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That’s How the Kangaroo Bounces

A Biological Case Study to Teach Energy Concepts

Journal of College Science Teaching—September/October 2022 (Volume 52, Issue 1)

By Erin M. Craig, Sydney Galbreath, Timothy Sorey, and Derek Ricketson

A growing number of Introductory Physics for Life Sciences courses have been developed to prepare biology, premedicine, and pre-health majors for cross-disciplinary connections between physical principles and biological systems. Many students find it challenging to apply idealized algebra-based general physics to more complex biological systems. A novel biological case study was developed to teach undergraduates to expand their energy transformation analysis of a simple system—a bouncing ball—to a more complex biological system of a kangaroo hopping. Similar to a ball, kangaroos transform elastic potential energy into kinetic energy to power their “bouncing.” Unlike the bouncing ball, kangaroos gain additional potential energy through metabolic processes. Students follow a sequence of guided tutorials that facilitate small-group learning as they evaluate quantitative data from video analysis with metabolic energy expenditures from literature to synthesize a real-world understanding of energy transformations. In this article, we describe learning progressions, practical tips for teaching, and lessons learned in this activity covering energy transformations.

 

A growing number of Introductory Physics for Life Sciences courses have been developed to prepare biology, premedicine, and pre-health majors for cross-disciplinary connections between physical principles and biological systems. Many students find it challenging to apply idealized algebra-based general physics to more complex biological systems. A novel biological case study was developed to teach undergraduates to expand their energy transformation analysis of a simple system—a bouncing ball—to a more complex biological system of a kangaroo hopping.
A growing number of Introductory Physics for Life Sciences courses have been developed to prepare biology, premedicine, and pre-health majors for cross-disciplinary connections between physical principles and biological systems. Many students find it challenging to apply idealized algebra-based general physics to more complex biological systems. A novel biological case study was developed to teach undergraduates to expand their energy transformation analysis of a simple system—a bouncing ball—to a more complex biological system of a kangaroo hopping.
 

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Teaching and Learning About Global Climate Change Online

Journal of College Science Teaching—September/October 2022 (Volume 52, Issue 1)

By Emily van Zee, Elizabeth Gire, Kelby T. Hahn, and Mackenzie Belden

Sessions of our laboratory-based physics course have been “meeting” synchronously online instead of on campus due to the pandemic. Shifting to remote instruction prompted us to create online versions of the course. In the unit on global climate change, for example, we continued engaging students in documenting their initial and evolving ideas; exploring the greenhouse effect; examining evidence of increasing global temperatures, rising sea levels, and melting glaciers; modeling causes of rising sea levels; considering ways individuals, communities, states, nations, and international organizations are taking action; and making connections to education policies such as the Next Generation Science Standards. Key aspects of this course have been creating opportunities for formative assessment and fostering a sense of community.

 

Sessions of our laboratory-based physics course have been “meeting” synchronously online instead of on campus due to the pandemic. Shifting to remote instruction prompted us to create online versions of the course.
Sessions of our laboratory-based physics course have been “meeting” synchronously online instead of on campus due to the pandemic. Shifting to remote instruction prompted us to create online versions of the course.
 

Point of View

Catalyzing the Advancement of Diversity, Equity, and Inclusion in Chemical Education

Journal of College Science Teaching—September/October 2022 (Volume 52, Issue 1)

By Reginald Rogers and Todd Pagano

Only a relatively small number of students from underrepresented groups enter the field of chemistry, complete their degrees, and enter the workforce. There are ethical and practical concerns when we lose out on diversifying the chemical sciences and benefitting from the greater contributions of thinkers from diverse backgrounds working together in the classroom and workplace. The principles of diversity, equity, and inclusion are critical for resolving the current imbalance. Continuous reflection by faculty is an essential component for the improvement process, as are understanding value and embracing change. Strategies for making students feel a sense of belonging in a course, research laboratory, and discipline include ensuring the educational climate is safe, accessible, and respectful; making the learning experience relatable and providing access to role models; and providing research experiences and exposure to the field. While the focus of this Point of View is on chemical education, the conversation and best practices are applicable and extend to teaching and mentoring in other fields of science.

 

Only a relatively small number of students from underrepresented groups enter the field of chemistry, complete their degrees, and enter the workforce. There are ethical and practical concerns when we lose out on diversifying the chemical sciences and benefitting from the greater contributions of thinkers from diverse backgrounds working together in the classroom and workplace. The principles of diversity, equity, and inclusion are critical for resolving the current imbalance.
Only a relatively small number of students from underrepresented groups enter the field of chemistry, complete their degrees, and enter the workforce. There are ethical and practical concerns when we lose out on diversifying the chemical sciences and benefitting from the greater contributions of thinkers from diverse backgrounds working together in the classroom and workplace. The principles of diversity, equity, and inclusion are critical for resolving the current imbalance.
 

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The Magic School Bus and Beyond

Considering the potential of hybrid texts in the elementary science classroom

Science and Children—July/August 2022 (Volume 59, Issue 6)

By Jennifer Altieri

The Magic School Bus and Beyond

 

Why Does My Chest Hurt?

Coronary Artery Disease and the Consequences of Environmental Exposure to PFAS

By John B. Chiari, Jillian Giblin, Courtney L. McGinnis

Why Does My Chest Hurt?

 

Press Release

Call for Submissions: The 2022-2023 Shell Science Teaching Award and the Shell Urban Science Educators Development Award

Cash Prizes and Expense Paid Trip to Attend a Future NSTA National Conference to be Awarded for Exemplary Science Teaching

Archive: Teacher Tip Tuesday: Start of School: Effective Discourse Strategies for Creating Inclusive Science/STEM Classrooms, September 20, 2022

This web seminar by members of NSTA’s Professional Learning Committee is designed to help teachers deepen their understanding of the effective and practical strategies to facilitate academic discourse that promotes inclusive science and STEM classrooms. Participants will engage in a variety of instructional strategies to ensure that all students have access to scientific discourse, and opportunities to collaborate with peers, through intentional planning.

This web seminar by members of NSTA’s Professional Learning Committee is designed to help teachers deepen their understanding of the effective and practical strategies to facilitate academic discourse that promotes inclusive science and STEM classrooms. Participants will engage in a variety of instructional strategies to ensure that all students have access to scientific discourse, and opportunities to collaborate with peers, through intentional planning.

This web seminar by members of NSTA’s Professional Learning Committee is designed to help teachers deepen their understanding of the effective and practical strategies to facilitate academic discourse that promotes inclusive science and STEM classrooms. Participants will engage in a variety of instructional strategies to ensure that all students have access to scientific discourse, and opportunities to collaborate with peers, through intentional planning.

This web seminar by members of NSTA’s Professional Learning Committee is designed to help teachers deepen their understanding of the effective and practical strategies to facilitate academic discourse that promotes inclusive science and STEM classrooms. Participants will engage in a variety of instructional strategies to ensure that all students have access to scientific discourse, and opportunities to collaborate with peers, through intentional planning.

 

From the Field: Freebies and Opportunities for Science and STEM Teachers, August 30, 2022

By Debra Shapiro

From the Field: Freebies and Opportunities for Science and STEM Teachers, August 30, 2022

 

Press Release

Attention Science Educators: Registration Now Open for the Shell Science Lab Regional Challenge

Up to $330,000 in Prizes to be Awarded to Teachers for Finding Innovative Ways to Deliver Quality Lab Experiences to Students

 

Start the Year by Speaking Up for Science Education

By Elizabeth Mulkerrin, NSTA President

Posted on 2022-08-22

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