Category Archives: Science

Science labs are back with a tech twist in biology

Posted on by


When classes were remote/hybrid/physically distant, I really missed doing labs. They take a ton of time to prep, get messy in class and frequently fail to produce amazing data, but the labs are always worth it. Last year, I found some great online substitutes that may have given a deeper learning experience for the analysis side of lab work, and one of my goals this year has been to integrate that tech experience with the in-person wet lab experience. Along the way, I wanted this goal to mesh with our department goal of creating a thinking classroom where students collaborate to discover science.

My favorite online platform is Pivot Interactives. The pandemic fueled the growth of their app and there’s been increased development by veteran science teachers who are masters in the AP and NGSS curriculum we are striving to deliver in our classrooms. The platform is great because the experiments are videoed and students can grab measuring tools on the screen to collect their own data. Students are encouraged to amend data tables that are minimally set up and prompts help them do calculations and create graphs to analyze the data. A new aspect I am attempting to master is the teacher editing feature. With this, I was able to use the app-created lab and add in the requirement that students do a different aspect of the lab in person. In several labs I was excited to see that we could do the “easy” condition in person–say room temperature for enzyme activity, and then use the online app to do 5 more temperatures and pH conditions that would have been tedious to recreate in our lab. Another great lab was with cell respiration. The students did the traditional data collection with germinating seeds, while we went to the online app to collect data in varying temperature conditions for creatures I don’t really want to experiment on in our lab–mice, crickets and rats! First semester we were able to do 9 labs like this, some with more in person work than others.

Pivot came to the rescue with my other goal of increasing student collaboration. Although lab work usually does foster collaboration, it felt like we started the new school year with students in a more “I want to work independently and just get this work done” attitude that was necessary to get through our distant/hybrid world. Even with labs, they tried to split up the work to get it done quickly. The feature in Pivot that helped with this was the ability to assign the lab as a group activity. Previously, everyone was assigned their own “lab” online and although they were encouraged to work with their table group, many students just worked side by side without much discussion. Similar to collaborating on a google doc, the students could now manipulate variables, collect data and merge info on graphs. I was shocked how introducing the group lab feature helped the students collaborate. In real time, one group member could manipulate the videos while others were moving the measuring tools to collect information. I walked around the room listening to real conversations about what to change next and how to interpret the experiments. It seems that since they were all contributing to the same, final lab product, the team members were much more invested and engaged.

Up next–testing an online app called Data Classroom to transform data analysis beyond spreadsheets.

20% Project year 2…just as scary as year 1

Posted on by

During the spring of 2018 I assigned a 20% project to my Anatomy & Physiology classes.  I had never done anything like this but I was intrigued by many of the articles I read related to Passion Projects, Genius Hours or 20% Time Projects.  So in February 2018 I decided to give it a try  my only guideline for the class was that it should be “health and human body” related – this made sense to me since it was in the context of an Anatomy & Physiology class.

 Every Friday from March – May students were given time to work on their project and in May they had to present something to the class.  These projects are not graded, the only incentive from a school perspective was that if they presented a project they did not have to take the final exam. It is important to emphasize a “school” perspective because through this process students found many reasons to continue but I don’t think most would relate them to school or traditional academics.
No grades?  No guidelines?  Freedom every Friday?  I really wasn’t sure this was going to work and I doubted the process every week from February – May.  Observing the students, many were excited, some were confused or lost and a few seemed not to focus at all.  Again, I thought ” this is going to be a disaster.”
Fast forward to May and 100% of the students completed a project and gave a presentation.  The majority of them blew me out of the water.  One student raised $35,000 for and organization that helps bring clean water to a small village in Africa.  This was after he researched modifications to the current structures being used in hopes to lower the over all cost.  Another student created videos and a guide book for Spanish speakers new to the country and looking to be employed.  She felt that there was some basic common words and phrases that if they could master would increase their chances of employment.  Another student researched the popular concept of “clean eating” and recorded what physical and emotional effects it had on her over the 60 days.  Her presentation was so fascinating you could hear a pin drop and no one wanted to present after her amazing job.  These are just a few examples but truly I could go on.
A new school year, a new group of students.  Should I do the project again?  It might not work the second time around. 
I reviewed the feedback the classes gave me from the year before and overwhelmingly they said it was an amazing experience and THANKED ME (yep, pretty cool).  
One piece of feedback was they wanted more time so this year I introduced the project in January when we returned from Christmas break.  There is a lot that goes into the introduction to get them in the right “mental space” for this project but those details are for another Blog (yikes).  
This time around I did not provide any guidelines on topics but all other parameters were the same.  And off they went…some students knew right away what they wanted to do and others struggled a bit.  After 3 weeks students had to give an “elevator pitch” to the class about their project.  Two reasons for the elevator pitch: first, when you say something out loud it is more likely to happen and second, I encourage them to seek help and connections from those around them.
I had a lot of doubt between January -May.   Not ALL used their time wisely on Fridays – or maybe they did.  Some had to put in several hours outside of school and an occasional Friday was used to catch up on other things.  I can’t control that and letting it go is not always easy but for this experience it IS necessary.
Fast forward and its May, I am really worried that I will be disappointed and the project will be a failure….and then they start presenting.  One student who lost her mom to cancer has created an event with her dad to raise money for an organization that helps fund patients to attend clinical trials.  Another student wanted to design his own shoe. While researching how to do this he realized it was a bigger project and shifted gears to see if he could design older shoes into something someone would want to wear.  He hand painted various used shoes and brought them to show as the final project.  He had fellow students placing orders by the time he was done.  Another student had always wanted to understand Liver transplants and why they were so complicated.   Two students studied diet, exercise and stress as it related to their own health.  One deals with debilitating migraines and the other severe anxiety.  By making some changes, based on research they had done, and charting their experience over 60+ days they made some very powerful discoveries that will be impactful as they move onto college.
Again, I was blown away by the effort and interest the students gave this ungraded project.  In the evaluations they reflected positively on the process and thanked me for giving them the time and reason to pursue something they wanted.
Will I do it again in 2020?  Probably.  I will make some modifications but overall I love the opportunity it gives the students.   It also challenge me to “let go” and see what happens……

Grappling with muscle function through creativity and engineering

Posted on by

One of the most difficult concepts for students to learn when it comes to muscle function is the Sliding Filament Theory of Contraction. For years I  had students make a model of the theory after giving them the details and providing most of the information at the start of the unit.  Last year, I decided I would force the students to figure the theory out while building their model.  I am honest with students from the start and explain that I am purposefully not giving them  the details and that I want them to struggle a bit to figure it out.  I promise to address misconceptions later in the process so that they can make modifications and adjustments prior to presenting.

Students start by researching the parts of the muscle required to make contraction happen.  I post a few videos on Schoology as a reference but they are invited to use any resource they choose.  The next step is to try and map out the actual steps of the theory and figure out how they will demonstrate the steps in a working model.  When ever I assign a project the fear is will the students stay on task? I haven been very pleased to hear the students talk to each other about the movement of muscles and try and explain it to each other.  I encourage them to use other students as a resource – if they hear someone explaining a part of the process they should ask them to explain and help them understand.  This process helps both sets of students the “teacher” of the material and the “student”.

Last week, the students started the project with a lot of enthusiasm, determined to figure this difficult process out.  On the rubric I provided, I reserved the last 2 points for “WOW factor”  and that brought out the competitive nature for many of these groups who are determined to “wow me” (their words).

This project is creative and allows students to use their artistic talents.  There is also an engineering component because the model has to move and the various pieces have to work together.  In the end each student will present their model to me, walking me through the specific steps of the theory of contraction and explaining their model.  I have them present individually even though they build the model as a pair.  I started this process last year to ensure that BOTH students understand the steps and can both be successful with the material.  It forces both partners to be engaged in the process and also take ownership which I believe increases the level of discussion.

I enjoy the process of letting the students “figure it out”  but I also see the need for concept checks to allow for revision and corrections.  Students in the past have reflected that this project is very challenging but they they learned a lot and won’t forget the sliding filament theory.

What Is So Special About Seaweed?

Posted on by

Did you know that many ingredients in our foods and household products contain seaweed? Did you know seaweed is actually algae? Did you know there is seaweed in milk? Did you know that kelp forests (brown algae) provides home and food to many different types of organisms? Did you know that seaweeds are a good source of some vitamins (particularly B12), minerals, fiber, and antioxidants?





Yeah, that stuff that tickles your leg while you’re in the ocean and freaks you out is actually all around you!!

In November, I had my students make or buy a dish that included seaweed in the recipe. The assignment was simple: find a recipe that included seaweed, make or buy the dish, and briefly explain the seaweed. I took this assignment from Merrilee and totally loved it. My students did as well!

Most of my students made the dish and some of them were pretty detailed. Once everyone presented, we all chowed down and got our daily vitamins and nutrients from the marine primary producer!

UPDATED Marine animals and their endangerment

Posted on by

Last week I had my marine biology students prepare a presentation on a marine reptile, bird, or mammal that they chose. I wanted them to identify features of their animal, metabolic processes, feeding behaviors, reproduction methods, any significance their animal has on their ecosystem and the impact of humans on that marine animal and it’s ecosystem. I wanted to do this so that they could investigate themselves and be more curious. They had to include different types of media, more than just pictures. I was tired of lecturing on this kind of stuff when a) these students CHOSE to take another year of science and b) it’s just not that much fun.

I got this assignment from Merrilee when she used it last year when she taught this class. I really enjoyed it and I am so glad I decided to do it. I had the students take notes during all the presentations so I knew they were all paying attention. I asked them after all the presentations were done if they liked the project and I heard a lot more “yes'” than “no’s”.

However, I wanted to do more with this assignment.

Out of the 18 marine animals that were chosen, 16 of them are considered endangered. I wanted to bring more awareness to these marine animals and what would happen if they would be completely removed from their environment. So, instead of giving a test like I had originally planned, I did something different. This project is the “action plan”. The first part is to create a visual (not a PowerPoint but a brochure, ad, video, etc.) that advocated for the marine animal they previously researched on. I told them to think of the SPCA videos they see on TV or the flyers that are handed out on the streets that show pictures of pigs and cows being slaughtered for meat and why they are so effective in getting people’s attention. The second part (and my favorite) is writing a letter to a political official or an organization explaining the significance of their animal and why they need to be protected. I will actually send the letter that they write.  I wanted them to understand that if something is not right, they have a voice and the opportunity to try and fix it. Or least make someone else more aware.

Pictures to come of the action plan!!

UPDATE:

Below you will find the some student’s work of their Endangered Species project. There were two parts. For part 1, my students had to create a visual “advertisement” of the endangered animal they researched. Most of my students did a brochure but I had one boy who made a video. The second part was writing a letter to an organization or official describing the importance of their animal. I sent out the letters about 1 week ago and one student got a response!

Student Samples of Endangered Species Project 

Out of the comfort zone….

Posted on by

Last spring I was approached by Lacy and asked if I would lead the fall Shalom retreat.  In all honesty I thought she was joking.  Me?  Lead a spiritual retreat?  Of course I have a spiritual side but I tend to keep that personal so I was really taken back by this request.  I had to ask, Lacy “why me?”   And  she explained that my work with activities and ability to go with the flow will work at a retreat where things do not always go as planned.   And though that made sense I still needed some time to think about it.

A few weeks went by and I toyed with a the idea a little bit, never really wanting to consider myself as a retreat leader.  When I  reflect on the retreats I have been on I view the leaders with a spiritual connection that I don’t know I have or at least could communicate.  Our campus ministers seem so calm and able to communicate their faith in a way that I was just not sure I could do.  The last thing I wanted to do was let Lacy or the group of juniors down.  I am not one to shy away from a challenge but this felt like something so out of my comfort zone that it just might not be a good idea.

Step out of your comfort zone, take a risk, be courageous…..this is what we want for our students, right?  I preach this all the time and yet when it came my turn to do it I was frozen in indecision.  When I made this connection I walked downstairs into Lacy’s office and said, YES, I will run Shalom and then thought, what did I just do?

Fast forward to October, the planning and organization, while time consuming, was not difficult because it was all laid out for me.  The fires in Napa had just happened and the air quality in the bay area was miserable, but to the Santa Cruz mountains we went.  When we arrived at the retreat center and I was able to breath clean air and smell the scent of pine I knew the next 24 hours were going to be amazing.  Then the busses arrived and 68 energetic, beautiful girls got off the busses and I knew I had made the right decision.

The “structure” of the retreat happened, the small groups ran smoothly, all activities were completed, no one got lost and we stayed relatively on time.  I found that I had to make some small adjustments here and there that fit my personality and thankfully the girls responded.  But more importantly then any schedule or set activity I witnessed girls smiling, taking time to really talk with each other, giving each other a welcome embrace.  There were girls that came up to me during one particular activity and shared with me what they were thinking and feeling.  The shared the spiritual connection they were having with me.
How lucky am?  I  witnessed these girls being open and honest, they let me be part of their experience.  And to think I am almost passed on this opportunity.

So I stepped way out of my comfort zone, I was nervous and doubtful.  Was it perfect, probably not, but it WAS powerful, it was meaningful.  And now when I preach to the girls to take a risk and try something new I can speak from experience and I can honestly share that it was worth the challenge and the nerves to reflect back on this experience an consider it an opportunity for growth.

Our Eggcellent Eggsmosis Eggsperiment

Posted on by

I demonstrated osmosis in my biology classes this week using eggs. Raw eggs were soaked in vinegar for 24 hours. The acetic acid (C2H4O2) dissolved the egg shell which is made up of calcium carbonate (CaCO3). This left a “naked” and this represents the cells in our body. 


Water from the vinegar moved into the egg, causing the egg to increase in size. 

Next, we placed the “naked” egg in corn syrup for 24 hours. Water diffused out of the egg, into the cup.

 

The water movement in and out of the egg is an example of osmosis. The comparison of the first and second egg with what an egg actually looks like is below.


Chlorophyl, Carotenoids, Anthocyanins…Oh My!

Posted on by

    Students in Dr. T’s Honors Biology classes have been examining pigments contained in a variety of green and non-green leaves using chromatography.  Pigments are key to the ability of plants to harness energy from the sun to manufacture glucose.  Most of us know this process as Photosynthesis.  Honors Biology students are currently learning about cellular energy systems that power metabolic processes in living things..and having a grand time to boot!

I Can and I Will — Why Carondelet Needs to Lead the Way

Posted on by

As we grapple with this big Wicked problem that is education, sometimes may wonder why WE have to lead the way…

Kevin shared this three-minute video today which I believe summarizes why Carondelet, as a girl’s school, needs to lead the way.

I also like the shiny gadgets and use of virtual reality (there are resources out there to create virtual reality or use virtual reality resources that we could use right away in all sorts of subjects.

Peer Reviews of Yeast Catalase Experiments in AP Biology

Posted on by

In Dr. T’s AP Biology class, students examined a variety of conditions that affect the activity of the yeast Catalase (Peroxidase).  The enzyme catalyzes the decomposition of hydrogen peroxide to water and oxygen gas.  Each team selected their own controlled conditions to conduct the study and used oxygen production as a measure of enzymatic activity.  Team data was presented in a poster session format similar to scientific conferences and each student was expected to provide insight on experimental design, data analysis and possible sources of experimental error.

AP Biology students are required to design experiments, make claims about expected results, present supportive evidence using data collected and analyzed, and provide reasoning for their observations based on scientific knowledge.  By participating in peer review and critique of laboratory data and experimental design, students hone critical thinking skills in preparation, not just for a fully revamped AP Biology Test, but for all aspects of their education.