protoxide” is used. What’s that? MnO

(as described above). Unfortunately, Manganese usually forms MnO2. Using the mean above and this new information, calculate the actual atomic mass of Manganese. How do your answer compare with the modern value?

You’ll notice that Dumas (mentioned at the bottom) is talking about weights that are off by 1/4 or 1/2 of the mass of a hydrogen atom. Back in those days, it was commonly believed that atoms were formed of little particles, the smallest of which was the hydrogen nucleus (a proton). They weren’t far off, but they didn’t know about neutrons, or more importantly, the presence of multiple isotopes of one element in a sample. As a result, they assumed that ALL atomic masses must be whole numbers. That’s why the author above is adamant that Manganese has an atomic mass of 27 and Nickel has an atomic mass of 29...he assumed that the decimals must be error. This kind of assumption can get a scientist in real trouble. See below:

Classroom Activities | www.msta-mich.org • 41 Notice that the author here assumes that chlorine MUST have an atomic mass equal to a whole number, and that the number must be 36. Chlorine presented a particular problem because its actual atomic mass is so nearly 35.5, which is to say right in between 35 and 36. But, despite the fact that many prominent chemists (most notably Berzelius...look him up on Google...he’s important) had found the mass to be a decimal, people still ardently hung on to this “whole number” theory, even to the point of ignoring the evidence right in front of them.

13. How is it possible that an atom can have a decimal for an atomic mass when atoms are made up of protons and neutrons (electrons hardly weigh anything), both of which has a mass of almost exactly “1” unit?

42 • MSTA Journal • Fall 2010 Scientists did start to get things right, though:

This experiment was designed to determine the ratio between the masses of chlorine and silver.

14. Calculate the author's value for the ratio of silver's atomic mass to that of chlorine.

15. Calculate the value from a modern periodic table.

16. Calculate the percent error in the author’s calculation. How close was the author?

Notice that the author's degree of accuracy was incredibly high! Even in the face of those facts, many scientists refused to believe that atoms could have fractional atomic masses. (notice that Gay-Lussac is mentioned here. Look him up...he's important, too!)

17. Write the balanced chemical equation for this one reaction. (hint: it’s a decomposition reaction).

18. Bonus: Potash? The name potassium was made from the English word «potash,» which originally meant an alkali extracted in water in a pot of ash of burnt wood or tree leaves. Potassium Oxide is still sometimes obtained in this way. Why, when you burn wood in a pot, is the oxide of potassium left in the pot but the oxide of carbon (which is much more prevalent in wood than potassium!) is not found? u

Classroom Activities | www.msta-mich.org • 43 Last, but not least, look at the picture below (specifically, look at the date at the bottom)

19. The people above are distilling alcohol! Notice the dragon’s mouth on the spigot at the bottom of the picture. That’s where the “Fire Water” comes out. Distillation is the process of concentrating the amount of one liquid that is dissolved in another liquid (in this case, alcohol in water). Fermented juices typically contain only a few percent of alcohol by volume (commonly referred to today as “beer”) but distillation can increase this amount quite a bit (easily to 30 or 40% on one distillation, and as high as 95.5% after a few passes). The distillation process works on the principle that alcohol boils at a lower temperature than water does. As a result, when you heat an alcohol/water mixture, the alcohol boils first. If you cool the vapors, they will condense (this happens in the curvy tubes coming off of the main tube in the picture above), and you get purer alcohol.

a. Write a chemical formula and Lewis structure for ethanol. b. Explain, using your understanding of intermolecular forces, why ethanol boils at a lower temperature than water does.

44 • MSTA Journal • Fall 2010 Conclusion: Chemists haven’t always known the answers. The process of determining how chemicals interact was (and is) an ongoing chain of failures, corrections, and new ideas. Showing students that making these mistakes is all part of the process, even for experienced chemists, should help them gain confidence and resilience in their pursuit of mastery.

References Martius, C.A. On Compounds of Boron, Chemical Gazette, 1859, 17, 193-194. Weber, R. On some Reactions of Pentachloride of Phosphorus, Chemical Gazette, 1859, 17, 249- 252. De Luca, S. New Process for detecting and determining the Amount of Iodine in the Dry way, Chemical Gazette, 1859, 17, 352-353. Weber, R. On Compounds of Bismuth with Chlorine, Bromine and Iodine, Chemical Gazette, 1859, 17, 473-474. Schneider, R. On the Equivalents of Manganese and Nickel, Chemical Gazette, 1859, 17, 474. Gerhardt, C. On the Atomic Weight of Chlorine, Chemical Gazette, 1849, 4, 38-39. Pelouze, J. On the Equivalents of some Simple Bodies, Chemical Gazette, 1849, 4, 63-64. Osann, G. Platinum in the Oxidized State, Chemical Gazette, 1849, 4, 447-448. Brunschwig, H. Das Buch zu Distilieren (The book for distillers), B. Grüninger, Strassburg, Vienna, 1532, 1. http://books.google.com/books?id=4FgSAAAAYAAJ&lpg=PA194&ots=ePo7By5Qy- &dq=%22perchloride%20of%20boron%20and%20ammonia%22&pg=PA194#v=onepage&q=%22perc hloride%20of%20boron%20and%20ammonia%22&f=false http://books.google.com/books?id=4FgSAAAAYAAJ&lpg=PA249&ots=ePo7By5RB6&dq=%22On%20 some%20reactions%20of%20pentachloride%20of%20phosphorus%22&pg=PA249#v=onepage&q=% 22On%20some%20reactions%20of%20pentachloride%20of%20phosphorus%22&f=false http://books.google.com/books?id=4FgSAAAAYAAJ&dq=%22New%20process%20for%20 detecting%20and%20determining%20the%20Amount%20of%20Iodine%22&pg=PA352#v=onepage &q=%22New%20process%20for%20detecting%20and%20determining%20the%20Amount%20of%20 Iodine%22&f=false http://books.google.com/books?id=VfU3AAAAMAAJ&dq=%22teriodide%20of%20Bismuth%22&pg=P A473#v=onepage&q=%22teriodide%20of%20Bismuth%22&f=false http://books.google.com/books?id=4FgSAAAAYAAJ&dq=%22On%20the%20equivalents%20of%20 Manganese%20and%20Nickel%22&pg=PA474#v=onepage&q=%22On%20the%20equivalents%20 of%20Manganese%20and%20Nickel%22&f=false http://books.google.com/books?id=GWoMAQAAIAAJ&dq=%22on%20the%20atomic%20weight%20 of%20chlorine%22%20Gerhardt&pg=PA39#v=onepage&q=%22on%20the%20atomic%20weight%20 of%20chlorine%22%20Gerhardt&f=false http://books.google.com/books?id=GWoMAQAAIAAJ&dq=%22on%20the%20equivalents%20of%20 some%20simple%20bodies%22&pg=PA63#v=onepage&q=%22on%20the%20equivalents%20of%20 some%20simple%20bodies%22&f=false http://books.google.com/books?id=GWoMAQAAIAAJ&dq=%22Pure%20oxygen%2C%20obtained%20 from%20chlorate%20of%20potash%22&as_brr=1&pg=PA447#v=onepage&q=%22Pure%20 oxygen,%20obtained%20from%20chlorate%20of%20potash%22&f=false http://books.google.com/books?id=rqw9AAAAIAAJ&dq=%22Buch%20zu%20Distilieren%22&as_ brr=1&pg=PA3#v=onepage&q=%22Buch%20zu%20Distilieren%22&f=false u

Classroom Activities | www.msta-mich.org • 45 Appendix – Answers to Old Chemistry

3. Chlorine atoms  (3 x 35.453 = 106.359 g) Molar Mass  (3 x 1.00794 + 1 x 10.811 + 1 x 14.0067 + 3 x 35.453 = 134.20052 g) Percent Chlorine by mass  106.359 ÷ 134.20052 = 79.25%

4. Answers may vary here, but should indicate the fact that Boron has an unfilled

valence shell (only has 6 valence electrons). The result is that Borane (BH3) is a very high-energy (unstable) compound. Any reaction that fills the valence shell

of Boron will result in a lower overall energy. As a result, the energy of BH3NCl3 is

lower than that of BH3 and the excess energy is emitted as heat and light.

5. ZnO + PCl5  ZnCl2 + POCl3

6. P4(s) + 10Cl2(g)  4PCl5(g) or 2P(s) + 5Cl2(g)  2PCl5(g)

Answers may vary, but should include the notion that solid phosphorus and gaseous chlorine should be placed together in a flask. Additional ideas like heating the flask (to provide activation energy) or removing air from the flask (to eliminate side reactions) can be discussed.

7. 2KI + Br2  2KBr + I2 and 2AgI + Br2  2AgBr + I2

8. H2CO3(aq)  H2O(l) + CO2(g)

9. Carbon Dioxide

10. Answers may vary, but should include the idea that carbon dioxide prevents the reactants from reacting with air, primarily oxygen gas.

11. 2Bi + 3I2  2BiI3

46 • MSTA Journal • Fall 2010 Appendix – Answers to Old Chemistry

12. The author used MnO as his formula and obtained about 27 g/mol as his atomic

mass of Mn. However, since the formula was actually MnO2, that means that Mn must be twice as heavy as the author thought: 54 g/mol. This answer is considerably lower than the actual value, probably because the author assumed that the mass had to be a whole number. Using the method the author used, he should have arrived at an answer of 54.938 ÷ 2 = 27.469 g / mol.

13. Average atomic mass is the weighted average of all of the isotopes of an element. An average can have a decimal value, even though the nuclei in question have roughly integer masses.

14. 1349.01 ÷ 443.20 = 3.0438 (this is a great time to review Significant Figures!)

15. 107.868 ÷ 35.453 = 3.0426

16. |3.0438 – 3.0426| x100 = 0.03944% 3.0426 - This is incredibly close, even by modern standards.

17. 2KClO 3  2KCl + 3O2

18. K 2O is an ionic compound, and thus has a high melting point and high boiling

point. Even in the temperatures of a wood fire, K2O is present as a solid. CO2, by comparison, is a molecular compound held together by only weak London

Dispersion forces. As a result, CO2 is a gas, even at room temperature. All of the

CO2 formed during the burning of wood is lost to the atmosphere. Incidentally, this is why slightly-burned wood is black (plenty of unreacted carbon still present, which is black) but fully-burned wood ashes tend to be grey or white (most metal

oxides, including K2O, are white).

19. See below

a. C2H5OH or C2H6O

b. Ethanol has hydrogen bonding. However, the ability of ethanol to hydrogen bond is limited somewhat by the large ethyl group attached to the oxygen atom. This leads to only a limited number of orientations that result in a significant attraction between ethanol molecules. Water molecules, by comparison, do not have this effect (known as steric hindrance). As a result, many more orientations of water molecules result in a significant attraction between molecules. Therefore, water has a higher boiling point than ethanol does.

Classroom Activities | www.msta-mich.org • 47 Are Green Bags Worth the Green? By Janice Guthrie Ed.D. and her students: Aneisha Bussey, Bradley Hamilton KeChaunte Johnson, Katie Long, Kelsey Tabor, Michael Parker -Southfield Christian School

Organic chemistry is often thought of as the first “weed-out” course in college for students aspiring to become doctors, nurses and chemistry majors. It may sound daunting to some students, but in reality organic chemistry is a beautifully logical subject encompassed by a few broad themes. From plastics and fuels to pharmaceuticals and manufacturing processes, organic chemistry has a tremendous impact on our economy, and touches our lives in a myriad of ways.

While researching commercial uses of the hydrocarbons, my organic chemistry students discovered that the specific alkene ethene, also called ethylene, is linked to the popular Debbie Meyer’s® Green Bags®. These green plastic bags are advertized as an effective way to retard the ripening of fruits, vegetables, and other food products merely by storing the food in the bags. A discussion followed as to the relationship between Green Bags™ and the organic molecule ethane.

Ethene is the first member of the alkene family of hydrocarbons. It is a colorless, highly flammable gas with molecular formula C2H4, molecular weight of 28.08 g/mol, melting point of -69.4°C, boiling point of -103.7°C, and produces a somewhat sweet smell. The non-polar molecule demonstrates sp2 hybridization of the carbon atoms which are doubly bonded to each other (AUS-e-TUTE, n.d.). The position of the highly reactive double bond commonly results in addition reactions, severing the double bond. As a raw material in the production of other organic molecules, ethene’s most common commercial uses include fumigants, plastics, and emulsifiers. The extraction of ethane from natural gas or crude oil is accom- plished using fractional distillation followed by catalytic cracking which converts alkanes to alkenes (Hanks, 2008):

-1 C2H6(g) n C2H46(g) + H2(g) ∆H= +138 kJ mol

-1 C3H8(g) n C2H46(g) + CH2(g) ∆H= +81 kJ mol

Known as a natural plant hormone, ethene stimulates the maturation of produce. The discovery of this phenomenon sparked the use of ethene gas to force the ripening process in produce, especially tomatoes. Interestingly, not all fruits and vegetables produce ethene at the same rate. Apples, for example, generate more ethene than most fruits but are less sensitive to its effects. Tomatoes and bananas, on the other hand, give off less ethene, but are extremely sensitive to its effects (Internet Encyclopedia of Science, n.d.). For this reason, storing certain produce together often can cause them to deteriorate faster.

It is known that for thousands of years farmers in Japan have been storing their produce in mountain caves with remarkable results. These dark, cool, dry caves provide an environment similar to refrigeration, preserving fresh fruits and vegetables. The unique variable, however, was the powdery clay found in the walls of the caves. This clay, known as Oya, contains zeolite, a naturally occurring desiccant which absorbs ethene gas (Barnes, 2008; Peskov, n.d.). Green bag technology utilizes polyethylene bags impregnated with zeolite which binds the ethene gas and prevents it from ripening the fruit (Torstar Media Group

48 • MSTA Journal • Fall 2010 Television, n.d.). Green bags have combined ancient knowledge with today’s space age technology for preserving produce.

Online reviews of green bag technology are mixed. The bags seem to be more effective with some fruits and vegetables than others. The advertisements claim the bags have the ability to keep fruit for thirty days, but most reviews contradict this idealistic time span. Instead, the reviews seem to agree that the bags worked well on apples but were fairly ineffective on strawberries. The overall response seems to be fairly negative, partly due to the cost of these bags and partly due to the misunderstood science behind the bags (Hanks, 2008).

My organic chemistry students were curious about the claims made regarding Debbie Mey- er’s® Green Bags® and decided to test their effectiveness for themselves. After researching green bag technology, the students designed and conducted the following experiment: The Effectiveness of Green Bag Technology in the Ripening of Fruit

Purpose: The purpose of this experiment is to determine whether Debbie Meyer’s® Green Bags® are more effective in retarding spoilage of tomatoes and green peppers than seven other traditional methods of storage.

Equipment Needed: 2 Brown paper bags 2 Bag clips 2 DMGB 1 Fan 1 Refrigerator 2 Thermometers 2 Tupperware® containers 2 Vacuum-sealable pouches 2 Ziploc® bags

Produce Needed1: 8 green peppers 8 tomatoes

Controlled Variables: The type of fruit used and the time the fruit is allowed to ripen

Manipulated Variable: The method of storing the specimens

Responding Variable: How fast the specimens ripen as measured by their change in appearance. u

1 Purchase tomatoes and green peppers which are similar in size and freshness.

Classroom Activities | www.msta-mich.org • 49 Procedure: 1. Place one tomato and one green pepper in each of the eight (8) different environments.2 All trials will be observed at room temperature except the trial placed in the refrigerator. a. Leave one tomato and one green pepper on the counter as the control group. b. Place one tomato and one green pepper in 2 different Debbie Meyer’s® Green Bags® and loosely fold over the bag opening. c. Place one tomato and one green pepper in 2 different brown paper bags, fold over the opening, and clamp with bag clips. Label. d. Place one tomato and one green pepper under the fan.3 Do not allow any fruit other than those deliberately under the fan to be influenced by the fan. e. Place one tomato and one green pepper in the refrigerator uncovered. f. Place one tomato and one green pepper in separate Tupperware™ containers. g. Vacuum-seal one tomato and one green pepper in separate pouches. h. Place one tomato and one green pepper in separate Ziploc™ bags and seal. 2. Record initial observations under Day 1. 3. Record observations daily for 10 days, particularly noting any changes in color, firmness or any other signs of decay.

Sample Data Tables: (Only the first and last days of observations are included in this article.)

Day 1 Room Temperature: 21.6°C Refrigerator Temperature: 15.3°C Tomato Green Pepper Appearance Appearance Control (Uncovered, on counter) Red, plump Green, firm DMGB Red, plump Green, firm

2 To protect the integrity of the experiment, do not open any of the containers once the experiment has begun. It is recommended that transparent Tupperware™ containers are used. The specimens in the brown paper bag will not be observed on a daily basis. Only original and final observations will be made. 3 You will be leaving the fan on continuously for ten (10) days. As a safety precaution, set fan on lowest setting.

50 • MSTA Journal • Fall 2010 Fan Red, plump Green, firm Paper Bag Red, plump Green, firm

Refrigerator Red, plump Green, firm Tupperware Container Red, plump Green, firm Vacuum-sealed Container Red, plump Green, firm Ziploc Bag Red, plump Green, firm

Day 10 Room Temperature: 23.1°C Refrigerator Temperature: 7.2°C Tomato Appearance Green Pepper Appearance Control (Uncovered, Very soft and watery in Soft; skin is leathery and wrinkled on counter) spots DMGB Mold on stem; dark spots No mold; strong odor; still firm on flesh Fan No visible change; slightly Almost completely yellow; wrinkled soft to the touch skin Paper Bag Dark red; firm; no mold Yellow on creases; wrinkly Refrigerator Firm Slightly soft in spots Tupperware™ Dark red; mold on stem; Green; firm Container very soft

Vacuum-sealed Con- Very soft; lots of juice; bag Brown stem; firm; bag has puffed out tainer has puffed out

Ziploc™ Bag Soft; mold on stem Two yellow spots; flesh not wrinkly; soft Conclusion: Debbie Meyer’s® Green Bags® showed little, if any, benefit in retarding the ripening of the tomatoes and green peppers. The green peppers appeared to remain freshest when stored in Tupperware™, while the tomatoes remained freshest when stored either in the refrigerator or in a paper bag. Although the Green Bags® did result in some preservation of the fruit as compared to the other methods tested, perhaps there are cheaper ways to accomplish the same results. Are Green Bags® worth the green? You decide.

Suggestions for Further Study: As desired, this class experiment ended with more questions than we had at the onset. • Are other Debbie Meyer product bags, such as Debbie Meyer ColdCuts Bags® (Red), Debbie Meyer Cheese Bags® (Blue), and Debbie Meyer Bread Bags® (clear) effective as advertised? • Are Debbie Meyer’s® Green Bags® more effective in preserving fruits or vegetables? • Are the other advertising claims of Debbie Meyer and Housewares America, Inc. valid? • How would the use of twist ties change the effectiveness of Debbie Meyer’s® Green Bags®? u

Classroom Activities | www.msta-mich.org • 51 • Are there other methods of removing ethene from fruit? • Would the experimental results be different if the Debbie Meyer’s® Green Bags® were stored in a refrigerator, rather than at room temperature as in the experiment? • How does light affect ethene production in fruits and vegetables? • Are Debbie Meyer’s® Green Bags® effective in preserving freshly cut flowers as stated on the website? • Are Debbie Meyer’s® Green Bags® more effective than other brands of green bags which can be found on the market?

References: AUS-e-TUTE. (n.d.). Properties of ethene. Retrieved 2010. April 13 from http://www.ausetute. com.au/ethene.html Barnes, G. (2008, May 12). Oya stone tuff from mid-miocene Japan: The geology of oya-ishi tuff and its quarry museum. In Suite 101.com: Insightful writers. Informed readers. Retrieved August 3, 2010 from http://japan-travel.suite101.com/article.cfm/oya-atone-tuff-from-mid- miocene-japan Hanks, B. (2008, September 5). Forever green bags: Product review. In Associated Content: Home Improvement. Retrieved August 3, 2010 from http://www.associatedcontent.com/ article/980682/forever_green_bags_product_review.html?cat=6 Internet Encyclopedia of Science. (n.d.). Ethene. Retrieved 2010, April 13 from http://www. daviddarling.info/encyclopedia/E/ethene.html Peskov, M. (n.d.). Zeolites. In Atomic Scale Design Network: Chemistry. Retrieved 2010, May 25 from http:// asdn.net/asdn/chemistry/zeolites.shtml Torstar Media Group Television. (n.d.). About Debbie Meyer green bags. In Shop TV Canada. Retrieved 2010, May 21 from http://shoptvcanada.com/mclient/530/greenbags

About the Authors Thank you to my Organic Chemistry class for their enthusiasm and effort in researching this topic, designing and conducting a well-controlled experiment, and contributing to this article. • Aneisha Bussey, future doctor • Bradley Hamilton, future forensic scientist • KeChaunte Johnson, future doctor • Katie Long, future neuroscientist • Kelsey Tabor, future doctor • Michael Parker, future physical therapist

52 • MSTA Journal • Fall 2010 Karyotype Activity

Go to the following URL: http://www.biology.arizona.edu/human_bio/ activities/karyotyping/karyotyping2.html

Patient A Patient A is the nearly-full-term fetus of a forty year old female. Chromosomes were obtained from fetal epithelial cells acquired through amniocentesis. Click the hyperlink Complete Patient A’s Karyotype. While completing the karyotype, answer the following question regarding Patient A

Interpreting the karyotype Lab technicians compile karyotypes and then use a specific notation to characterize the karyotype. This notation includes the total number of chromosomes, the sex chromosomes, and any extra or missing autosomal chromosomes. For example, 47, XY, +18 indicates that the patient has 47 chromosomes, is a male, and has an extra autosomal chromosome 18. 46, XX is a female with a normal number of chromosomes. 47, XXY is a patient with an extra sex chromosome.

A 1. Given the information provided above, what notation would you use to characterize Patient A’s karyotype? ______

Making a diagnosis The next step is to either diagnose or rule out a chromosomal abnormality. In a patient with a normal number of chromosomes, each pair will have only two chromosomes. Having an extra or missing chromosome usually renders a fetus inviable. In cases where the fetus makes it to term, there are unique clinical features depending on which chromosome is af- fected. Listed below are some syndromes caused by an abnormal number of chromosomes.

A 2. What diagnosis would you give patient A? Using a highlighter, highlight your diagnosis Diagnosis Chromosomal Abnormality patient’s problems are due to something other than an Normal # of chromosomes abnormal number of chromosomes. Klinefelter’s Syndrome one or more extra sex chromosomes (i.e., XXY) Down’s Syndrome Trisomy 21, extra chromosome 21 Trisomy 13 Syndrome extra chromosome 13

A 3. List two symptoms Patient A will possess. u

Classroom Activities | www.msta-mich.org • 53 Patient B Patient B is a 28 year old male who is trying to identify a cause for his infertility. Chro- mosomes were obtained from nucleated cells in the patient’s blood. Complete Patient B’s Karyotype. While completing the karyotype, answer the following question regarding Patient A 1. The 1st chromosome pictured is the homolog to which chromosome?______2. The 2nd chromosome pictured is the homolog to which chromosome?______3. The 3rd chromosome pictured is the homolog to which chromosome?______4. The 4th chromosome pictured is the homolog to which chromosome?______5. The 5th chromosome pictured is the homolog to which chromosome?______6. The 6th chromosome pictured is the homolog to which chromosome?______7. The 7th chromosome pictured is the homolog to which chromosome?______8. The 8th chromosome pictured is chromosome?______

Interpreting the karyotype. Lab technicians compile karyotypes and then use a specific notation to characterize the karyotype. This notation includes the total number of chromosomes, the sex chromosomes, and any extra or missing autosomal chromosomes. For example, 47, XY, +18 indicates that the patient has 47 chromosomes, is a male, and has an extra autosomal chromosome 18. 46, XX is a female with a normal number of chromosomes. 47, XXY is a patient with an extra sex chromosome.

B 1. Given the information provided above, what notation would you use to characterize Patient B’s karyotype? ______

B 2. What diagnosis would you give patient B? Using a highlighter, highlight your diagnosis Diagnosis Chromosomal Abnormality patient’s problems are due to something other than an Normal # of chromosomes abnormal number of chromosomes. Klinefelter’s Syndrome one or more extra sex chromosomes (i.e., XXY) Down’s Syndrome Trisomy 21, extra chromosome 21 Trisomy 13 Syndrome extra chromosome 13

B 3. List two symptoms Patient B will possess.

54 • MSTA Journal • Fall 2010 Patient C Patient C died shortly after birth, with a multitude of anomalies, including polydactyly and a cleft lip. Chromosomes were obtained from a tissue sample. Complete Patient C’s Karyo- type. While completing the karyotype, answer the following question regarding Patient C

1. The 1st chromosome pictured is the homolog to which chromosome?______2. The 2nd chromosome pictured is the homolog to which chromosome?______3. The 3rd chromosome pictured is the homolog to which chromosome?______4. The 4th chromosome pictured is the homolog to which chromosome?______5. The 5th chromosome pictured is the homolog to which chromosome?______6. The 6th chromosome pictured is the homolog to which chromosome?______7. The 7th chromosome pictured is the homolog to which chromosome?______8. The 8th chromosome pictured is the homolog to which chromosome?______9. The 9th chromosome pictured is chromosome?______

C 1. Given the information provided above, what notation would you use to characterize Patient C’s karyotype? ______

C 2. What diagnosis would you give patient C? Using a highlighter, highlight your diagnosis Diagnosis Chromosomal Abnormality patient’s problems are due to something other than an Normal # of chromosomes abnormal number of chromosomes. Klinefelter’s Syndrome one or more extra sex chromosomes (i.e., XXY) Down’s Syndrome Trisomy 21, extra chromosome 21 Trisomy 13 Syndrome extra chromosome 13

C 3. List two symptoms Patient C will possess. u

Classroom Activities | www.msta-mich.org • 55 Teaching the Essence of Science with a Game? By A. Rees Midgley, Lewis J. Kleinsmith, Paul D. Howell, Brian H. Huneke, Keleigh M. Lee, Jo Mathis, inDepthLearning

Essence Of Science The essence of a scientist’s life involves thinking about puzzles. Often the puzzle is something that just doesn’t make sense, forcing the question: Why? To solve the puzzle, the scientist first observes and collects evidence. Is the problem real? Can it be defined? Is it likely to have general applicability or is it something more likely to be a unique, one-time occur- rence? The more general the problem, the more interesting it is because understanding this problem could lead to understanding far more. But first, the problem must be described. This means collecting evidence and documenting that evidence by taking notes.

But a random set of notes is often just a jumbled collection. To give the collection some meaning, the notes and thoughts need some organizing and pruning. A good collection would emphasize those that are most important. This means crossing off those with less relevance. Can some pattern be found with the ones that are left? Do some of the clues suggest possible areas for further exploration? Some computer programs offer a good way to organize the notes by moving them around — easier than crossing them off and re- writing in ever diminishing space. Organizing notes helps to reinforce those most likely to be important and to recall small items.

Armed with more focused thoughts, the scientist often searches in a library to get some ideas and learn what has already been discovered. This is inquiry. The scientist asks questions of the library related to each of the discovered clues. Upon finding related information, the scientist takes more notes. These notes, however, are of a different nature. They generally result from information that is widely accepted, not clues from a specific puzzle or problem. While this information is often called facts, the scientist knows that convincing new information often leads to changes in many old facts. Regardless, evidence from the library is treated differently from that of the single puzzle. Thus, these notes are usually kept separately, then organized and pruned as before. This facilitates thinking about their relationships with the collected clues.

The scientist often goes on to come up with alternative hypotheses or explanations. Then he or she devises and runs well controlled experiments that can rule out one or more of the alternative explanations. This is done because it’s impossible to prove that something is correct. It is only possible to prove that something cannot be true. Advances in our understanding of the world are made in this way (Platt, 1964; Wolfs, 2010).

Using Science To Teach Science Each of the steps in this process provides a challenge, but each advance can bring satisfac- tion and enjoyment. Indeed, while the process may sound like work, it is far from what most people think of as work. Each step involves doing something that the scientist has decided to do. The scientist is in control of what he or she does; no one else. The ideas come from within. It is a process that motivates; it is a process that is fun.

56 • MSTA Journal • Fall 2010 We know, because three of us spent our lives as scientists. We also devoted a great part of our lives to teaching. When we found ourselves working together in a small company devoted to learning, we naturally thought about this process and wondered if the process could be incorporated into a game that might motivate and engage young people while helping them learn. We took the idea to a branch of the NIH, the National Institute for Drug Abuse. There we proposed developing a web-based video game that could teach how science works while being oriented around a topic that youth need to understand. Our proposal was funded three years ago and the resulting game, Drug Scene Investigators (DSI), has now been played by hundreds of middle and high school students. Evaluations tell us that not only does the game teach the essence of science, students love the game, improve their knowledge about drugs of abuse, and, importantly, acquire a greater interest in science.

The Game The game introduces students to one of five short stories, each of which involves a young person who has abused a drug. The puzzle challenge to game players is to identify the drug. They begin by selecting clues from the stories, witnesses, and scenes, and from doing laboratory experiments. Upon running a cursor over text in the story, comments of witnesses, clues discovered in a scene, or results of experiments, text phrases become highlighted. If they think that a highlighted item might be an important clue, they collect the evidence by clicking it. This puts a summary of the item as a note in a virtual notepad. And, by collecting evidence they have started to become scientists.

A virtual library is provided consisting of up to 19 books on shelves, each about two pages in length. Four of the books describe the general classes of drugs: stimulants, depres- sants, hallucinogens and body builders. Each of the other 15 describes an abused drug in one of these categories. A book is opened by clicking on its spine. As with clues, if a passage becomes highlighted upon pointing at it with the cursor, and if the student believes u

Classroom Activities | www.msta-mich.org • 57 this passage contains relevant evidence that supports or refutes a collected clue as being related to the drug or drug class in question, it also can be clicked. This places a summary of the passage in a separate section of the notepad, one devoted to library notes on a particular drug or class of drugs. Thus, the game teaches inquiry as students need to seek information that will indicate if discovered evidence supports a particular drug or drug class being responsible for the problem described in the story. Through inquiry, they accumulate knowledge that experts have judged to be our best understanding.

If students are not selective in taking notes, their notepads can become cluttered. We encourage them to be selective at the time of note-taking, in part to avoid this problem and in part to encourage them to think for a moment about what they just read. Regard- less, we provide a way to delete notes they believe are not important and ways to move related notes together. This is organization of information, a process fundamental to coping with complexity of any sort.

Each library book includes a series of three-question quizzes. Each selected answer is accompanied by a message telling students why that choice is or is not correct. The quizzes are designed to help students by reinforcing important information that they should discover during their inquiry into each library book.

DSI also incorporates a way for students to link their discovered evidence with their inquiry- derived library notes. After reading library pages, students form a preliminary hypothesis as to the class of drug and the likely drug. While they can never prove it is true, they can rule out alternative hypotheses. To assist students with this process, we ask them to develop links between their discovered evidential notes and their inquiry-based library notes. They must create four linked notes to support their hypothesized drug and, more importantly, provide linked notes as evidence to refute alternative drugs. We assist again with this process by naming three drugs to refute. If their hypothesized drug is not correct, one of

58 • MSTA Journal • Fall 2010 the three will be. By linking evidence with library information that supports or refutes their hypothesis, students are practicing evidence-based reasoning.

Did It Work? We have developed three versions of the game. The most recent, Version Three, was evalu- ated by 357 students ages 12-17. They answered surveys before and after completing one to five cases. In addition to questions on demographics, behavior, and interest, the surveys included 15 questions that asked students to make comparisons of the effects on the body of different drugs. Since the game focused on one drug at a time and the library-page quizzes were drug specific, the questions proved to be difficult. In spite of this, students achieved an overall gain in knowledge averaging 21.4%. Younger students, ages 12-14, started with lower scores but gained the most, showing a 26.6% gain in knowledge over what they knew pre-DSI. The older students, ages 15-17, started with more knowledge, but still gained an additional 17.5%. The differences were highly significant (p<0.000). Thus, the game appears to work by increasing knowledge of drugs by players of all ages.

In earlier studies, one of us (LJK) developed a computer-based approach designed to help people learn through use of quizzes that provide explanatory feedback in response to each selected answer. The approach permits a student to examine each answer and go back to view earlier answers. The questions are also drawn from a database with alternative answers and this allows a student to look at hundreds of questions and never see the exact same set of possible answers. When offered as a supplement to lectures, students spent hours studying these formative feedback questions. He discovered that these feedback learning questions led to a marked improvement in biology and mathematics classes, including elimination of the achievement gap (Lu, 1993; Kleinsmith, 1994; Lu, 1997). The quizzes included on our library pages incorporate these principles, giving students guided feedback on wrong and right answers. We were delighted to learn that our students be- haved in a similar fashion with DSI. We were surprised to note that nine percent did 50 or u

Classroom Activities | www.msta-mich.org • 59 more quizzes over the course of playing 5 cases and one student completed 495 quizzes — this with each quiz consisting of three different questions.

Intrigued by this result, we looked more into the characteristics of these 31 students. They did not differ by age, gender, race, or ethnicity from our larger group. Yet they completed 18% more cases than the average (4.8 cases vs. 4.0 for all others), took 36.8% more important notes, did 330% more quizzes, and looked at 90% more library books per case (26.5/ case vs. 13.9 for the rest) including 56.8% more unique library books (12.1 vs. 7.7). They obtained an average per case quiz score indistinguishable from the rest (63.3% correct on first answer vs. 64.2% for all 357 students). While only 11% of all students said that their usual grade was C or below, this was the designation for 20% of this group. Importantly, with respect to learning about drugs of abuse, their percent gain in knowledge was 37% higher than the average for all. It appears that students who did a surprisingly large number of quizzes were not only trying hard to learn and improve, they succeeded. Thus, it would appear that the game offered opportunities for students to become highly engaged and go beyond basic requirements: collecting evidence, taking and organizing notes, inquiring of library books, developing hypotheses, and ruling out alternatives.

We asked all students: Are you interested in becoming a scientist or working with scientists? and we offered options of not at all interested, slightly interested, moderately interested, very interested, and definitely interested. Before playing DSI, 74% of the students answering the question said they were not at all interested or only slightly interested. Playing the game led to a striking increase in interest with this earlier group dropping to 50% and the others choosing moderately interested (28%), very interested (12%) and definitely interested (10%). These results suggest that DSI could serve well as an introduction to many science courses.

60 • MSTA Journal • Fall 2010 Additionally, 67% of these students agreed or strongly agreed that DSI increased my concern about the hazards of using drugs. Thus, while we had some concern that teaching students accurate information about drugs of abuse might lead them to believe that they were not as hazardous as they had perceived from earlier information, the reverse appears to be the case.

Did Students Like Playing DSI? We were gratified by how much students seemed to like the game. More felt it was too easy than too challenging, but most thought it was just right. We asked if they trusted the information, and 85% answered strongly agree or agree. u

Classroom Activities | www.msta-mich.org • 61 The real value of the game came through student comments. Here are a sampling: Overall this is a great game that many students can use to learn about the hazards/dangers of drugs. I really enjoyed it and I am planing [sic] to do it in my free time.!!!!!!!! its awesome “ I liked that it really did make you think and do research i liked that it didn’t just give you answers. you had to look for clues to solve cases which lead to you actually learning about the drugs. i wish i could play more cases instead of just five! Plus you should make it so that we have to read alot [sic] in the library. It was fun finding evidence against drugs and for drugs It was AMAZING!!! i love this game!!! I liked finding the evidence. It was fun and satisfying identifying the correct drug as well as eliminating drugs that wern’t [sic] used.

What Do Teachers Think? Teachers also viewed DSI positively. All of the six teachers who completed a post-DSI survey agreed or strongly agreed that DSI required little of my time, that DSI makes efficient use of class time and that DSI can help students to think critically. When we asked about how the approach might be extended to other topics, they suggested: This would be excellent with historical cases such as JFK assassination or unsolved historical questions. I think you could use it with science on rock identification; parts of the body, or any topic. When asked about how DSI compared with other ways they have taught drug education, they commented: This is much more engaging than videos and handouts. It is hands on and it gives them a chance to find out the information for themselves. Drug education is generally taught through lecture or reading format. This was a very interactive, fun way to teach it. When we asked what they liked about DSI they offered: It was very student based, not teacher directed. That the kids love it because of the technology. It had in depth knowledge about a wide variety of drugs. Also, I liked how it had drugs grouped instead of just individual. Often, students only know drugs by name, not what they do. I liked how if students read and tried to follow each case, they had an easier time getting the correct answer than if they just clicked randomly. I made the students think and interact with the program to find out information on their own.

Next: Version Four Teachers and students also identified problems. Some related to local firewall restrictions interfering with a chat system we included to facilitate cooperative learning, some to lack of clarity in the scoring system, and some with saved notes. We have now made adjust- ments and modifications to address all concerns. The resulting changes will make it easier to use and even more adaptable to the varied needs of students in middle and early high school. We will release Version Four of DSI in September, 2010. The game will be offered free for the coming year to all schools which are willing to participate in the evaluation (currently embedded as part of the game). During this evaluation, we want to learn more about the increased interest in science and obtain more information about the perceived hazards of drug use. We also hope to tease out information to learn what aspects of the game have the greatest effect on learning

By using the game with all students in one grade in a school district, we may also learn if the increased belief that drug use is dangerous leads to an overall reduction in drug abuse when measured by the district. (We do not ask about drug use, and all participants are anonymous).

62 • MSTA Journal • Fall 2010 Summary We’ve explored the potential of using the scientific approach to teach science by way of a web-based video game. The game involves a set of five cases in which young people get into trouble through use of some abused drug. The challenge presented to game players is to use principles of scientific discovery to determine the causative drug. These involve evidence collection, library inquiry, formative feedback quizzes on library pages, note- taking, note organization, and linking of evidence with library notes. Note-linking follows hypothesis generation and is designed to assist the student in learning the importance of ruling out alternative explanations as to identification of the culprit drug. In the process, students must use critical thinking and evidence-based reasoning, all essential aspects of science. We have been pleased that an evaluation of 357 students, ages 12-17, provided clear evidence that students engaged with the game, thought it was fun, learned, gained an increased interest in science, and finished with an increased concern for the hazards of drug use. Teachers agreed with these conclusions and felt it took little of their time. Dur- ing the 2010-2011 academic year, the game is being made available free of any charge to middle schools and high schools willing to assist in a continuing evaluation.

A teacher? Want to try the game? Go to http://dsihome.org for more information.

References Kleinsmith LJ. 1994. Can computers alleviate the current crisis in science and mathematics education? In: T.E. Moore and P.J. Hollingsworth (Eds.) Science Education for the 21st Century, pp. 23-36 Lu CR. 1993. The effect of a microcomputer-based biology study center on achievement and attitudes in high school biology students. Dissertation for Doctor of Philosophy, The University of Michigan. Lu CR, Voss BE, Kleinsmith LJ. 1997. The effect of a microcomputer-based biology study center on learning in high school biology students. The American Biology Teacher 59:270-278 Platt JR. 1964. Strong inference — Proper scientific method. Science 146:347-353. http://256.com/ gray/docs/strong_inference.html. Wolfs FLH. 2010. Appendix E. Introduction to the Scientific Method. http://teacher.nsrl.rochester.edu/ phy_labs/AppendixE/AppendixE.html

Classroom Activities | www.msta-mich.org • 63 Life Science Arcade Aligned with 2009 Science GLCEs By Sally Joseph and Christopher Dobson, Grand Valley State University

The Life Science Arcade (http://www.quia.com/ pages/michiganlifescience. html) has been updated and aligned with the 2009 Michigan Science Grade Level Content Expecta- tions. Available on the Regional Math & Science Center website through Grand Valley State Uni- versity (www.gvsu.edu/ rmsc), it was originally aligned with MCF science standards at the middle school level when created in the summer of 2006. The arcade is also accessible through the student section of the RMSC website in “Fun Sites for Kids” or in the teacher section under “Resources.”

Content questions from each of the four life science standards (Organization of Life, Hered- ity, Evolution, and Ecosystems) are presented in four corresponding arcade games. Each of the over 500 questions among the four “learning games” addresses a specific content expectation at grades 5-7 and is labeled as such (e.g., L.OL.7.22). One game is in the format of “You Sunk my Battleship!,” and includes the sound effects of direct hits and sinking ships. Another models the television show, “Who Wants to be a Millionaire?”

The arcade engages students in the learning of science concepts, both inside and outside of the classroom, any place with an Internet connection. Teachers use the site for review or to re-teach material, and have found it helpful for early finishers, as well as supplemental material for students with different ability levels and learning styles.

To win a game, students must correctly answer 10-20 questions. The difficulty of questions increases as students work through levels, enticing them to keep playing in order to win. The more they play the more they learn! Visit the arcade today!!

About the Authors Sally Joseph is a graduate of the Integrated Science Program and graduate student in the College of Education at Grand Valley State University. Christopher Dobson (dobsonc@ gvsu.edu) is an associate professor in the Biology Department and member of the Inte- grated Science Program at Grand Valley State University.

64 • MSTA Journal • Fall 2010 Family Science Night: Connecting Science to Parents, the School, and the Community James T. McDonald, Jason C. Artero, Alex DeSantis, and Robert K. Cundy, Central Michigan University

Introduction A Family Science Night service-learning experience is an informal activity designed to let parents and their children experience hands-on activities at schools, afterschool activities, clubs, nature centers, museums, or any other setting where parents and children can come together. Grades and assessments are set aside while a fun and engaging experience can be had by everyone. “By showing an interest in science and making time to explore ideas and conduct simple investigations, parents can have a positive influence on children who [might] otherwise decide that science is too hard, too abstract, or [too] boring” (Foundation for Fam- ily Science, n.d.). Doing science together in both a community setting and at home can open the door to talking with kids about what they are learning in school; through these conversations, the idea that anyone can be a scientist is reinforced to the whole family while providing parents a link to a school’s science curriculum (Foundation for Family Science, n.d.).

Several years ago, I visited a local elementary school where I was supervising student teachers. During this visit, the principal commented on how her students had not done well on the critical thinking and problem-solving portions of the Michigan Educational Assess- ment Program (MEAP). A dialogue began about how a Family Science Night could meet some of the curricular objectives that are linked to the MEAP for elementary students. The principal also mentioned that a Family Science Night could help a school earn high grades for community involvement and collaborative partnerships on their report card with the Michigan Department of Education.

What Are the Specific Goals of Family Science? According to the Foundation for Family Science (n.d.), there are three goals to help make science more accessible and relevant to families and students during a Family Science Night: u

Figure 1. (Foundation for Family Science, n.d.).

To make science more accessible to families by offering: • a non-threatening, hands-on approach to learning scientific processes, concepts and themes. • cooperative learning activities which develop problem-solving, questioning, and communication skills. • strategies for encouraging all students to pursue scientific study. • opportunities for families to participate in group science activities. To demonstrate the relationship between science education and future career choices by providing: • activities that highlight the relevancy of science to daily life.

Classroom Activities | www.msta-mich.org • 65 Figure 1. (Foundation for Family Science, n.d.). (continued)

• a forum for guest presenters to share information with families about various jobs and how they relate to science. • a historical perspective on science discoveries that highlight various contributions of people from different cultures. To get parents more involved in their children’s science education by encouraging: • Participation in informal learning activities which supplement children’s formal school science experiences. • Parental interest and involvement with school science curriculum. • Families to do science activities at home using inexpensive and readily available materials. • Adults and children to be partners in learning

The Benefits of a Family Science Night It is important to enable students to direct their own learning. While the goal of science education used to be to produce more scientists, that goal has changed with the introduction of the National Science Education Standards (National Research Council, 1996). While it is still important to attract the best and the brightest to science, society now recognizes that it is essential for everyone, regardless of vocation, to understand the fundamentals of science and technology. The phrase that has come to represent this level of understanding is science literacy (American Association for the Advancement of Science, 1994; Bybee, 1997). Elementary, middle school, and preservice teaching students need to be scientifi- cally literate, and Family Science Nights are a way to address scientific literacy for these students. Family Science Nights are important because they get young students involved in high-interest science activities, teach them about how science is done, and help parents to know how their children are learning in school (Foundation for Family Science, n.d.; Jackson & Davis, 2000; National Middle School Association, 2010; Sandia Corporation, 2005; and Union College, 2010).

Educational partners can benefit from a Family Science Night service learning experience. The educational opportunities provided by a school district and its community can be en- hanced because Family Science Nights can be held in a variety of locations. For an elementary school, some of its needs for their annual report card to the state can be satisfied with a Family Science Night in regards to community involvement and collaborative partnerships. In addition, the teachers at local schools observe more examples for teaching science lessons that they were not previously aware of.

Preservice science teachers benefit from a Family Science Night that is included in a science methods course. When combined with a service learning experience (Furco, 1994; Zlotkowski, 1999; Nathan & Kielsmeier, 1991; Kromer & Hitch, 1994), a Family Science Night can teach preservice teachers about community involvement (National Community Service Act, 1990; Zlotkowski, 1999) and how it is used to educate students through a service learning approach to pedagogy (Furco, 1994). Family Science Nights can also give university students additional field experiences (such as contact with parents, seeing students work with their parents, or how science is conducted in an informal setting) that might be missing from other educational field placements.

66 • MSTA Journal • Fall 2010 Central Michigan University preservice teaching students working at a Family Science Night at Clare Primary School in Clare, Michigan.

Perhaps the most important benefit of a Family Science Night is that elementary students learn about the process and content of science: “In contrast to the commonly held and outmoded view that young children are concrete and simplistic thinkers, the research evidence now shows that their thinking is surprising sophisticated. Children entering school already have substantial knowledge of the natural world, which can be built on to their understanding of scientific concepts” (National Research Council, 2007, p. 53).

Family Science provides elementary students the chance to try out their science ideas in a nonthreatening, engaging, and hands-on situation. “Students learn the content by actively engaging in processes of scientific inquiry” (National Research Council, 2005, p. 405). Family Science also teaches critical thinking skills, problem-solving skills, inquiry skills, and gives students some idea of the nature of science (Western Upper Peninsula Center for Sci- ence, Mathematics and Environmental Education, 2010).

Organizing a Family Science Night The organizers of a Family Science Night experience can be the Parent Teacher Organiza- tion, a high school science class, a group of older students, university students, or any other group interested in doing science with children. The National Science Teacher Association preservice chapter at Central Michigan University does Family Science Nights as its service learning project at least once every semester.

My elementary and middle level preservice teaching students have conducted Family Sci- ence Nights in local elementary schools located in a variety of demographic settings (rural, u

Classroom Activities | www.msta-mich.org • 67 Students are blowing up balloons using a vinegar and baking soda mixture. suburban, urban, varied socioeconomic, and culturally diverse); the experiences have been engaging and productive for both the school and for the preservice teaching students. Ideas for Family Science Night activities are plentiful and expose students to science teaching ideas that they might not ordinarily get a chance to see (Kinnelon Stonebrook School, 2010; Sandia National Laboratory, 2010; Science Buddies, 2010; Union College, 2010).

The preservice teachers get to prepare a science lesson plan and activity, work with parents, and reflect upon their own science teaching after an actual teaching experience that

Figure 2. (Michigan Department of Education, 2007).

Michigan Elementary (K-4) Science Standards that can be addressed by Family Science Discipline 1: Science Processes Inquiry Process Inquiry Analysis and Communication Reflection and Social Implications

Discipline 2: Physical Science Force and Motion: Force, Speed Energy: Sound, Electrical Circuits Properties of Matter: Physical Properties, States of Matter, Magnets, Material Composi- tion, Conductive and Reflective Properties Changes in Matter: Changes in State

68 • MSTA Journal • Fall 2010 benefits the community. Students in our university might not have the opportunity to teach a science lesson in their field experience depending on when they are assigned to a field placement; a Family Science Night guarantees these students have the chance to teach a science lesson to young students. The experience of teaching and reflecting is important to science teacher education, and it helps make better science teachers because of community involvement, working with parents, and learning new ideas about inquiry-based science lessons that are engaging and minds-on for their future students (Jackson & Davis, 2000; National Middle School Association, 2010).

Crucial Components of a Successful Family Science Night • Publicity: Send a flyer home announcing when and where the event will be held. Put an item in the monthly school or organization newsletter to save the date. • Setting Up: Each station should be set up about 15 minutes before the starting time. Have enough spaces at each station so that five or six children can simultaneously do the same activity. • Stations/Centers: Start with enough activities to provide some variety of science concepts, but do not have too many. Start simple! Six to seven activities are usually enough. Make sure that each station or center has its own table. Spread the centers around the room so that there is enough room for everyone. • Location: The cafeteria or the gym is the best place to have a Family Science Night. There is enough space for all of the centers, and the cleanup is fast and easy. Some activities might also need access to water, and the cafeteria will often have sinks and bathrooms nearby. u

Students are writing invisible messages on paper; when a liquid substance is placed on the paper, the message is revealed.

Classroom Activities | www.msta-mich.org • 69 • Age of students: A Family Science Night can either be an event for the entire school, or you can target certain grade levels. A good reason to target specific grade levels is that certain activities are more appropriate for certain age levels. Since you might want the entire family to come, it is usually a good idea to provide activities that can be enjoyed by all age groups. • Activities: Physical science activities work well for Family Science, and that is where the most plentiful ideas exist. Look in the reference list for some websites where you can find ideas for Family Science Night. You can also buy the Family Science book published by the Family Science Foundation. Science activities with easy-to-find materials that are simple and engaging are what you are looking for. Again, start simple! Try them at home, first. It is frustrating when an activity does not work at the school. • Navigating Through the Stations: You can have families visit any station they want, or you can be more organized and have a clockwise (or some other rotation) established in advance. Allow five to ten minutes per activity. In an informal environment, families can move from station to station and stay as long as they like. • Station/Center Card: Each child can get a station card that has all of the stations listed. Space can be left beside each station name where a sticker can be placed when a student has completed his or her visit to each station. Each station can have its own distinct sticker. A table can be set up at the entrance of the event so that students can pick up their station card and then turn it in once all of the stations have been visited. • Recognition/Participation: Once all of the stations have been completed, students can turn in their station card at the registration table. A certificate of completion is a nice way to provide a memory of the experience for each child after they have visited all of the stations. You could also send home a science prize or toy if you have access to them.

Acknowledgements A big thank you to our Family Science partners over the years, including Clare Primary School in Clare, Michigan; Renaissance Public School Academy in Mount Pleasant, Michigan; and Farwell Elementary School in Farwell, Michigan. The parents and students at these schools have developed a lasting environment for science learning.

Another big thank you goes to the preservice teaching students in my elementary and middle level science methods classes at Central Michigan University and in the National Science Teacher Association chapter at Central Michigan University who develop the lessons for the Family Science Night stations and who take many hours to prepare an engaging and fun science environment for area children.

References American Association for the Advancement of Science. (1994). Benchmarks for science literacy. Washington, DC: Author. Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. Portsmouth, NH: Heinemann. Foundation for Family Science (n.d.). Family science. Retrieved from http://integraonline. com/~familyscience.org/mission.html Furco, A. (1994). A conceptual framework for the institutionalization of youth service programs in primary and secondary education. Journal of Adolescence, 17(4): 395-409. Jackson, A. W., & Davis, G.A. (2000). Turning points 2000: Educating adolescents in the 21st century. New York, NY: Teachers College Press. Kromer, T. P., & Hitch, E.S. (1994). A step-by step approach to implementing service learning in the Pk-12 classroom. Mt. Pleasant, MI: Central Michigan University Press. Michigan Department of Education. (2007). K-7 Michigan Science Grade Level Content Expectations. Lansing, MI: Author.

70 • MSTA Journal • Fall 2010 Nathan, J., & Kielsmeier, J. (1991). The sleeping giant of school reform. Phi Delta Kappan, 72(10): 739-742. National and Community Service Act of 1990, 42 U.S.C. § 12501, as amended. National Middle School Association (2010). This we believe: Keys to educating young adolescents. Westerville, OH: Author. National Research Council. (1996). National science education standards. Washington, DC: National Academies Press. Sandia Corporation. (2005). Family science night. In Adventures in science and knowledge. Retrieved from http://www.sandia.gov/ciim/ASK/html/elementary/familynight.htm Sandia Corporation (2007). Family science night 2007-08 school year list of activities. In Adventures in science and knowledge. Retrieved from http://www.sandia.gov/ciim/ASK/documents/Activities ‘07-’08. pdf Science Buddies (2010). Teacher tools family science night. Retrieved from http://www.sciencebuddies. org/science-fair-projects/Teacher_Tools_FamilyScienceNight.shtml Stonybrook School. (2009, February 14). Kinnelon’s family science night [Web log post]. Retrieved from The Smoke Rise & Kinnelon Blog: http://smokerise-nj.blogspot.com/2009/02/kinnelons-family-science- night.html Union College (2010). Family science night handbook. Retrieved from http://www.union.edu/academic_ depts/kids/family_science_night_handbook/index.php Western Upper Peninsula Center for Science, Mathematics and Environmental Education. (2009). Family science & math night program. In Family science and math nights. Retrieved from http://wupcenter. mtu.edu/education/familysciencenight/index.htm Zlotkowski, E. (1999). Pedagogy and engagement. In R.G. Bringle, R. Games, & E.A. Malloy (Eds.), Colleges and universities as citizens (pp. 96-120). Boston, MA: Allyn and Bacon.

About the Authors • James T. McDonald, Professor of Science Education, Department of Teacher Education and Professional Development, Central Michigan University, Central Michigan GEMS Education Center, EHS 134C, Mount Pleasant, MI 48859. Voice: 989- 774-1723 | Fax: 989-774-3152 | Email: [email protected]. Jim taught for elementary and middle school for ten years in California. After receiving his Ph.D. in science education from Purdue University, he joined the faculty at CMU where he teaches elementary and middle level science methods, advises the NSTA preservice teacher chapter, and conducts science education research in elementary classrooms. • Jason C. Artero, Adjunct Professor, Department of Teacher Education and Professional Development, Central Michigan University, EHS 452, Mount Pleasant, MI 48859. Voice: 989-774-7516 | Fax: 989-774-3152 | Email: [email protected]. Jason is a faculty member at Central Michigan University where he teaches elementary and middle level science methods, educational technology, and foundations of education. Before coming to CMU, Jason taught alternative, adult, and middle level students for eight years in Michigan’s public schools. He is currently working on his Ed.D. in educational leadership. • Alex DeSantis, Stoney Creek High School, Rochester Hills, MI 48306. Email: [email protected]. Alex is from Troy, MI and graduated from CMU where he was a member of the NSTA-CMU student chapter for three years. He received his Bachelor of Science in Education with majors in integrated science and history. Alex recently accepted his first teaching position at Stoney Creek High School in Rochester, MI. He will be teaching ninth grade physical science and an earth science elective. • Robert K. Cundy, Secondary Preservice Teacher, Central Michigan University. Email: [email protected]. Rob is currently the president of the National Science Teachers Association’s chapter at Central Michigan University. After completing his student teaching in May 2011, he will receive his Bachelor of Science in Education degree and become a secondary-level science and math teacher, possibly in an alternative school setting. Rob is currently working as a substitute teacher and summer camp counselor in his hometown of Dearborn, Michigan.

Classroom Activities | www.msta-mich.org • 71 Water Here, Water There, Water Is Everywhere! By Stephanie Standriff and Steve Mattox, Grand Valley State University

Water transcends both space and time. One water molecule might be locked in a gypsum crystal as a plate drifts slowly north for hundreds of millions of years. Another water molecule might sublimate off a Himalayan glacier and, several days later, fall as rain in our yards. The water cycle is crucial for children to understand because it is important to quality of life. Every time students go outside they witness the water cycle in action. Safe, abundant water is readily available to families in Michigan and many children take for granted where their water comes from. The books below give students innovative ways to view the dynamic life of water and it’s relevance in everyday life around the world. Our activities allow students to role-play components and processes of the water cycle and to compare and contrast the water cycle in three very different climate zones.

This Month’s Trade Books: A Drop Around the World Barbara S. McKinney. Dawn Publications 1998. 32 pp. Paperback ISBN 1883220726, $7.95. (readability 4.2)

McKinney’s book is the best available on the hydrologic cycle, uses of water, and sources of water. The writing is excellent and the illustrations are exceptionally well done. Easily in the top ten Earth science trade books. The story follows a drop in and out of water reservoirs (clouds, rivers, cows, etc.) and changes in state as it travels the world. Small symbols on each page aid in interpretation and are thoroughly explained in the back of the book. Buy this book!

The Drop in My Drink Meredith Hooper. Viking Books 1998. 32 pp. Hardcover ISBN 0-670-87618-6, (readability 5.6)

Hooper’s books are exceptional. She weaves water through Earth’s history, materials, and life, all leading towards sources. The story provides many points to jump off or link to other topics. An engaging book that will hold students’ interest and can be reread to add depth of understanding.

72 • MSTA Journal • Fall 2010 Curricular Connections: Water is a focus of the 2nd and 4th grade content expectations. The two featured trade books and their accompanying activities are especially well suited for upper elementary.

GLCEs: grade 2-4; “Where are you going water droplet?” E.FE.02.11 Identify water sources (wells, springs, lakes, rivers, oceans). E.FE.02.13 Describe the properties of water as a liquid (visible, ﬂowing, shape of container and recognize rain, dew, and fog as water in its liquid state. * E.FE.02.14 Describe the properties of water as a solid (hard, visible, frozen, cold) and recognize ice, snow, and hail as water in its solid state. E.FE.02.21 Describe how rain collects on the surface of the Earth and ﬂows downhill into bodies of water (streams,rivers, lakes, oceans) or into the ground. E.FE.02.22 Describe the major bodies of water on the Earth’s surface (lakes, ponds, oceans, rivers, streams). S.RS.04.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. S.IP.0 4.11 Make purposeful observation of the natural world using the appropriate senses. P.C M .0 4.11 Explain how matter can change from one state (liquid, solid, gas) to another by heating and cooling.

GLCEs: grade 4-6; “The Water Cycle of Diverse Regions!” E.ES.03.43 Describe ways humans are protecting, extending, and restoring resources (recycle, reuse, reduce, renewal). S.IP.0 4.11 Make purposeful observation of the natural world using the appropriate senses. S.IP.0 4.12 Generate questions based on observations. S.IA.04.11 Summarize information from charts and graphs to answer scientific questions. S.IA.04.12 Share ideas about science through purposeful conversation in collaborative groups. S.IA.04.13 Communicate and present findings of observations and investigations. S.IA.04.15 Compare and contrast sets of data from multiple trials of a science investigation to explain reasons for differences. P.C M .0 4.11 Explain how matter can change from one state (liquid, solid, gas) to another by heating and cooling. S.IP.05.16 Identify patterns in data. S.IA.05.13 Communicate and defend findings of observations and investigations using evidence. S.IA.06.11 Analyze information from data tables and graphs to answer scientific questions. S.IP.06.16 Identify patterns in data. L.EC.06.41 Describe how human beings are part of the ecosystem of the Earth and that human activity can purposefully, or accidentally, alter the balance in ecosystems. u

Classroom Activities | www.msta-mich.org • 73 Where are you going water droplet? Trade book – Inspired investigations for grades 3-5

Purpose: Students analyze the Earth, identifying the different places water can be found and the forms water takes. Materials: “Nametags” can be made using paper or cardboard and a label with the appropriate water state. String is needed to attach to the top left and right corners of the paper or cardboard so that the students can hang it around their necks. Procedure: 1. Everyone in the class will receive a hanging nametag that states a condition/ location/form of water. The nametags should say rain, snow, hail, grapple, groundwater, runoff, atmosphere, cloud, plants, springs, glaciers, permafrost, freezing, deposition, condensation, melting, evaporation, and sublimation. 2. Ask students to stand in a circle to be able to see everyone’s nametags. Just as the two trade books told a story, the teacher tells a story about the journey of the water droplet based on the hydrological cycle. 3. When the teacher describes the student’s nametag, that student must step forward and hold up their nametag, identifying that they are the current condition being addressed. 4. At the end of the story, the teacher should reflect upon “A Drop Around the World” by asking the students what other places the raindrop could find itself on a journey. Sample story: One day a water droplet was hanging out in an ocean, trillions and trillions of other water droplets and salt surrounded the droplet. The sun beat down on the little droplet in the big ocean and the droplet got excited and all heated up. The droplet bounced right out of the ocean, going through a process called evaporation. The droplet was taken far into the sky where it met other water droplets. They all relaxed and cooled down, condensing together. When more and more water droplet friends condensed together they began to form a cloud and get heavy. The cloud was so big that it could no longer stay above in the atmosphere. Droplets fell from the cloud, making rain! The droplet fell from the sky but the wind carried it away from the ocean and towards a river where it flowed through the twists and turns, over rocks and soil. The droplet eventu- ally went to the bottom of the river and took a dive into the ground. It found other water droplets there and they were all called groundwater. The pressure from other ground water droplets pushed the droplet over to an area with very high pressure, so much pressure that the droplet escaped through a spring. The spring spurted out on the grass where the droplet remained over night. That night was very cold and temperatures dropped below 32 degrees Fahrenheit. The little droplet froze on a piece of grass and we call that ice! In the morning the ice began melting because the sun came out and the droplet evaporated once again. This time it was carried by an intense wind all the way up to northern Canada. The droplet began to feel the temperature drop and his body started crystallizing into a snowflake!

74 • MSTA Journal • Fall 2010 The Water Cycle of Diverse Regions! Trade book – Inspired investigations for grades 3-5

Purpose: Students contrast the water cycle by visiting two very different locations (tundra and tropics) featured in the books and comparing (monthly graphs of temperature, precipitation, and humidity) them to conditions in Michigan. Materials: The graphs, diagram and worksheet questions provided below. Procedure: 1. Have students look at picture of a tropical rainforest biome and use their prior knowledge to analyze the pictures and point out the dynamic water processes occurring. Flickr has a great rainforest picture of the Olympic Natural Park with abundant plant growth (see http://www.flickr.com/photos/ simplelogic/165389751/). It’s a great demonstration of the immense photosynthesis occurring. 2. Have students do the same with a picture of tundra (see http://www.alaska-in- pictures.com/data/media/19/fall-tundra-with-mountains_4433.jpg). This photo demonstrates how tundra supports a specific plant life. It also shows how the biome varies in geological features and climate conditions. 3. Have students work individually to complete a Venn diagram by writing the characteristics of the rainforest and the important hydrologic events that go on in rainforests on one side of the diagram. The other side should be filled out the same for tundra. The middle is reserved for occurrences that take place in both biomes. See Figure 1 for an example of one way to complete the diagram. u

Figure 1. Venn diagram for rainforest and tundra.

Classroom Activities | www.msta-mich.org • 75 4. Next, introduce climate graphs to students (See Figure 2). Temperature and precipitation are the two most important parameters in defining climate. Ask the students to apply what they know about these climates zones and biomes and what they can interpret from the data by answering the following questions on a worksheet. The teacher can also allow the students to explore the website WeatherOnline to compare conditions at different locations of interest (see ht t p:// www.weatheronline.co.uk/weather/maps/forecastmaps?LANG=en&CONT=namk&RE GION=0014&LAND=MI&LEVEL=4&R=160).

We provide a useful set of questions to guide students towards key observations. Some answers may vary but likely responses are included.

T: How do Homer, Alaska and Iquitos, Peru compare in precipitation? Add up each month’s rainfall. S: Homer, Alaska averages about 64 cm annually while Peru receives about 290 cm annually. Also, Homer receives the most precipitation in fall and winter months while Iquitos peaks in the spring.

T: How do they compare in temperature? S: Homer has below freezing winters and reaches only 16 degrees Celsius in the summer. Iquitos has very stable temperatures staying between about 21-31 degrees Celsius.

T: How do these data compare to where you live or a different place that you have been? S: Michigan receives about 81.9 cm annually. Jamaica receives about 198 cm annually. Michigan experiences a wide range of temperatures of all four seasons while Jamaica has stable temperatures yearlong (See Figure 2).

T: What could account for these differences and why? S: Latitude location on Earth, because generally the equator is moist and warm while the poles are cool and dry.

T: Looking at the graphs again, how could they be misleading to someone at first glance? S: The y-axis is spaced differently for each graph so one must take into account that the stretching or shrinking of numbers on the graph could affect visual comparisons.

T: Considering what you know about biomes and the data given, what is your ideal biome to live in and why? S: Temperate deciduous forest because it has moderate climates.

T: Referring to the Michigan data, do the temperatures and rainfall match up with what you experience day to day in Michigan? Why or why not? S: Overall, yes because we have noticeable differences in temperature for each season and the graph shows cold winters that can get below freezing and hot summers that can reach 27 degrees Celsius.

76 • MSTA Journal • Fall 2010 T: What do you think accounts for the type of hydrologic processes that occur frequently in Michigan? S: Sublimation of snow. Cold fronts moving across warm Lake Michigan resulting in a lot of snow (the lake-effect) in the winter or thunderstorms in the spring/summer. Flood- ing caused by melting snow and heavy rainfall. Warm temperatures leading to higher evaporation in the summer.

T: What could account for the differences seen in the Michigan graphs between Grand Rapids (southwestern MI) and Houghton Lake (north central MI)? S: Grand Rapids is closer to the water source, Lake Michigan, so each month receives slightly more precipitation. Grand Rapids is also closer to the Gulf of Mexico, another source of our precipitation.

T: Going back to the books we read, why do we need to conserve water (particularly our Great Lakes?) S: Conservation is needed for humans today and future generations to use as a clean abundant water resource and to preserve biodiversity in the lakes.

T: In the trade book, it talks about how a droplet can travel very far. Describe how a droplet would make its way from the tundra to the rainforest and what types of circum- stances would need to take place. S: Some ice that formed during the winter in the active layer of permafrost could go through sublimation and evaporate as a gas, cooling, condensing and becoming part of a cloud. The droplet may get carried away to the equator by strong winds. Then, more water vapor added to the cloud would make it become heavy enough to precipitate above a tropical rainforest.

Elaborate: Water conservation is discussed in the trade book “The Drop in My Drink” used for this activity. The teacher can embellish on this by asking students about available fresh water sources such as the Great Lakes. The students can participate in “partner share” in which they discuss the importance of fresh water and ideas for conserving these water resources we have. The teacher will ask the students to make an individual goal that they can start to do everyday that will save water (such as turning off the faucet when brushing teeth or taking shorter showers).

Misconceptions: Understanding the process evaporation is one of the keys to mastering the fundamental properties of the water cycle. Some students have misconceptions about evaporation (such as it carries particles with it or that water disappears). This misconception can be clarified with a demonstration by Larry Fegel. The system should be contained in some sort of clear container with dyed blue water at the bottom and an empty clear glass in the middle of the water. There should be a heat source that allows for the water to evaporate. The teacher will ask the students what color the water will be when it condenses and falls into the cup. Some students may think the water will be blue. By using this demonstration, the teacher can show how water accumulates at the top of u

Classroom Activities | www.msta-mich.org • 77 the system (condenses and doesn’t disappear) and then falls or “rains” into the cup. The blue dye may be attached to the water at the bottom but it does not follow the water in the evaporation process.

Figure 2. Climate data for Homer, Alaska; Iquitos, Peru; Grand Rapids; and Houghton Lake, Michigan. Solid bars represent precipitation. Lines represent temperatures. Modified from Weather Online.

78 • MSTA Journal • Fall 2010 Figure 2. continued

Resources Graphs for the locations used in this article as well as many other locations around the world: “Temperatures And Precipitation Climate Diagrams For More Than 5000 Stations Worldwide” Weather Online 7 Mar. 2010 http://www.weatheronline.co.uk/weather/ maps/forecastmaps?LANG=en&CONT=namk®ION=0014&LAND=MI&LEVEL=4&R=160

About the Author • Stephanie Standriff ([email protected])is a preservice teacher at Grand Valley State University in Allendale, Michigan. Steve Mattox([email protected]) is an Associate Professor of Geology at Grand Valley State University.

Classroom Activities | www.msta-mich.org • 79 Author Guidelines Deadlines: August 15th for the Fall Journal & January 15th for the Spring Journal!!

How to Get Published in THE MSTA JOURNAL Twice each year in October and April, MSTA publishes a journal that reaches elementary, middle, and secondary classroom teachers, principals, and science educators. Why not share your ideas with your colleagues? Before You Begin Review the current journal to get an idea of the types of articles that are published. We have two sections: (1) feature articles that deal with research, MEAP topics, or address a learning theory (2) classroom ideas that give classroom activities, usually in much the same format as the teachers uses in their own classroom.

Write clearly and concisely, organize your material logically, and use an active voice and conversational tone. Write about your firsthand experiences or your unique area of expertise and stress classroom applicability.

You must guarantee the originality of your work. Credit any other author’s ideas that you use or build on. Do not copy illustrations from textbooks. All illustrations must be copyright free.

Your manuscript length can be variable. We have published articles that range from 1‑16 pages. On the title page provide each author’s name, current position, mailing address, e‑mail address, home and work telephone numbers and fax number.

Cite only direct sources, and use the author‑date reference style in the text. Bibliographies and resource lists should be alphabetized and limited to current, readily available items. Check the accuracy of your items carefully. How To Submit Email your article to Lisa at ([email protected]) in Word format. If your article has specific formatting, please mail a printed hardcopy proof of your article to the editor for formatting reference. Note: If you do not supply a printed hardcopy proof for formatting reference, we can’t be held responsible for formatting errors or inconsistencies.

Photographs should be submitted electronically in high-resolution format (4” x 3”, 300 dpi). Students in lab must be shown following appropriate safely guidelines and wearing proper safety attire, including splash‑proof goggles. Their faces should be visible, but they should not look directly at the camera. If the photo is used, a signed model release will be required of each student pictured. Checklist q Author’s name, current position, mailing address, phone numbers are included with article. q Written clearly and concisely with an introduction and conclusion. q Stresses classroom applicability. q References are complete. q Photos show students following appropriate rules of safety. q Two printed copies and a disk are mailed to the editor.

80 • MSTA Journal • Fall 2010 www.msta-mich.org Michigan Science Teachers Association 3300 Washtenaw Avenue, Suite 220 Ann Arbor, Michigan 48104-4294