Improving Science Education

During my time taking graduate courses at Walden University, I have learned how important it is to prepare all students for STEM careers.  I have made changes in my own classroom; from utilizing student inquiry to solving real-world problems.  In my district, the curriculum timeline must be followed exactly, and the content is overwhelming. This leads to feelings of inadequacies among my science colleagues. It is very difficult to move throught the broad array of content at the pace our supervisor has instructed us to. Being a non-tenured teacher, I do not feel that I can express my opinions on this. To help make positive changes within my school, I have shared lesson ideas involving STEM and inquiry skills with mu colleagues. I work more closely with my colleagues now that I have more knowledge and better teaching practices to share. I would recommend that science teachers in every district share lessons, ideas, and adjust the curriculum for their own needs.

Keeping Up with Global Competition

Journalist Thomas Friedman wrote an interesting article for the New York Times called “What’s Our Sputnik?” Friedman feels that too much of our nation’s money and time is spent engaging in “peacekeeping” efforts abroad (Afghanistan specifically). He suggests that our resources would be better used to further efforts in science and education. China has made great strides and is our biggest economic competitor (Friedman, 2010). We need to mold our students to become critical and analytical thinkers who are well versed in science, technology, engineering, and math.

Friedman suggests that Americans need a wake-up call similar to Russia’s launch of Sputnik in 1957. After the Sputnik scare, there was a ripple effect throughout our country in which the studies of science and technology gained momentum. I agree with Friedman in that there is talk about the need to jump-start science education. Do we need another Sputnik for the 21st century? I do not know when this might happen...but I would rather politicians open there eyes before it does happen.

 
Friedman, T. L. (2010, January 17). What’s our sputnik? [Op-Ed]. The New York Times [Late Edition (East Coast)], p. WK.8.

The Science of Natural Disasters: How to Make Students Aware

Hurricanes, tornadoes, earthquakes, volcanoes, and tsunamis can happen anywhere at anytime. The students I teach in New Jersey may not have experienced a devastating natural disaster first-hand and need to be made aware of disasters worldwide.  Students should also be taught the science behind these  events. Teaching the sciences should involve real-world examples. Using actual examples of natural disasters to teach Earth Science is a great way to make it real for the students.

Since many students in my school are Haitian, teaching earthquakes using the Haitian earthquake example seems to be an obvious choice. But what if any of the students have relatives and loved ones they lost in the earthquake? I am not sure if I am ready to confront that type of issue.

Instead, I would discuss ways in which we could help the people of Haiti. UNICEF helps the children of Haiti. I would like to have a fundraiser for the children of Haiti run by the science classes. The students could have a bake sale in the school to raise money for UNICEF.

How Do Specialized Cells Form?

I know that cells come from other cells, but I had trouble understanding how each cell knows what type of cell it is supposed to be. I went to askascientist.org, and I learned that even though DNA is identical in every cell, not every gene that is encoded by DNA is expressed in every cell (Revollo, 2008). All cells have a set of genes that encode proteins necessary for every type of cell. Each cell also has tissue-specific sets of genes that are unique to a particular tissue or organ. For example, bone cells express bone-specific genes. The cells become specialized for a certain function during an organism's development. A totipotent embryonic cell can become any type of specialized cell, and differentiates due to cues from the environment of the nearby cells (Revollo, 2008). These cues, along with when the signals are received, instruct the cells of the embryo to differentiate.

Revollo,J.Y. (2008). How do specialized cells form? Retrieved from http://askascientist.org

Powerpoint vs. Prezi

I have always used Powerpoint for presentations as a teacher. Just recently I have discovered Prezi, which is a similar presentation tool, but with some key differences. One major difference is that Powerpoint is linear, with slides prepared in a particular order. Prezi, on the other hand, is prepared similar to a concept map or graphic organizer. There is freedom to create the map, and then decide the order you want to present. While presenting, it is easy to change the order it is viewed.

Both Powerpoint and Prezi have interesting slide transitions.Powerpoint allows you to choose how the slides transition. They can change on the click of a mouse or by themselves. Words and titles can show up in many ways as well (such as fly in, fade in, etc.) Prezi spins and zooms in on the different sections, and although the motion of it can make me feel a little bit dizzy, it really makes the information appear to be three dimensional and similar to a satellite view.

Overall, I think both Powerpoint and Prezi are similar in what they accomplish. They both present information in creative ways, but Prezi seems more interactive and exciting. If I have to choose between the two styles, I choose Prezi.

Technology in Science Education

This week I researched internet sites that use technology to aid in teaching Newton’s Laws of Motion to students. The best and most informative site I found is http://physicsclassroom.com . This site uses tutorials for each of the three laws, diagrams, visual aids, video demonstrations, interactive quizzes, links to interactive shockwave files that simulate physical concepts, labs (online and hands-on), photo gallery containing over 1000 physics-related photos, and the “Minds-On Science” internet modules.

The feature that I find the most exciting is the internet modules. There is a large selection of physics topics to choose from, and they can be accessed from any computer. The students work can be done at school or at home, and a success code can be accessed by the teacher. Using technology prepares students for the 21^st century, and it is up to teachers to find the appropriate resources to reach this goal.

The simulations links on this site offer excellent opportunities for the students to work with variables and observe various outcomes. For example, one simulation has the students match eleven position-time and velocity-time graphs to eleven animated motion. Worksheets are also provided for some of the activities through the web site.

Another technology site I found is http://interactivewhiteboardsoftware.com/Science.html . This site offers software for whiteboards (Smart boards, etc.). There are all types of software programs available for math and science on this site including simulations, graphing software, virtual labs, and various lesson packs.

Teaching the skills that prepare students for STEM careers is important in this day and age. I hope these sites help you in your teaching. 

Heat Insulators Experiment

           

This week, I performed an experiment on heat transfer. Before the experiment, I learned that heat is transferred by conduction, convection, and radiation. Conduction takes place when two substances are in direct contact with each other and energy transfers from molecule to molecule. Convection is the method of heat transfer in liquids and gases in which heated molecules in fluids and gases gain higher kinetic energy and move in a circular pattern called convection current. Radiation is heat transfer through space via electromagnetic waves. This week’s inquiry assignment deals with insulators and heat conduction. 

I was asked to use scientific inquiry to determine which materials are the best insulators. I began by gathering the materials: four identical mugs, four rubber bands, one thermometer, hot water, and a timer. I chose to test foil, bubble wrap, polyester material, and a cotton cloth. My initial hypotheses were that the aluminum foil would be the worst insulator since metal is a good conductor of heat and electricity, and the polyester cloth (from a scarf) would be the best insulator. Since this thin polyester scarf has kept me warm in cold weather, I thought that it may be a better insulator than the cotton wash cloth or the bubble wrap.

I poured six ounces of hot water into each mug, covered the tops with the four test materials, and secured them with rubber bands. After thirty minutes, I took the temperature of each to determine which water remained the warmest. My results were as follows: the water covered with foil was 46 degrees C, the bubble wrapped covered mug was 47 degrees C, and both the polyester and cotton cloth covered mugs were 48 degrees C. My hypothesis that the foil would be the worst insulator was correct. The bubble wrap was a bit better. I thought that the polyester covered mug would be the best insulator, but actually the cotton wash cloth was just as effective.

           
One difficulty I faced when doing the experiment was that I only had one thermometer. While I took the temperature of the first water mug, the other three mugs were cooling off. If I had to do this experiment again, I would make sure that I had four thermometers. Even though I do not think that my results would have been entirely different, they could have been more accurate.

If I were to test another material to find a good insulator, I would chose polystrene foam. I read that styrofoam (or polystyrene foam) has trapped air pockets which help insulate material. Fiberglass used to insulate homes uses the same method. Since glass and air are good insulators, small fiber of fiberglass trap air pockets which help keep homes warm.