Design a Science Lesson for Popular Science!

Barbara here with a fun challenge for science teachers –

I recently had an opportunity to work with two very cool companies, Popular Science and InnoCentive, to  create a challenge that I hope many of you teachers out there will take on.

Popular Science is looking for five outstanding  science lessons of the future  – specifically, original lesson plans for grades 6-8 in the following science and technology areas:

• Biomimetic Design
• Climate Change
• Fuel Cells
• Polymers
• “Big Data” Analysis

PopSci has partnered with InnoCentive – “the global innovation marketplace where creative minds solve some of the world’s most important problems for cash awards up to $1 million” – to pose the challenge and gather the entries. The challenge has a guaranteed award of $5,000 for each of the five categories listed above. Award winners and some runners-up may be featured in Popular Science Magazine and/or in a special publication. Sign on as a solver with InnoCentive to view the complete details and enter to win.

I had such a blast working on designing this challenge and I know that you intrepid science teachers will have some great ideas to share. Let’s see a Mass Math + Science Initiative teacher among the winners!

Good luck – I can’t wait to see what you come up with in PopSci!

How to discuss the Japanese nuclear situation with our students

Hi All,

As I listen to the news concerning the environmental consequences of
the nuclear disaster in Japan I find myself trying to sort the facts
from hyperbole. Recent reports of radiation found in Massachusetts
rainwater got me thinking about the consequences of that finding-
could the radiation end up in the food chain, could the greens that I
expect to receive from my local CSA provide a little something more
than I bargained for?

I also know if I’m pondering these questions so are our students. I
think this provides an excellent opportunity for discussing a variety
of biology-related topics: bio-accumulation, environmental science
(water cycle, global wind patterns, nutrient cycling) and the
beneficial uses of radiation (diagnostic tests such as CAT scans, “x-
rays”) and the harmful effects (cancers).

As I searched the web for information that might be helpful to share
with our students about the current disaster I came across statements
such as the following that gave me reassurance:

“Drinking one liter of water with the iodine at Thursday’s levels is
the equivalent of receiving one-eighty-eighth of the radiation from a
chest X-ray”

I have copied some links to articles that I found informative and
would share with students.
Sadly, the situation in Japan is far from resolved but after reading
these articles I felt reassured and reminded of how radiation travels
through the environment and food chain. I think your students would
also appreciate some measured information on this topic.

If any of you have resources that you are using please share them with
our group.

Thanks!

http://www.npr.org/blogs/health/2011/03/24/134804037/how-risky-is-infant-formula-made-with-tokyo-tap-water

http://www.boston.com/news/local/massachusetts/articles/2011/03/27/mass_officials_radiation_from_japan_in_rainwater/

http://www.timesunion.com/living/article/So-far-risk-low-from-radiation-in-food-in-Japan-1241464.php#page-2

http://www.nytimes.com/2011/03/29/science/earth/29brenner.html?src=me&ref=science

http://www.nytimes.com/2011/03/22/science/earth/22food.html

http://www.nrc.gov/about-nrc/radiation/around-us/calculator.html

Barbara

Barbara Plonski, Pre-AP Director

MMSI Mathletes

At least two of our MMSI Math teachers will be demonstrating their dedication and hard work on Monday, even in the absence of a school day.  Go root for Katie Sinnott of Revere High School and Sarah Hostage of Brighton High School, who will both be running the Boston Marathon.

In additon to supporting Katie and Sarah, check out some of the great health and youth development charities that the Boston Marathon helps fund.  Everyone enjoy a safe, healthy holiday and good luck to all our MMSI Mathletes!   

John

John Souther, Math Director

A Note on Annotation

As teachers prepare for the Advanced Placement Examination, they can efficiently sharpen their students’ reading skills by using each day to focus on one passage rather than by focusing on longer novels and plays. In this way, teachers can increase the difficulty level of each passage presented to students.

Students should practice carefully annotating each passage and particular attention should be paid to the concept of close analysis of the language of each passage.  Three techniques that I recommend for close analysis of a passage are: color-coding, timed annotation, and annotation contests.

Highlighters are, of course, the primary means by which students can color code passages. Students can develop a “key” of colors, in which each color represents a different concept – for example, yellow may stand for imagery, green may represent parallelism, etc.  

During timed annotation, students are not given the paper to write their essays on until ten minutes in the period have gone by. This process “forces” students to look closely at the AP passage instead of writing prematurely. Once the ten-minute “annotation” period is over, students receive their exam books or lined paper and can then begin to write.

Annotation contests are a third means of encouraging close analysis of the text. These are group contests in which each student is asked to carefully annotate each passage in as much detail as possible. When that student finishes with his/her passage, he or she then passes it to the student to the right or left of him. That student will give the passage a “second” annotation. Students continue to re-annotate the same passage as it is passed around the circle. If your circle has five students in it, for example, then the passage will be annotated five times. At the end of the fifth annotation, the annotated passages can be compared to the passages from other students. This comparison can be used to select a “winning group”!  I highly recommend that the passage belonging to the winning group be displayed so that all students can make note of it as a good example of what to do.

Laura

Laura Cronin, Content Director, English

Acid-Base Equilibrium

Looking for some ideas on approaching acid-base equilibrium?

I’ve had this lesson plan stashed away for a rainy day and – looking outside – it seems like the right time to share this AP and Honors Chemistry outline. Please read and feel free to comment on what you find useful from this and from your own experiences.

Jeff

Jeff Goodwin, Content Director, Science

Acid-Base Equilibrium

The key to solving these problems quickly is to start using the concept of Ve (equivalent volume). First one should always determine the Ve for any of the types (Strong-Strong, St-Weak, Wk-St, and don’t bother with wk-wk (they’ll never have it on the exam)). Start off by using that good old formula: MaVa=MbVb. Depending what information has been given in the problem, either Va or Vb will be the Ve. I’ll give examples of each. Students must already have knowledge of net-ionic equations, ICE tables, knowledge of the strong acids and strong bases, Hend.-Hass. Equation, Ka and Kb, conjugates, and stoichiometry. By the way I’m not going to use sub and superscripts in order to save time.

Each type (see below) can be broken down into the following:

1. before any titration has started

2. after titration has started, but before Ve

3. at Ve

4. after Ve

OK, let’s start with the different types:

Strong-Strong

The easiest type to do (of course). I’ll follow the numbering system I’ve used above in all of these. In all cases calculate Ve first.

1. Before titration begins. Simply calculate the pH as you normally would for the strong acid or base.

2. Set up an ICE table with the net ionic (H+ + OH- – H20) Enter the values into the ICE table (keep with molarities here) and calculate=

3. At Ve, pH=7 (of course!)

4. Use the same drill for after Ve as you did in #2 above.

Strong Acid-Weak Base

Now the fun begins! Solve Ve first! Here we go.

1. Before titration begins (say you only have a weak base present). Simply solve pH by using the Kb of the weak base.

2. Set up ICE table with net ionic, enter the values in MOLES (saves a bunch of time). This will be a buffer situation—use Hend.-Hass. Equation to solve for pH. A SPECIAL NOTE: 1/2Ve will mean pH = pKa of the weak conjugate ACID.

3. At Ve: pH does NOT = 7. At this point, all of the weak base has been consumed and you only have the weak conjugate acid present. Solve pH using Ka of the weak acid. Remember, you’ve been using moles in the ICE table—you have to convert to M using the TOTAL volume.

4. Only consider the EXCESS strong acid (the amount beyond Ve) in MOLES. Divide by the TOTAL volume to get M of H+ and then solve for pH.

Weak Acid-Strong Base

Basically the same drill as was just presented. All you have to remember is to deal with Ka instead of Kb and vice-versa. My suggestion: Only have the kids learn one form of Hend.-Hass. And have them “burn” it into their brain cells. Also, the equation can be used with moles instead of M. This really saves a lot of time. The only thing you have to constantly remind them of is to convert back to M when solving for the pH or pOH.

Weak Acid-Weak Base

Do not worry about this titration—will never be on the exam. You would have to compare the relative strengths of the weaks using Ka and Kb. You’ll never see this at this level.

Pre-AP Cell Cycle Suggestions

Hello! Recently a teacher asked me for advice on Pre-AP cell cycle activities. Upon pulling some information together for here, I realized these are some goodies that should be shared more widely. Read on for my two cents . . .

For the cell cycle I would recommend both Middle School and Biology Pre-AP Laying the Foundation lessons. The MS lessons come with great glossaries and descriptions that are better than most textbooks and I have used them for a point of entry for HS students. Please note: some of these activities are new so you need to go to the LTF website to access them. They are not all in the big paper guide!

Great entry point labs from Middle School LTF:
• Mitosis Mardi Gras Style
• Punnett Square Interactions
• Thumbs Up
• Yellow Mice
(Other genetic lessons from LTF Biology are Numbers Do Indeed Make a
Difference and Mendel and His Peas but you need graphing calculators
for these.)

From the HS Biology site:
• Chromosome Manipulative (very similar to Mitosis Mardis Gras)
• Cell Division
• Karyotype Curiosities
• The Amazing Maize (tip: if you do not have genetic corn have your students go to http://bioweb.wku.edu/courses/Biol114/Genetics/genetics4.asp where they will find an ear of genetic corn that they can count.)

Meiosis can be challenging for students. I always taught it by using the students as models. I would create a cell that had a diploid number of 4 (2 homologous pairs) and give each a name tag that identified them as being either from mom or dad. I would have them stand in the “nucleus” of a “cell” (two circles defined by a clothes line or any rope you might have. I would then have each chromosome replicate (standing back to back with a student of the same height) and also label their sister chromatid as being from mom or dad. The nuclear membrane would then break apart (have a student move the nuclear rope) and the sister chromatids would be pulled apart by spindle fibers (other students would throw them a piece of line and pull them apart). Working through this “living model” you can show how independent assortment  works – challenge the class to come up with as many different combinations of chromatids as possible. You can also model crossing over by having tetrads exchange different colored balloons. I’ve always been a fan of getting kids up and moving – I found it kept them engaged and helped them grasp the concepts.

Danger zones for misconceptions:
• Kids think that PMAT (prophase, metaphase,etc) means that the cell stops for a break at each phase, sort of like between quarters in a football game. I always had to remind them that we assigned those designations for our convenience and that mitosis is a continuous process.
• Meiosis: Stage two of oogenesis does not occur until if and when the egg is fertilized. I guess those diagrams we make can a bit misleading.

I’d love to hear some of your ideas and experiences teaching the cell cycle – please share in the comments! Good luck and I hope this helps.

Barbara

P.S. Welcome to any readers who are not part of the MMSI Pre-AP program! Laying the Foundation/LTF (mentioned above) is a resource we use in our Pre-AP program, which is much more than stand alone professional development. We provide outstanding teacher effectiveness training that is dedicated to improving instruction through the use of rigorous classroom materials and web-based resources. It is our goal to improve the quality of math, science, and English instruction in middle and high schools. Through our work with Lead teachers and Administrators we help to create a district-wide culture that supports content teachers as they implement Pre-AP instruction. The MMSI Pre-AP Program is not a curriculum, but rather a series of activities and teaching strategies that can be used in conjunction with any text or curriculum. There are numerous opportunities to MMSI Pre-AP Training. Our date for our next Summer Pre-AP Institute is during July 18-22, 2011. Please contact me if you’d like more information!

Barbara Plonski, Pre-AP Director

Understanding the AP Calculus Exam

We’re just about at T-7 weeks from the AP Calculus exam date, and many teachers may be starting to think about instructing students on exam-management. It’s important that students feel prepared not only for the content exam, but also for the exam experience itself. I recently came across this download from the College Board written by the AP Calculus Development Committee and Chief Reader to help students (and teachers!) understand the directions for the free response section of the AP Calculus Exam. The document includes FAQs and could be a worthwhile handout for your students.  Check it out at http://apcentral.collegeboard.com/apc/public/repository/2011_Calculus_FR_Instruction_Commentary.pdf

 After you’ve read it, let me know what you think in the comments. Will you use it? Anything not addressed that you or your students are concerned about?

John

John Souther, Math Director

Writing Resources: Writing Folders & AP Central Downloads

Hello MMSI English Teachers!

In my travels across the state, I have heard many of you discuss the many challenges of grading the large number of papers that inevitably float your way as English teachers. In addition, I have heard many of you discuss the challenges of working to improve student writing. Improvement in student writing is a direct result of a student’s ability to think meta-cognitively; that is, to focus on his or her writing. One way to stimulate students’ meta-cognitive thinking is by encouraging them to keep writing folders. These folders help students to keep track of their progress throughout the four years of high school; they also help teachers to work in effective vertical teams in order to improve student writing.

Thus, students should keep writing folders that will allow them to both keep track of all of their essays and to reflect meta-cognitively on each essay that they have written. Students should look carefully at each essay that they wrote, compare each essay to the exemplar papers, and then write a reflective essay that specifically discusses their grades as well as the reasons that they believe that they received their grades. Students can use the actual “reader comments” and exemplar essays downloaded from AP Central in order to facilitate this process. It is very important that teachers and students get used to using the great amount of helpful material on the College Board’s website; this material can be accessed at http://apcentral.collegeboard.com/.

Are you using writing folders for your students? Any tips for those who may be considering incorporating folders?

Keep up the good work!

Laura

Laura Cronin, English Director

AP Biology Course Changes

There’s been lots of talk lately about the upcoming changes to the AP Biology course and test taking effect for the 2012-2013 school year. The changes are aimed to move to a more dynamic model that emphasizes practical applications of knowledge. The College Board recently posted an overview of the Biology course revisions, the goals of which are:

• Reduce the scope of content to promote conceptual understanding;
• Provide a comprehensive curriculum framework;
• Emphasize scientific inquiry and student-directed labs; and
• Articulate clear learning objectives.

You can read more about the revisions at http://advancesinap.collegeboard.org/science/biology.

So, what do you think, AP Bio teachers? Are you looking forward to the new course? Any concerns?

Jeff

Jeff Goodwin, Content Director, Science