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Maps and models

By Mary Bigelow

Posted on 2011-09-21

Click here for Table of Contents


My principal questioned why I had U.S. and world wall maps on my request list. “You teach science, not geography” was his comment. But the maps were ordered, and during lessons we pulled them down and found the location of the Namib Desert, the Okefenokee Swamp, and coral atolls in the Pacific. We pinpointed where current events were happening (volcanic eruptions, storms, space shuttle launches and landings). We contrasted the continental shelf off the two coasts of North America and compared the sizes of watersheds. Those maps were among the best resources in the classroom. For younger students, A Sense of Place describes an activity to introduce students to the idea of a map as a model of an area. The Concept of a Model uses the experiences of upper elementary students to help them understand the meaning behind models (including computer models), along with suggestions for helping students with the critical thinking to generate their own models.
When parents hear about “models,” what may come to their minds is the traditional solar-system-on-a-hanger, pretzel stick log cabins, or shoebox dioramas. The authors of Math and Science Night describe an open house event that gets parents and students involved in inquiry activities using models and other hands-on activities to explore STEM concepts. The authors provide a planning guide, checklists, and examples of activities.
Visual literacy in science is one of my interests. What Do You See? has a lesson vignette that shows how a teacher guided students through an understanding of the purpose of visuals in science text. Using the topic of cells, the authors include a chart showing several questioning strategies and a description of how students created and interpreted their own visuals. [SciLinks: Cells (K–4), Animal / Plant Cells (5-8), Cell Structures (5–8),  How Do Plant and Animal Cells Differ? (5-8)]  And visit previous NSTA blogs for more on Visual Literacy and Models, Maps, and Spatial Understanding

A Wave of Interest capitalizes on current events and student curiosity. The teacher/author describes how he and his students created a working model in the classroom to study tsunamis. This activity was a wonderful opportunity for the teacher and students to learn together. Earthquakes! has a review of trade books related to earthquakes. [SciLinks: Tsunamis (K–4), Earthquakes (K–4)]
Models, such as described in Blood in a Bag, can help students visualize concepts. There are directions for this 5E activity to help students understand the composition of blood. [SciLinks: Blood (5–8),  Blood Type (5–8)] Make Your Own Snow Day shows how models can bring experiences into the classroom, even when the real event is not accessible. The 5E lesson incorporates maps and visuals, too. [SciLinks: Snowflakes]
Why Don’t Spiders Stick to Their Own Webs? This sounds like a question that students would ask, as they watch spiders during an investigation such as the one described in A Web of Learning. [SciLinks: Arachnida (5–8)]
Where Are the Stars? This formative assessment probe that looks at students conceptions (or misconceptions) about the solar system. [SciLinks: Stars 5–8, Solar System 5–8] And check out more Connections  for this issue (September 2011). Even if the article does not quite fit with your lesson agenda, there are ideas for handouts, background information sheets, data sheets, rubrics, and other resources.

Click here for Table of Contents

 

Chemistry of dispersants

By admin

Posted on 2011-09-21

Oil Spill, Gulf of Mexico (NASA, International Space Station Science, 05/04/10)

Oil Spill, Gulf of Mexico (NASA, International Space Station Science, 05/04/10)

Oil is a stew of hydrocarbon molecules. Oil doesn’t sink, it floats, and when it spills, it spreads out in a thin sheen. Parts of the oil spill, asphaltenes, froth up and emulsify in waves, becoming tarry globules of hydrocarbon chains mixed with other molecules (nitrogen, oxygen, and sulfur, as well as trace amounts of vanadium and nickel.). The spill byproducts get sticky and messy.BP oil spill samples collected by Louisiana USGS scientists Greg Swayze and Charlie Demas

With 4% of the world’s population, we in the U.S. use 25% of the oil produced, spending nearly half a trillion dollars each year on oil. Neither a spike in prices, nor footage and news reports from last year’s BP oil spill changed oil usage significantly–we have cut it by just 2.4%. So, we’re not going to stop using oil any time soon, and since spills occur at every step in the oil production pipeline, they’re going to continue to occur.
So, how can chemistry help us deal with those spills?

Brown pelicans captured at Grand Isle, Louisiana, following the BP oil spill in the Gulf, 2010You may have seen Dawn commercials  last summer showing workers cleaning ducks with Dawn detergent. Dawn works as a surfactant, breaking the hold the oil and tar has on the duck’s feathers, and allowing it to rinse away in water. Those are cute commercials–these oil-covered brown pelicans don’t look so cute– but how do we deal with spills on a larger scale?

That’s what this week’s Chemistry Now videos are about. The fall release of the weekly, online, video series “Chemistry Now” is under way, and we’re uncovering dispersants as a source of interesting video and lessons. As we’ve written before, please view the video, try the lessons, and let us know what you think.

Photos: NASA Marshall Space Flight Center

U.S. Geological Survey

MindfulWalker

Through the Chemistry Now series, NSTA and NBC Learn have teamed up with the National Science Foundation (NSF) to create lessons related to common, physical objects in our world and the changes they undergo every day. The series also looks at the lives and work of scientists on the frontiers of 21st century chemistry.

 

Video: On the anniversary of the final capping of the gushing oil well in the Gulf of Mexico in 2010, NBC Learn explains the chemistry of dispersants and immiscibles, in “How to Wash an Ocean.” They also mark the International Year of Chemistry with a video outlining chemistry’s “10 Big Questions,” as selected by their content partner, Scientific American. 

Middle school lesson: In The Chemistry of Oil Spills, students evaluate several methods of cleanup used in the recent BP oil spill, and learn about the importance of chemistry in oil spill cleanup.

High school lesson: In the high school version of the lesson, students conduct an experiment to determine the contributing factors to the solubility of a system and the role of polarity in the solubility of a system, so that they understand the effect of dispersants on the system.

You can use the following form to e-mail us edited versions of the lesson plans:

[contact-form 2 “ChemNow]

Oil Spill, Gulf of Mexico (NASA, International Space Station Science, 05/04/10)

Oil Spill, Gulf of Mexico (NASA, International Space Station Science, 05/04/10)

Project Earth Science: Physical Oceanography, Revised 2nd Edition

How well can your students—
• Explain why ice floats?
• Model ocean currents?
• Predict tides?
• Describe the proper clean-up of an oil spill?
How well can your students—
• Explain why ice floats?
• Model ocean currents?
• Predict tides?
• Describe the proper clean-up of an oil spill?
 

Are your high school students WORTHY?

By Debra Shapiro

Posted on 2011-09-19

Canoga Park High School participants of Northrop Grumman's WORTHY program

photo courtesy of Northrop Grumman Corp.


Know a freshman or sophomore majoring in physics, engineering, computer science, or math who has a solid 3.0 GPA? Northrop Grumman’s Worthwhile to Help High School Youth (WORTHY) program can provide that student with caring mentors, scholarships, professional development training, and exposure to science, technology, engineering, and math careers. Read this NSTA Reports story to learn more about WORTHY and how it helps these students choose their ideal major in college.

Canoga Park High School participants of Northrop Grumman's WORTHY program

photo courtesy of Northrop Grumman Corp.

 

Motivating and engaging students

By Mary Bigelow

Posted on 2011-09-16

Click here for the Table of Contents


“The most engaging tool of all is an enthusiastic teacher who provides high, clear expectations and connects with students on a personal level. Good teaching is good teaching, even today.” This quote from the Editor’s Corner sums up what has always been true, regardless of the current distractions and free-time options that students have. Who remembers the discussions in the mid-20th century about the (negative) effects of television on learning? Or had parents who couldn’t understand how kids could do homework with music playing on the radio or (gasp!) record player? So the 2011 student on the cover with a laptop and smart phone has technology that’s been kicked up quite a few notches, but there have always been perceived distractions.
I’ve found that motivation comes from within an individual. As a teacher I could threaten, reward, or plead with students for compliance, but the ultimate decision to participate was up to the student. The article What Students Really Want in Science Class describes a study in which students “want” the following: hands-on activities, active and interactive learning, being treated as people, and “stories” (narratives that connect content and show its relevance). This article dovetails with Teaching and Assessing the Nature of Science—these would make interesting reading at a department meeting or inservice event. (And I’d second the suggestion for the Understanding Science website  for more on the nature of science.)
In a focus group that I conducted with high school students, they said the worst thing they did  in class is copy notes from the board. They felt they learned best from class discussions, working together, and projects that allowed them to use their problem-solving skills and creativity. One student noted “We might moan about doing a project or having a discussion, but don’t take us seriously…we like them.” I also asked if they ever thought a topic in science was going to be boring, only to find that it was really interesting. The all said yes, and I asked what changed their minds. Virtually every student said it was something the teacher did that made the topic or the activity compelling for them.

The students also noted that they liked to work together. They may need some modeling and guidance on how to do that, and technology described in Science 2.0: Science Teaching and “the Cloud” could facilitate collaboration across geography and time. Many of the Web 2.0 tools foster online collaboration—the article describes Drop Box and Google Docs for sharing files collaboratively. No need to paste and download versions in emails.
Students also like to show their creativity with interesting projects. Adopt-a-Dino capitalizes on the interest students have in these animals (the topic of paleontology is not must just for  elementary students) with examples of student projects and presentations (the photos, handouts, and rubrics are very helpful). [SciLinks: Dinosaurs]
Rather than competing with popular culture, I’ll Bring the Popcorn has ideas for analyzing popular move clips for the science (or lack of science) in them. The author describes several movie scenes and offers suggestions for the appropriate use of these in class. I suspect that once students start looking at films through a science lens, they’ll be able to suggest additional examples. Avatar in the Science Classroom gets even more specific—designing a dream ecosystem. The authors include suggestions for this creative project as well as rubrics for assessing what students are learning. [SciLinks: Ecosystems]
Don’t forget to look at the Connections for this issue (September 2011). Even if the article does not quite fit with your lesson agenda, this resource has ideas for handouts, background information sheets, data sheets, rubrics, etc.

Click here for the Table of Contents

 

STEM classroom activities

By Claire Reinburg

Posted on 2011-09-15

Cover image for STEM Student Research HandbookThe July 2011 release of the Framework for K-12 Science Education, from the National Academies, places new emphasis on the topic of science, technology, engineering, and mathematics (STEM) in the discussion of K–12 education priorities. The Framework recommends building science education in grades K–12 around three major dimensions: scientific and engineering practices; cross-cutting concepts that unify the study of science and engineering; and core ideas in four disciplinary areas (physical sciences; life sciences; Earth and space sciences; and engineering, technology, and the application of science). The September 2011 issue of NSTA’s Book Beat anticipates this growing emphasis on STEM education by highlighting lessons that can help science teachers demonstrate to students—in ways both fun and enlightening—the strong connections among science, technology, and engineering.  Included in the issue are links to free lessons like “Imaginative Inventions” from More Picture-Perfect Science Lessons (grades K–4), which helps students explore the invention process and then test toys with both fun and safety in mind. Middle and high school students can delve into the intriguing study of science at the nanoscale through the free lesson “Nanomedicine” from Nanoscale Science: Activities for Grades 6-12, by Gail Jones and colleagues. Nanotechnology has opened the door for medical applications that work at the molecular level to diagnose, treat, and prevent disease. In the “Nanomedicine” activity, students investigate through the use of gelatin-based cell models how nanotechnology is being used to treat cancer without harming the surrounding tissue. There’s also a free e-book offer and a preview chapter of the new NSTA Press book STEM Student Research Handbook. Read this month’s issue of NSTA’s Book Beat to download these STEM-related resources and more.
 

Cover image for STEM Student Research HandbookThe July 2011 release of the Framework for K-12 Science Education, from the National Academies, places new emphasis on the topic of science, technology, engineering, and mathematics (STEM) in the discussion of K–12 educ

 

Chemistry of soap and detergents

By admin

Posted on 2011-09-14

Image of soap and supplies to make it the old fashioned way Slippery, slathery, sparkly soap. We squirt a dollop on our hands, rub it in timed to the birthday song, rinse off, and our hands are squeaky clean. But what is soap, and why does it work?

Soaps first appeared in recorded history several thousand years ago, and undoubtedly, the substance was around for some time before that.  These early soaps were rendered from ashes and animal fats, and creating soap was a household chore. Eventually, in the seventh century in Europe, artisans took on the task of producing it, and later still in the 18th century, the industrial production of soap began.

When used for cleaning, soap acts as a surfactant in conjunction with water. Soap cleans thanks to micelles, tiny spheres coated on the outside with polar hydrophilic (water loving) groups, which create a lipophilic (fat loving) pocket around the grease particles, which disperses the grease in the water. The lipophilic portion is made up of the long hydrocarbon chain from the fatty acid. Though normally oil and water do not mix, the addition of soap allows oils to disperse in water and be rinsed away. Synthetic detergents operate by similar mechanisms to soap.

The fall release of the weekly, online, video series “Chemistry Now” is under way, and we’re starting with surfactants (soap, detergent) as a source of interesting video and lessons. As we’ve written before, please view the video, try the lessons, and let us know what you think.

Photo: Katie Weilbacher

Through the Chemistry Now series, NSTA and NBC Learn have teamed up with the National Science Foundation (NSF) to create lessons related to common, physical objects in our world and the changes they undergo every day. The series also looks at the lives and work of scientists on the frontiers of 21st century chemistry.

 

Video: The video  “It’s a Wash: The Chemistry of Soap” explains how soap and detergents — surfactants — affect the surface tension of H2O to break up dirt, especially greasy dirt. We also profile 21st Century Chemist Facundo Fernandez at Georgia Tech, who uses chemistry to detect dangerous or ineffective fake pharmaceutical drugs and medicines.

Middle school lesson: In Mixing the Immiscible, students observe the interaction of immiscible liquids by designing an experiment to test the action of surfactants. They compare the results of adding various surfactants to a mixture of immiscible liquids, use their data and observations to discuss why some liquids are immiscible in other liquids, and come to understand how surfactants work.

High school lesson: In Getting Clean, students observe the interaction of immiscible liquids, compare the results of adding various surfactants to a mixture of immiscible liquids, and explore how soaps clean.

You can use the following form to e-mail us edited versions of the lesson plans:

[contact-form 2 “ChemNow]

Image of soap and supplies to make it the old fashioned way Slippery, slathery, sparkly soap. We squirt a dollop on our hands, rub it in timed to the birthday song, rinse off, and our hands are squeaky clean. But what is soap, and why does it work?

 

The American Jobs Act and science labs

By Francis Eberle

Posted on 2011-09-12

NSTA Executive Director Francis Eberle

NSTA Executive Director Francis Eberle


Last week President Obama introduced his new American Jobs Act, which included provisions that will impact schools, teachers and, specifically, science labs.
A press release on the American Jobs Act claims that “as many as 280,000 education jobs are on the chopping block in the upcoming school year. These cuts could have a significant impact on children’s education, through the reduction of school days, increased class size, and the elimination of key classes and services. The president’s plan will support state and local efforts to retain, rehire and hire early childhood, elementary and secondary educators (including teachers, guidance counselors, classroom assistants, after-school personnel, tutors, and literacy and math coaches). These efforts will help ensure that schools are able to keep teachers in the classroom, preserve or extend the regular school day and school year, and continue to support important after-school activities.”
The President proposes to spend $30 billion to prevent layoffs of up to 280,000 teachers and $25 billion for school infrastructure, which includes modernization and/or development of science labs. We all know it is economically tough time right now, and these are pretty big numbers. The President’s proposals are meant to address both short and a long term strategies. While no one wants to see teachers out of work, I think including education in a jobs bill can be confusing to many. Here’s why.
The President often speaks about his long-term goal to invest in our country’s future by putting money into the education infrastructure that prepares the U.S. future workforce Most agree that science, technology, engineering and mathematics education drives a major part of U.S. economic development.
In the short term the proposed funding from this plan will help some teachers keep their positions because the tax dollars and tax revenues used to support teacher salaries have been low for a third year in a row. Many school systems are operating at a 2008 budget level.
Yet In recent months Congress has been vigorously debating the vision for the country, a debate that largely centers on whose taxes can be cut or what program or budget reductions can be made. The irony of this approach is that it can lead to even less tax revenues and there will be more layoffs. (I know I am being political, but it is hard not to being here in D.C.)
I am curious, do you know of any science and technology teachers who are being or have been laid off recently? And what shape are your labs in, are labs something we should be investing in now? Let me hear your stories about whether we need to modernize science labs and classroom internet capabilities? What stories do you have from schools or individuals that would help to justify the President’s proposal?

NSTA Executive Director Francis Eberle

NSTA Executive Director Francis Eberle

 

After the lab…

By Mary Bigelow

Posted on 2011-09-12

Click here for the Table of Contents


I once heard a teacher say “My students are so busy, they don’t have time to think.” It’s easy to get caught up in the procedure of an activity, but as the articles in this issue suggest, the real value of an inquiry investigation goes beyond the procedure to the processes of analyzing, questioning, reflecting, and communicating. Students at the middle level probably need guidance and modeling in order to develop these processes, and the articles in this month’s issue have helpful ideas.
Our students may see many examples of arguing, but the articles Fostering Argumentation Skills: Doing What Scientists Really Do and The Multiple Faces of Argument in School Science describe how to introduce students to the concepts and strategies used in supporting their claims with evidence. [For related articles on argumentation see the article Generate an Argument: An Instructional Model from the July 2010 Science Teacher and the Argumentation in Science issue of Science & Children.
Science has many terms that can be confusing and understanding the nuances of terminology is important. The article Data Versus Evidence: Investigating the Difference uses a “murder mystery” to help students understand that “All evidence requires data, but not all data need to be used as evidence.” [SciLinks: Forensic Science]

The authors of After the Lab: Learning Begins When Cleanup Starts show how the “gallery walks” that are often part of professional development sessions can be used by students to share their results with their peers. There are checklists and suggestions for this “walking and talking” style of communication.
Generating Discourse with Cookie and Doughnut Investigations uses cookies and pastries in a lesson on questioning and consumer claims, with a caveat about eating in labs. This month’s Scope on Safety column, Food For Thought, But Not For Eating, also makes the point that science labs are not proper places for investigations with foods (in cases where students will eat the foods), for using food as treats or rewards, or even in situations where students are expected to eat lunch in classrooms.  [SciLinks: Laboratory Safety]
Developing Intuitive Reasoning with Graphs to Support Science Arguments is a long title for a good article on the value of graphs as tools for analysis and communication. But this is another area in which middle level students might need some guidance and support (as described in the article). A resource for graphing is Create-a-graph from National Center for Educational Statistics, which guides students through the process of choosing an appropriate type of graph and organizing the data for it.
Other columns and articles in this issue refer to content topics that the SciLinks database supports with websites that would support the content or include additional activities:
Teaching the Combined Gas Law
[SciLinks: Gas Laws (5-8), Gas Behavior/Gas Laws, Gas Laws (9-12), Robert Boyle]
A Breath of Fresh Air: Addressing Indoor Air Quality
[SciLinks: Radon, Indoor Air Pollution, Carbon Monoxide, Lead Poisoning]
Scope on the Skies: In the Middle
[SciLinks: Reasons for the Seasons, Seasons]
 
 

Click here for the Table of Contents

 

Science of natural disasters, for young children

By Peggy Ashbrook

Posted on 2011-09-11

Fungus growing on a fence post

With ten-plus inches of rain, even fenceposts sprout with fungus.


An earthquake (my first ever experienced), the edge of hurricane Irene’s winds, and unending rain (over 10 inches in the last  two weeks) brought flooding, downed trees, and rampant fungus growth—is this an auspicious beginning to fall? One nearby county has already had an “excessive precipitation” day (not due to snow, the roads were flooded). The teachers I work with here in the Washington, D.C. area, like teachers everywhere, are nothing if not resourceful—when a failed sump pump allowed rainwater to seep into the classroom, a preschool teacher took her students to their designated shelter-in-place location, the church building next door. While doing the back-to-school review of emergency plans (what to do in case of tornado, shelter-in-place scenario, and fire) another school realized they now have to add “earthquake plan” to the list.
Never fear, Science and Children is here, with a Teaching Through Tradebooks column on “Earthquake!” a lesson plan pairing a book to read aloud with a science activity. And the NSTA Recommends service, which reviews trade books, came up with over 30 titles when I searched for “disaster.” Jump into Science: Earthquakes by Ellen J. Prager with illustrations by Susan Greenstein (2007, National Geographic Children’s Books) and Earthquakes by Seymour Simon (2006, HarperCollins) are not not on the list but they are written for young children. (Not every good book can be reviewed for NSTA Recommends.) Can you recommend a book about earthquakes for children ages 4-8? Will children be unnecessarily frightened by books with illustrations showing major earthquake damage? In a National Association for the Education of Young Children (NAEYC) brochure on helping children cope with natural disasters or violent experiences, Jane M. Farish offers the advice that “More than any other action, avoiding media coverage will protect children from confusing and disturbing images.”
The Martin Luther King Jr. memorial

Diversity in people can be seen in the visitors at the Martin Luther King, Jr. Memorial.

Today was beautifully sunny, a chance to appreciate the freedom to walk across Memorial Bridge to contemplate the Martin Luther King, Jr. memorial, and wave to the President and First Lady in their motorcade as we walked back to the Metro. How are you doing this week?

Peggy

Fungus growing on a fence post

With ten-plus inches of rain, even fenceposts sprout with fungus.

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