What guides Public Education in the U.S.?
• U.S. and state Departments of Education (ED)
– administers tax-payer funded education
– involves compulsory attendance, certification of teachers and
curricula, testing and standards.
– Implemented by school districts which are overseen by local school
boards.
• National Council for the Accreditation of Teacher Education:
– a non-profit, non-governmental organization founded in 1954. More
than 30 national associations make up the council.
– the professional accrediting body for colleges and universities that
prepare professional personnel for work in K-12 schools.
– Establishes standards for teacher education programs and holds
accredited institutions accountable for meeting these standards.
Research-based Science Curricula
Catalyzed by the Space Race,
Congress passed the National
Defense Education Act in
1958. The NSF established
programs to fund state-of-theart high school textbooks with
emphasis on basic principles
and the assumption that
students learn best by actually
performing experiments rather
than memorizing facts.
Active Physics
Connected Math
What guides Public Education in the U.S.?
• Civil Rights Act
– July 2, 1964 outlawed major forms of discrimination against blacks
and women.
• Elementary and Secondary Education Act
– enacted April 11, 1965; part of President Lyndon B. Johnson's
"War on Poverty" and has been the most far-reaching federal
legislation affecting education ever passed by Congress. The act is
an extensive statute that funds primary and secondary education,
while explicitly forbidding the establishment of a national
curriculum. It is now called No Child Left Behind: proposed by
43rd President Bush and shepherded through the Senate by coauthor Ted Kennedy. Received overwhelming bipartisan support in
Congress for standards-based education reform.
What guides Public Education in the U.S.?
•
National Assessment of Educational Progress (NAEP)
– Planning began in 1964 with a grant from the Carnegie Corporation.
– The first voluntary national assessments of mathematics, reading,
science, writing, the arts, civics, economics, geography, and U.S.
history were held in 1969.
– NAEP reports become part of "The Nation's Report Card."
– Congress created the 26-member Governing Board in 1988.
Objectives
Ralph Tyler influenced the underlying policy of the Elementary and Secondary
Education Act of 1965. Tyler chaired the committee that eventually
developed the National Assessment of Educational Progress (NAEP). Three
types: performance, instructional, and learning.
•
•
Gronlund, Stating Objectives for Classroom Instruction, 3rd ed., 1985).
http://edtech.tennessee.edu/~bobannon/writing_objectives.html
Photo from The Phi Delta Kappan
Vol. 55, No. 1, Sep., 1973
Objectives: the A,B,C, & D
Heinich et al (2002) suggest that well written
objectives have four parts.
• A stands for Audience
• B represents Behavior : measurable, observable,
specific. Verbs such as know, understand,
comprehend, and appreciate are difficult to
measure
• C stands for Condition
• D for Degree of Accuracy
http://itc.utk.edu/~bobannon/writing_objectives.html
•
•
Original image by Karin Kirk, SERC-Carleton College.
Originally uploaded in Cutting Edge: Affective Domain.
What guides Public Education in the U.S.?
• Disabilities Act
– Rehabilitation Act of 1973, amended 1978, 1986, Americans with
Disabilities Act (ADA), signed into law by 41st President Bush on
July 26, 1990.
• National Science Education Standards
– produced by the National Research Council in 1995 and
published in 1996. The Standards were the result of four years of
work by 22 scientific and science education societies and over
18,000 individual contributors. 6 aspects: teaching, professional
development, assessment, content, programs, and systems.
• National Educational Technology Standards
– first published in 1998 by the International Society for
Technology in Education.
Experiential Learning Theory
Learning Styles, David Kolb
• If you are an AUDITORY learner, you may wish to use tapes.
– Tape lectures to help you fill in the gaps in your notes. But do
listen and take notes, reviewing notes frequently. Sit where you
can hear well. After you have read something, summarize it and
recite it aloud.
• If you are a VISUAL learner, look at all study materials.
– Use charts, maps, filmstrips, notes and flashcards. Practice
visualizing or picturing words/concepts in your head. Write out
everything for frequent and quick visual review.
• If you are a TACTILE learner, trace words as you are saying
them.
– Write facts several times. Taking notes is very important. Make
study sheets.
Penn State: http://www.personal.psu.edu/bxb11/LSI/LSI.htm
Howard Gardner’s Multiple Intelligences
• Much acclaimed Harvard professor and adjunct
professor of neurology at the Boston University School of
Medicine.
• Research on normal and gifted students and adults with
brain damage.
• Concluded there were eight different intelligences that
individuals use to perceive and understand the world:
Visual-Spatial, Bodily-Kinesthetic, Musical,
Interpersonal, Intrapersonal, Linguistic, LogicalMathematical, Naturalistic
Constructivist Learning Theory
Learning is a process you do, not a process
that is done to you.
Let’s experience a lesson based on
Constructivist Learning Theory in the 5E
format!
Yeast is a Model Organism for Teaching
• Eukaryotic and non-pathogenic
– Easy to use because sterility is not such an issue in a teaching lab; 30˚ C or
room temperature
• Visible with light microscope; some phenotypes = genotype!
• The GENE Project at Kansas State developed a tremendous resources
for teachers available on web.
• Carolina Biological and Ward’s Scientific provide teacher-friendly kits for
classroom use.
• Saccharomyces cerevisiae wild type strain has DNA repair mechanisms
that protect against UV radiation.
• Saccharomyces cerevisiae mutant DNA repair UV-sensitive strain, lacks
DNA repair enzymes.
•
Note: Cells of all types have evolved mechanisms for repairing DNA damage.
Even though many placental mammals can photoreactivate, this particular
mechanism is not active in humans.
Engage
Interest!
Prior Knowledge?
Ask a question!
Explore
• Design and conduct an experiment using UV light
chambers and UV sensitive yeast.
• You may work alone, but encouraged to work in
groups.
• Sunscreen, makeup, etc. will be available, but you
are strongly encouraged to bring your own test
materials.
• Form a hypothesis.
• Design a controlled experiment to test the
hypothesis.
Explore
Photographs by Sherry Herron, BSCS Keys to Science
Goal is to evenly distribute a consistent number of cells
so that individual colonies can be counted; not so many
that the colonies form a “lawn”. Use aseptic techniques.
Photographs by Sherry Herron, BSCS Keys to Science
2X Serial Dilution: Label 4 test tubes
A
B
 2 mL
C
 1 mL  1 mL
D
 1 mL
Inoculate water in tube A with yeast stab.
A
B
→ 1 mL


C
D
→1 mL

→1 mL

Select the tube that is “just barely turbid”: ~ 1,000,000 (106)
cells/mL.
10X Serial Dilution: Label 3 more tubes
AA
BB
CC

0.9 mL

0.9 mL

0.9 mL
AA
BB
CC
→ 0.1 mL

→ 0.1 m

→ 0.1 mL*

*Take 0.1 mL from tube that is “just barely turbid” and add to AA
Inoculate plates
Label treatment on the underside of the plates.
Inoculate with 0.1 m from tube CC.
Photographs by Sherry Herron, BSCS Keys to Science
Spread the cells
Use a disposable sterile
spreader or a metal spreader.
A metal spreader is sterilized
by dipping it into a beaker of
alcohol and then holding it in a
flame. The spreader should
be cooled by touching it to the
edge of the agar before using
it to spread the cells.
Photographs by Sherry Herron, BSCS Keys to Science
Apply the treatment
Photographs by Sherry Herron, BSCS Keys to Science
Expose
Explain
• Students count colonies and analyze data
• Students give informal presentations to share results
• Teacher introduces scientific terms and explanations.
Depends on the concept you want students to
understand.
 Physical science: electromagnetic spectrum,Chapman Equations
 Life science: cancers, DNA and DNA repair mechanisms,
adaptations
 Earth science: atmosphere
 STS topics: SPF ratings, ground-level vs atmospheric ozone,
global warming vs ozone hole.
Explanation
Students generate an explanation of the concept
(lab report, short summary, oral explanation, etc.).
Teachers introduce scientific terms and
explanations. Depends on the concept you want
students to understand.
The Electromagnetic Spectrum
The Chapman Equations
Skin cancers
Stratosphere
DNA repair mechanisms
Human adaptations: skin color
STS topics: SPF ratings, ground-level vs atmospheric
ozone, global warming vs ozone hole.
Explain
Saccharomyces cerevisiae
strain G948-1C/U, mutant DNA repair
• UV-sensitive yeast lacks 3 DNA repair enzymes that are
functional in the wild type
– 2 used in excision repair
– 1 used in photo-reactivation (the energy of visible light
is used to repair mutations; most efficient mechanism)
Note: Cells of all types have evolved mechanisms for
repairing DNA damage. Even though many placental
mammals can photoreactivate, this particular mechanism
is not active in humans.
Explain
http://amazing-space.stsci.edu/resources/explorations/light/ems-frames.html
UVA /Near: 320-400 nm
penetrates the deepest;
causes skin cancer and
cataracts
UVB /Far: 280-320 nm
most is absorbed by ozone
layer
UVC / Extreme: 1-280 nm
all is absorbed by ozone
layer
Ozone layer/ hole 17- 25 km (~10 - 20 mi) up
Air is densest; weather; UVA penetrates
The Chapman Reactions
Sydney Chapman, an English mathematician and
astronomer (1888 - 1970) published 1930:
• Ozone is created when UV radiation dissociates
oxygen molecules (O2) to atomic oxygen (O).
O2 + hv -> O + O (1/v = wavelength < ~ 240 nm)
• O then combines with other oxygen molecules:
O + O2 -> O3
• Ozone can reform resulting with no net loss:
O3 + hv -> O2 + O
O + O2 -> O3
• Ozone can also be destroyed:
O + O3 -> O2 + O2
The Ozone Hole
• 1974: Molina, Crutzen,
and Rowland explained
the chemical
mechanisms that affect
the thickness of the
ozone layer.
• 1985: Ozone “hole”
over Halley Bay,
Antarctica first
described
• © 1998. Centre for
Atmospheric Science,
Cambridge University,
UK.
Ozone Depleters
Chlorofluorocarbons (CFCs) are converted to free
radicals by UV radiation
• used in refrigeration systems, air conditioners,
aerosols, solvents and in the production of some
types of packaging
Any halogen (halons) including Teflon, carbon
tetrachloride, methyl chloroform, nitrogen oxides
from aircraft emissions.
• have long residence time (stable, inert, not
water-soluble; don’t rain out!)
National Weather Service and the EPA rates the
risk of UV exposure from 0 (min) – 15 (very high).
Sun Protection Factor
Recommended SPF
Skin Type
1 hr 2 hr 3 hr 4 hr 5+ hr
Very Fair
Fair /Sensitive
Fair
Medium
Dark
15
15
15
8
4
30
15
15
8
8
30
30
15
15
8
45
30
30
15
15
45
45
30
30
15
• proposed by the Austrian scientist Franz Greiter
• indicates the length of time you can stay in the sun without burning based
on your skin complexion
The UN Montreal Protocol
• 1st signed in 1987
• stipulates that the production and consumption
of compounds that deplete ozone are to be
phased out by 2000 (2005 for methyl
chloroform).
• The World Meteorological Organization
estimated recovery of ozone layer by 2045
(Reports #25, #37), but recent investigations
suggest the problem is worse than anticipated.
1995: Nobel Prize in Chemistry
Awarded jointly to Paul J. Crutzen, Mario J.
Molina and F. Sherwood Rowland "for their
work in atmospheric chemistry, particularly
concerning the formation and decomposition
of ozone.These three researchers have
contributed to our salvation from a global
environmental problem that could have
catastrophic consequences.”
http://www.nobelprize.org/nobel_prizes/che
mistry/laureates/1995/
Malignant Melanoma Images
Courtesy of the American Academy of
Dermatology
http://www.melanomacenter.org/basics/statistics.html
Melanoma
• Begins in melanocytes, the pigment cells located in the
basal layer
• 3 or more blistering sunburns before the age of 20 leads
to a 5 X greater risk
• most common cancer among people 25 to 29 years old
• Malignant: kills about 100,000 people worldwide
annually
• Since 1981, the incidence of melanoma has increased
an average of 7% per year to a rate of 14.3 / 100,000 in
1997
Skin Color
• All people have about the same number of melanocytes
(melanin producing cells).
• Inheritance of skin color is multigenic and expressed in
an additive manner.
• Skin color depends on how much melanin (the pigment)
is made and carried to the upper layers of the skin.
• Exposure to UV rays causes even more melanin to be
produced in order to protect DNA.
• There isn’t just one pigment:
– brown/black type: eumelanin
– amber/red type: pheomelanin (contains sulfur)
Human Adaptation
The skin colors of indigenous human populations
reflect the natural selection process for healthy
living in the various geographical regions of Earth.
• The final step of Vitamin D (calciferol) biosynthesis
occurs in the epidermis upon exposure to UV rays.
Vitamin D promotes calcium absorption and bone
formation
• Light skin allows for greater penetration of UV rays.
• Darker skin protects against skin cancer: melanin
absorbs UV rays.
DNA mutations include Thymine Dimers
Covalent links
between two adjacent
thymine bases within
a strand of DNA.
Disrupts replication
and transcription
http://www.aw-bc.com/mathews/ch25/fi25p9.htm
DNA Repair Mechanisms
•
•
•
•
Photoreactivation using FADH
Nucleotide excision repair
Base excision repair
Recombinational repair
DNA Repair
• UT-Ds own, Dr.
Claude Rupert, did
seminal research
on light-activated
DNA repair
systems
(photoreactivation).
• http://www.dnaftb.org/
dnaftb/28/concept/ind
ex.html
Thymine Dimer Repair
• Dr. Richard Setlow
also researched
thymine dimer
repair.
• http://www.dnaftb.o
rg/dnaftb/28/conce
pt/index.html
Excision repair of
thymine dimers by
the UvrABC
excinuclease of E.
coli.
Adapted from A. Sancar and J. E. Hearst,
Science (1993) 259:1415-1420. © 1993
AAAS.
http://www.awbc.com/mathews/ch25/fi25p9.htm
Base excision
repair of thymine
dimers
http://www.aw-bc.com/mathews/ch25/fi25p9.htm
Recombinational
repair
http://www.aw-bc.com/mathews/ch25/fi25p9.htm
Resources
• The GENE Project from Kansas State University.
Dr. Tom Manney http://www.k-state.edu/gene/
• Yeast Experiment Materials Available From Carolina
Biological Supply Co. To order call 1-800-334-5551,
or visit their web site http://www.carolina.com
• UV sensitive yeast: G948-1C/U mutant is defective in
excision repair, error prone repair and
photoreactivation, and uracil requiring
Instructional Model based on
Constructivist Learning Theory
1. Engage: Instruction engages students with questions and creates curiosity. The
teacher assesses students’ prior knowledge about the content.
2. Explore: Teacher provides situation and gives directions for exploration (i.e. lab
experiment or activity). Teacher provides time for students to complete the work.
Students make predictions and gather data.
3. Explain: The teacher encourages the learners’ to explain what they learned. The
teacher introduces new terms, ideas and explanations.
4. Elaborate: The teacher encourages learners to apply the new knowledge to
investigate further and helps students to practice the new knowledge.
5. Evaluate: The teacher observes students performance to assess their understanding.
Students are expected to apply their new knowledge and skills as they perform.
(Bybee et al. 2006)
Constructivist teaching techniques…
•
•
•
•
•
•
•
•
Demonstrations
Laboratories
Field Experience
Guided Inquiry
Activities
Modeling
Research Projects
Issue-Centered
Problems
Computer
Simulations
• Reading, writing,
speaking
• Group discussion
• Debates
• Cooperative Learning
• Data analysis
• Audiovisuals
Ask GOOD questions!
• Description:
– Is this typical?
• Investigation:
– What causes it to happen?
• Prediction:
– What are the future risks, benefits, or consequences?
• Evidence:
– Are there any other explanations?
Assessment (other than multiple choice)
•
•
•
•
•
•
Essay
Constructed response
Research papers
Project reports
Lab reports
Self assessment and
journals
• Performance-based
• Lab practicums
•
•
•
•
Oral reports
Research projects
Observation
Peer group
assessment
• Construction of
models
• Simulations
• Portfolios
Presentations in the hallway
Resources
•
•
•
•
•
http://www.agpa.uakron.edu/
http://www.dnalc.org/
http://learn.genetics.utah.edu/
http://teach.gene
http://learningcenter.nsta.org/default.aspxti
cs.utah.edu/
You do RESEARCH!
• PLEASE share your knowledge, skills, and
enthusiasm for science. BE A MENTOR!!!
Intel International Science
and Engineering Fair (ISEF)
•administered for over 60 years by Science Service,
www.sciserv.org, one of the most respected non-profit
organizations advancing the cause of science.
•Intel Corp commits more than $3 million annually to
promote the competition.
•Intel ISEF finalists come from a field of more than
65,000 students who participated in more than 550
Intel ISEF-affiliated science fairs around the world.
•More than 1,500 young competitors, grades 9-12,
come from 65 countries, regions, and territories.
ISEF Stats:
•Special awards worth more than $1.5 million (including
scholarships, internships, field trips, and lab equipment) are
provided by nearly 80 sponsors.
•Over 800 prizes and more than $4 million in awards and
scholarships given.
•Top Prize: Intel Foundation Young Scientist Award, given to
three finalists, each receives a $50,000 college scholarship
•2008 Winner Natalie Saranga Omattage from the
Mississippi School for Mathematics and Science developed
a biosensor capable of detecting food contaminants.
Natalie Omattage: a 2008 Grand
Prize Winner
ISEF Stats:
• 18 Best of Category prizes go to the top-scoring
student in each project category. Each student receives
a $5,000 scholarship and a computer, with the
student’s school and fair director receiving $1,000 for
science and math education.
•Grand awards are given for 1st ($3,000), 2nd ($1,500),
3rd ($1,000), and 4th ($500) place projects in each
category.
http://www.societyforscience.org/isef/
Let’s check it out!
Mississippi Science
and Engineering Fair
Each year…
• >7000 students in MS participate in
regional competitions (7 in MS).
• >500 high school students participate at
the state level.
• >25 winners participate at International
SEF
• MISSISSIPPI STUDENTS ALWAYS DO
WELL
Nuts and Bolts
• Prepare
– Plan your project with a mentor
– Get approval. Use ISEF Rules Wizard.
– Conduct research
– Prepare presentation
• School must register. Teacher submits
abstract forms.
• Students compete.