STEM @ MICDS An Integrated Approach Jeffrey Gaw, PhD [email protected] Mary Institute and Country Day School 101 North Warson Rd St. Louis, MO 63124 Takes a TEAM to develop • Robert Shaw and Amy Scheer • Science and Math Department Leaders • Elizabeth Helfant • Curriculum and Pedagogical Leader (and active member of both Science 9 and 10) • Science 9 • Michael Black, Brian Coco, Jeff Gaw, Gary Kamper, and Justin Little • Science 10 • Elizabeth Bergman, Laura Bradford, Katrina Brandis, Emma Ruhmann, and Sarah Tolch Skills of the TEAM • PhDs in science • Masters in science • Masters in education • Scientists from industry • Programmers from industry • Teachers at high school and college level • Teachers of AP Chem, AP Bio, and AP Physics New Building = New Curriculum • In 2010 MICDS began the process of designing a new building to house the science and math departments • As the new building took shape, it spurred a natural evaluation and re-design of the of the math and science curriculums • With guiding from the NGSS (Next Generation Science Standards) and the Common Core for Mathematics, our science based STEM curriculum began to take shape • We are on our second year of STEM for 9th graders and our first year of STEM for 10th graders STEM Building STEM Building How are we defining STEM? • Interdisciplinary approach to the teaching of modern science using the skills of science, technology, engineering, and mathematics • Characteristics of STEM classes • • • • Interactive Highly integrated Hands-on learning Forward focus • Actively use the laptop computer that each student carries to class and home STEM @ MICDS • Science and Math are still taught as two classes • STEM is a shared approach and value system • Math classes are still responsible for building the mathematical foundation • They apply their lessons in various science, technology, and engineering domains • Math classes can run “science” experiments to collect and analyze data • Science classes are still responsible for building the scientific foundation • They build their lessons using various technology, engineering, and mathematics domains • Science classes can write computer programs to collect data and use statistics to analyze Daily Schedule • The MICDS Upper School class schedule is a hybrid block schedule • Rotating 6 day cycle • • • • Meet 4 out of 6 days Class meets for two 45 minute sessions and two 90 minute sessions during each cycle Class lengths are ordered: 45-90-45-90 On the 45 minute days, all classes meet Backward Focus • The typical course of study for high school science begins in the distant past • Democritus (460 BC) often gets credited with the concept of the atom • Newton (1647-1727) gets credit for developing The Calculus, the Universal Law of Gravitation, Newton’s Three Laws (Equations of Motion) • Boyle (1662) introduces Boyle’s Law (Gas) • Priestley (1774) isolates oxygen • Lavoisier (1789) introduces the Law of Conservation of Mass • Proust (1799) and Dalton (1801) independently introduce the Law of Portions • Avogadro (1811) introduces his law • More Gas Laws, lots of thermodynamics, lots of wonderful German Chemists, …. all before 1900 • Undoubtedly, your favorite discovery or person may be missing … Backward Focus • All male • Euro-centric • Not a very diverse bunch • The discoveries themselves are not particularly interesting • The stories surrounding these discoveries are sometimes very interesting and can grab the attention of today’s students Forward Focus • Our goal is to teach the essential science using a focus/lens that uses the experiments and issues of today • For example • We begin the year looking at the Big Bang which brings up questions of size and scale • Investigating large things – while still hard to grasp – is somewhat possible to visualize • Investigating small things is somewhat more problematic • • • • We used this summer’s water contamination issues in Ohio as a lens We learned about the various contaminates (ions and molecules) We learned about dilution and concentration (ppm, ppb) and did some experiments Applied this our region … • Could we have run off issues similar to those in Ohio? • What are our region’s rules concerning concentration of contaminates? • What are the Federal rules? • We wrapped it up with a Water Filter Challenge … Given a limited collection of items, could the student design, build, test, redesign, build, retest a water filter to remove a selection of contaminates? • This is also an example of the Engineering part of STEM STEM @ MICDS • Within the Science Department • Science 9: Chemical and Physical Systems • • • • • 9th grade required class Split into math intensive and general sections Year long course Approaches topics from a chemistry and physics point of view Currently delivering our second year of the curriculum • Science 10: Bio-Chemistry Applications • • • • • 10th grade required class Split into math intensive and general sections Year long course Approaches topics from a chemistry and biology point of view Currently delivering our first year of the curriculum STEM @ MICDS • 11th grade • Environmental Science or an AP Science (one or the other is required) • AP Chem, AP Biology, or AP Environmental Science • We offer AP Physics C (both Mechanics and E&M) but due to the calculus requirement of the course it is usually taken by seniors • Our Environmental Science course is a year long course • Math Intensive students generally take an AP science so Environmental Science is not split into Math Intensive and general sections • We offer a variety of electives to complete a student’s science education • • • • • • • Electronics and Robotics Kinesiology Forensics Anatomy and Physiology Botany Neuroscience Marine Biology Science 9 – Course Topics • Energy is a unifying theme throughout the year. The current topics in Science 9 are: • • • • • • • • • • The Big Bang Energy Fundamental Particles Nuclear Chemistry Quantum Theory and Atomic Structure Bonding in Molecules Reactions of Molecules Electrons in Motion Arduinos Force and Motion • This year, we will be weaving some mini-units in learning to write computer code during some early topics. Science 10 – Course Topics • Orbital Hybridization • Structure and Properties of Molecules • Kinetic Molecular Theory • Chemical Reactions and Stoichiometry • Enthalpy of Reactions • Metabolism • Cell Biology • Genetics and Genomics • Evolutionary Theory • Biodiversity Science 9 – More details • Summer reading • Bill Bryson’s “A Short History of Nearly Everything”, Chapters 1-15 • Weaves a narrative around the important discoveries in science – makes the scientists interesting people • Re-appears for Science 10 summer reading • Like Bill Bryson’s book, we begin Science 9 with the Big Bang • Unfortunately, there is not a lot of ready-to-use material for 9th graders on the Big Bang • This is true for much of what we do in Science 9 • We use what we can and create the rest Science 9 • We have no textbook • We use videos and simulations (such as those from PhET) • We’ve used bits from the Big History Project on the Big Bang • We create PowerPoint presentations that contain the important information • Serves as the reference for the students • Creating these presentations can take a lot of time and is often information dense • We create a variety of homework assignments • Some homework serves as practice (number crunching) • Some homework extends the topics discussed in class by requiring students to watch videos and blog about what they have viewed and learned • Some homework re-enforces concepts from class by having them use different computer applications and tools Science 9 - Topics • Many of the topics are self-explanatory, however, a few will need some details • Fundamental Particles • Quantum Theory and Atomic Structure • Arduinos • Fundamental Particles • Our unit on Fundamental Particles flows naturally from our discussion of the Big Bang and the experiments carried out at High Energy Physics Labs around the world. • This is an example of what I am calling Forward Focus … this is the type of physical science our students will read about “in the newspaper”. • Focus on how science uses indirect measurement to obtain information • Teaches the standard model – students learn about quarks, leptons, and force carriers (bosons). They learn about combination particles. • They learn how the experiments of today address concerns of the standard model. Science 9: Fundamental Particles • Expectations are kept in check with the age group • Don’t teach Feynman Diagrams! • Let’s the kids see that scientists are still trying to figure out the answers • Last year we created Comic Life stories of various fundamental particles • We had plush toys from The Particle Zoo representing the particles and each student selected a particle to study in depth • Students researched the background of the scientists who discovered their particle, the experiments that proved the existence of their particle, and the basic properties of their particle • They devised a “Super Hero” story for their particle and photo-shopped their particle onto images and wove an interesting story. Science 9: Quantum Theory and Atomic Structure • If 9th graders are given any information on quantum theory, it is often over simplified and provided as a series of results • We approached it differently … • We imagined that this was our student’s only chance to learn quantum theory. What do they need to know? • What are the Big Ideas of Quantum Theory? • Wave particle duality • Heisenberg’s Uncertainty Principle • Probability and the wavefunction • What were the important experiments? • Young’s double slit experiment (with light and electrons) • Einstein’s photoelectric effect • We studied atomic structure and the periodic table • Used Odyssey to make the abstract nature of atomic orbitals more concrete • Students can rotate and manipulate the orbitals Science 9: Arduinos • The topic Electrons in Motion leads to a discussion about electricity and simple circuits which naturally leads to our Arduino unit. • An Arduino is simple microcontroller board onto which a variety of sensors and devices may be wired and controlled. • It is coupled with an integrated development environment (IDE) for writing the software that controls the board itself. • Students need to write the code in a C++ like IDE • Last year, we found that the students relied to much on teachers and our IT department to write their code, so we are introducing code writing earlier in the year. • The project the students were given was very open ended ... sense some data from the environment and do something with that information. • The picture on the middle right is a circuit with a temperature sensor that flashes a red light if the temperature gets above a specific level. • It was built by two girls who had never written any code or built a circuit. • The picture on the bottom right is a circuit with a light dependent resistor. The project was an “auto attendance” circuit built to count students entering a room. • It was built by two boys who got very excited by the project. Science 9: Arduinos • The Arduino project was a major engineering project • Writing computer code was new for most of the students • We taught them the basics, but it was hard for many of them • Students relied on using examples from the Internet or having teachers or the IT department write their code for them • To counter this, we are teaching coding earlier • Using Snap! from UC Berkeley (snap.berkeley.edu) to teach coding logic • Then we will use a web based system (still under discussion) to teach the syntax of coding in Python Science 9 – Connect with a Young Scientist • Last year, we had one section experiment with Skyping with a graduate student at a research university. • The students asked questions of the graduate student they didn’t feel comfortable asking the teacher. • When the students asked a question that the graduate student did not know the answer, the students seemed to like hearing “I don’t know. Let’s see how we might figure that out.” • We’d like to find a way to continue this with more students. Science 9 – Some of the tools we use • Web Assign • For delivery of numeric based practice • Randomizes numeric variables – focuses collaboration on the process to solving problems not the solution • Problems allow multiple solution attempts • Display numeric answer and re-randomize numbers after two solution attempts • We write our own problems so that the experience is tailored to the course content Science 9 - Tools • Odyssey from Wavefunction Inc ( www.wavefun.com ) • Software application that uses scientifically sound molecular simulations to teach basic introductory chemistry Run simulation Science 9 - Tools • Google + • Each class is a community within Goggle+ and blogging is done using Google’s blogging tools • www.blogger.com Science 9 - Tools • Algodoo (www.algodoo.com) • Algodoo is a interactive physics playground. • It is easy to learn to use. • We’ve used it as a means to illustrate energy transfers. • Last year we had students make a virtual Rube Goldberg machine in Algodoo • Last year, some students had issues with Algodoo crashing on their computers after they had built (but forgot to save) a simulation • Most students got into creating wonderfully complex systems, however, some students found it difficult to use Science 9 - Upcoming • This year we are adding in a new dimension onto our Arduino unit • We will be launching a Stratostar weather balloon carrying some of our Arduino projects as payload • The balloon should get to a height between 60,000 ft and 100,000 ft before bursting and slowing falling back to earth with the aid of a parachute • This will add another layer of engineering to the Arduino unit as the payload will need to be protected • • • • Loads of testing before the launch Loads of analyzing after the event The launch will be coupled with various activities going on in math classes Hope to connect with a college using Arduinos as part of their course work so that the students can see the potential of their work Summary • Using science topics from what is happening today in science creates a more interesting curriculum. • The magazines at right (Science News and Chemical and Engineering News are two that I read) • 9th graders can successfully learn and understand more than you think! • A successful STEM program can have students leaving a year of study more excited about science than when they started. 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