BrainPOP and H1N1 Video Clip

BrainPOP, an educational resource providing animated content, lesson plans, and much more to help educators engage students (and whose motto of "The more you know, the more you know!" always cracks me up for some reason), is offering schools two weeks of complimentary remote access to all BrainPOP resources during school hours (7 am-5:30 pm local time). Sign up here to get in on this cool BrainPOP offer. The purpose of such good will is explained in a recent newsletter:

Last spring, more than 700 schools in 25 states temporarily closed due to outbreaks of the H1N1 virus. We're all hoping for the best this flu season. But as schools prepare for the possibilities of illness-related absences and disruptions to studies, we'd like to help.

Here's the updated H1N1 video they've made to help address misunderstandings students (and some adults..) might have:

What I Learned while Teaching Secondary Science (Part 6): Scientific Literacy

This is a continuation of my Top Ten List of Things I Learned while Teaching Secondary Science:

#5)“Science is a method of begetting knowledge / What is Scientific Literacy”

I can't say I was in the dark about this fact, as you learn a thing or two about science as you go through college (hopefully). What amazed me is how important this fact is for our students today, and upon personal reflection, how poorly it has been emphasized in education.

As a student in grades K-12, most of what I remember from science classes was reading textbooks and filling out worksheets, the occasional dissection, and science fair projects without much in-class emphasis other than the evaluation. Seldom did we approach scientific phenomena presented in class as scientists do, and allow for an inquiry-based, self-discovery of scientific principles rather than teachers dictating the facts and the reasons for those facts. I wrote before about using the scientific method to uncover the purpose of a mysterious pile of cardboard pieces. That the pieces combined to form a jigsaw puzzle would be the “science” taught in schools, when the process of questioning and uncovering their purpose is actually the essence of science itself.

Science state standards like the ones referred to in my previous post are modeled after National Science Education Standards (NSES 1996), which “spell out a vision of science education that will make scientific literacy for all a reality in the 21st century.” The NSES focus is on maintaining inquiry-based instruction, as it explains:

“The Standards call for more than "science as process," in which students learn such skills as observing, inferring, and experimenting. Inquiry is central to science learning. When engaging in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. They identify their assumptions, use critical and logical thinking, and consider alternative explanations. In this way, students actively develop their understanding of science by combining scientific knowledge with reasoning and thinking skills” (p. 2).

As I said before, I believe reasoning ability, being one of the “Big 3” of student needs, should be a prime focus of science education. Inquiry-based instruction as spelled out by the NSES is a path to targeting this reasoning ability and promoting scientific literacy for all. But what is scientific literacy, and does inquiry-based instruction help students attain it?

Scientific literacy, as defined by the National Research Council in the National Science Education Standards, is “the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity” (NSES p. 22). A scientific literate person applies an understanding of science to choices made in his or her daily life, whether that is through positing and answering questions through the scientific method or making informed choices about policies that impact the environment. Yet promoting scientific literacy for all students is a daunting task, and research shows that typical, non-constructivist (not inquiry-based) approaches to science education lead science educators further and further from this lofty goal of literacy for all students.

In one research study, Buxton (2001) focused on the scientific literacy of university undergraduates in different social spheres, and noted that students were most able to bridge the gap between science concepts and real world applicability in informal science settings like study groups, where students could collaborate in asking questions and piecing together concepts learned in lecture to construct individual understanding, rather than in rigid, traditionally taught lectures (the norm for some K-12 science classrooms). Buxton’s conclusions highlighted four ways for promoting scientific literacy in K-12 classrooms, all of which coincide with an inquiry-based approach: (1) give students opportunities to reflect on what is learned in class and how it relates to their community; (2) allow students to collaborate in learning; (3) empower students with control over what they learn and how they learn it; and (4) focus on strengthening scientific literacy throughout the year.

The goal of scientific literacy for all can be reached if educators utilize inquiry-based instruction to allow students to learn what science really is all about, and as Dr. Glenn T. Seaborg writes in “A Nation at Risk Revisited,” even the health of our democracy hinges on our meeting this goal:

The vitality of a democracy assumes a certain “core of knowledge” shared by everyone which serves as a unifying force. It is fundamental to the effectiveness of our democratic system that our citizens be able to make informed judgments on the more and more complex issues of scientific and technological public policy.

Phase 5: "Pandemic is Imminent"

Now we're at phase 5:

Based on assessment of all available information and following several expert consultations, Dr Margaret Chan, WHO's Director-General raised the current level of influenza pandemic alert from phase 4 to 5. She stated that all countries should immediately activate their pandemic preparedness plans. At this stage, effective and essential measures include heightened surveillance, early detection and treatment of cases, and infection control in all health facilities.

Phase 5 is identified with quite a strong choice of words:

Phase 5 is characterized by human-to-human spread of the virus into at least two countries in one WHO region. While most countries will not be affected at this stage, the declaration of Phase 5 is a strong signal that a pandemic is imminent and that the time to finalize the organization, communication, and implementation of the planned mitigation measures is short.

This virus is hitting close to home, too, as a nearby high school just closed for 1 week in response to the first swine flu diagnosis in the area:

Tuesday, health officials confirmed that a 16-year-old San Jose girl was diagnosed with Santa Clara County's first likely case of swine flu. County health officials did not disclose what school the girl attends.

On its Web site, the Campbell Union High School District is alerting parents and students that a student who was last in school on Thursday tested positive and may have spread the virus. School district officials are asking parents to monitor their children for symptoms of flu, which include fever, cough, sore throat, chills and vomiting and/or diahrrea.

Hmm.

Pandemic Possible, not Inevitable

In response to available data on confirmed outbreaks of A/H1N1 swine influenza in the United States of America, Mexico, and Canada, the World Health Organization raised the level of influenza pandemic level from phase 3 to phase 4. What do these phases mean?

We were at Phase 3:

In Phase 3, an animal or human-animal influenza reassortant virus has caused sporadic cases or small clusters of disease in people, but has not resulted in human-to-human transmission sufficient to sustain community-level outbreaks. Limited human-to-human transmission may occur under some circumstances, for example, when there is close contact between an infected person and an unprotected caregiver. However, limited transmission under such restricted circumstances does not indicate that the virus has gained the level of transmissibility among humans necessary to cause a pandemic.

We are now at Phase 4:

Phase 4 is characterized by verified human-to-human transmission of an animal or human-animal influenza reassortant virus able to cause “community-level outbreaks.” The ability to cause sustained disease outbreaks in a community marks a significant upwards shift in the risk for a pandemic. Any country that suspects or has verified such an event should urgently consult with WHO so that the situation can be jointly assessed and a decision made by the affected country if implementation of a rapid pandemic containment operation is warranted. Phase 4 indicates a significant increase in risk of a pandemic but does not necessarily mean that a pandemic is a forgone conclusion.

There are only 6 phases to this pandemic scale, with the 6th phase meaning the actual pandemic is underway.

While a tad frightening, these swine flu developments offer some great teachable moments about how viruses spread and how evolution plays a part in how a flu virus works.

Aetiology and Effect Measure would be good sources for more information.

*new* highlight of the month

During today's lesson on the nervous system involving the handling of squishy, veiny sheep brains, two of my kids almost barfed.

highlight of the month

"After reading the Misconceptions about Evolution packet, I learned that most of what I had thought about evolution was wrong. Reading each response after every misconception helped clarify things.

One misconception I had about evolution is that it is incompatible with religion. The response helped me realize that religion and science differ greatly from one another. Science is involved only with nature which can explain natural phenomena, while religion deals with the beliefs that are beyond the natural world. At first, I didn't care to read this packet, but after reading it, it explained a lot of questions that were always left unanswered. Now, I can learn about evolution without being closed-minded."

- Student response to Misconceptions About Evolution reading

Ask a Scientist!

I'm reading up on other science disciplines through Science Buzz, a "website of the Science Museum of Minnesota's 'current science' initiative... focused on science in the news, emerging research, and seasonal science."

Their Scientist on the Spot feature invites expert scientists to answer questions about their discipline in an online forum setting. The current scientist featured is a developmental biologist, and there are a TON of archived questions/answers from a number of disciplines ranging from a Bioethics to Eco-friendly Nanotechnology. Go ask (or just read) and learn.

Irony

It just so happens that the most gifted writer in my class is also the one that turned in a book report asserting that global warming is a hoax.

Why this cruel trickery you play on us, fate?

GATTACA

"Consider God's handiwork; who can straighten what He hath made crooked?" - Ecclesiastes 7:13

I think I enjoy Gattaca 100x more than my students do, and not just because it means extra grading time in class for me.

Diamonds

The kids began making alum crystals way back in October, but we delayed checking out big they had grown until today after their final. For your reference:













Alum (image source) -------> Alum Crystals (image source)


Student response varied:

* WOW!

* My crystal is bigger than yours!

* It looks like Mickey Mouse

* Look at my necklace!

* Can I take it home?

* Can I show my teachers?

* Can I sell it?

* So how do you make diamonds?

Teaching Evolution

I won't need it just yet, but I happened on a useful website concerning what evolution is and how to teach it: Understanding Evolution for Teachers.

Non-teachers whom are nonplussed about evolution might venture a peek, as well.

Fresh Prince of the Eukaryotic Cell

A student turned in his cell project that I assigned the class. I gave a list of options as to what each student could choose to make for their project, and this student chose to write a short story about the organelles in a cell. Here is an excerpt:

"Hello, you may think that even the smallest of organelles, the ribosome, is not of any importance to the cell, but you're wrong! This is my story about a little organelle like me in a BIG cell! Today I was making proteins for the cell and giving them to the E.R. to fold them correctly. Suddenly, the cell went into code red! Every organelle needed to get its job done and protein was in high demand. Usually we can get stored protein from places like the vacuole but there were none left! The whole cell was working and in the confusion I was ripped from the E.R. and went flying through the cytoplasm.

I tried to swim back but I didn't have the strength. "I'm just a lowly ribosome!", I said as I tried to get back connected to the E.R. Just then, I bumped into another couple organelles who were up to no good, started making trouble in my neighborhood. I got in one little fight and my mom got scared and said, "You're movin' with your auntie and uncle in Bel-Air." I whistled for a cab and when it came near, the license plate said fresh and it had dice in the mirror. If anything I could say that this cab was rare, but I thought, "Nah, forget it. Yo Homes.. To Bel-Air!" I.. pulled... up to the house at about 7 or 8 and I yelled to the cabby "Yo homes, smell ya later!" I looked at my kingdom I was finally there, to sit on my throne as the Prince of Bel-Air.

I fell out of my chair laughing.

Google predicts the next outbreak

I just taught viruses in class, but I might go back and introduce Google's latest creation to my class, Google Flu Trends:

"We have found a close relationship between how many people search for flu-related topics and how many people actually have flu symptoms. Of course, not every person who searches for "flu" is actually sick, but a pattern emerges when all the flu-related search queries from each state and region are added together. We compared our query counts with data from a surveillance system managed by the U.S. Centers for Disease Control and Prevention (CDC) and found that some search queries tend to be popular exactly when flu season is happening. By counting how often we see these search queries, we can estimate how much flu is circulating in various regions of the United States."

Their search data aligns well to actual medical data and, because of the time taken for CDC data collection/analysis, can be made available 2 weeks ahead of the news from health agencies. I seldom get the flu, but if you do, Google has surely invented something (else) that can help.

Great is our sin

"If the misery of our poor be caused not by the laws of nature, but by our institutions, great is our sin."

- Charles Darwin, The Voyage of the Beagle, 1839

Science may make a comeback

President-Elect Barack Obama has set science and society up for success with his new agenda:

The economy and foreign policy may be higher on President-elect Barack Obama's to-do list, but science and technology issues are on the radar screen as well. Among the top tasks: taking the ideology out of scientific issues, and doing more about what Obama has called a "planet in peril."

This is good news for many reasons, one of which: I'm tired of writing cynical blog posts relating to stem cells. Give me some better material to work with!

YouTube as an Educator's Resource

I decided to consult YouTube for a nice G-rated movie showing the chemical reaction of baking soda and vinegar, also known as the erupting volcano experiment that younger students sometimes make at home for science projects.

The search wasn't helpful but was a little revealing: most of the 1000+ videos are titled "VINEGAR BOMBS" or "CHECK THIS BOMB OUT" or "HOW TO MAKE A BOMB" and show young teenagers throwing closed containers of said reactants into the street to watch them explode.

Serious? Parents: why are you letting your kids do shit like this?

Decimals

I would fucking die if I had to teach math. I realized that kids are having trouble learning metric conversions because they don't understand how to use a decimal.

Me: Let's say you have the number "1", where do you write the dot/decimal/point/*any other synonym possible*?

Him: 0.1!!

Me: No.

Her: .01?

Me: No?

Him: 0.1?

Me: You just said that. Still no.

Him: Ohhhh 1.0!

Me: Yes! So how do you write it on your paper?

Him: *Writes 0.01*

Me: Wait what? No!

*5 minutes later, 50% of the class understands how to write the decimal to show that "1" is the same as "1.0"

Me: Great, now what happens if we have 43? Where do we write the decimal? Hint, write the decimal on the RIGHT SIDE of the last number.

Them: .43? .043? 0.043? 0.43? 4.3? 1.0? 7? 34?

This is not what I meant when I said I like working with numbers.

Still Here!

Has the Large Hadron Collider destroyed the world yet?

hahahahahahahaha

Metric System

My kids found this interesting, and so you will, too.

This is a world map with 3 countries shaded: Burma, Liberia, and Moi.

Why are they shaded? They are the only 3 nations who have not officially adopted the metric system as their primary system of measurement. Among industrialized societies, only in the US do our gas-guzzlers guzzle gas by the gallons versus by the liters.

Considering that the international language of science is dependent on the metric system, this fact alone drops us down a rung on the path to science literacy for all.

I mean, how do I get kids to learn how a centimeter is related to a micrometer when they be all, "centiwho?"

Valentine's Fun for Biology Lovers

Valentine's Day drags its tentacles into the laboratory. I hate poems and puns but these are slightly awesome:

I give you my heart on this Valentine’s Day
In a jar you can keep on your shelf,
With your books and your papers, in cluttered array,
Or a prominent place by itself.
It is really my heart—deep within every cell
Are the strands of my own DNA;
I could have just given you chocolates, but, well,
My message is clearer this way:
I love you much more than a card, or some flowers,
Or trinkets you see in the stores;
So it’s off to the lab for a few hundred hours,
And my heart—if you’ll take it—is yours.

- The Digital Cuttlefish

***

A rat cadaver’s donor heart
Is stripped of every cell
The protein fiber matrix left
Looks like a ghostly shell;
This matrix, in a sterile flask,
Is bathed in rat-heart goo
With both adult and baby cells,
And starts to grow anew.
In only days, the growing heart
May beat, or merely twitch,
Then work, at roughly two percent…

Like yours, you heartless bitch.

- The Digital Cuttlefish

***



- Ironic Sans

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- Jacks of Science

***

Students: if you give out anything like these to loved ones (or awesome teachers), I will give you a million 'A ' plusses. Me and my awesome grading techniques.