Please provide a list of science materials and/or resources (a wishlist) that you could use for your class/classroom. These items are intended to support your instruction in the classroom. These items will become part of your classroom supplies.
I haven't worked on a supply plan yet.
Having the introductory biology students for approximately 15 weeks of mostly 73 minute classes (~18 weeks per semester, - 1 week for finals, -2 weeks for HSA) and the huge range of ability and motivation, realistically I don't see doing the actual activities like gel electrophoresis with my classes. I'd need to invest time to teach the students how to use the equipment properly, time to set up/break down the hardward, time to prep the chemicals, $$$ to replace the consumables each year which aren't cheap. I have done them in the past, but the teaching conditions were very different (student range is still the same, so I'm aware of what's involved and what's possible). If the students were at the honors/advanced level, or were at least very motivated, I could see a possibility with the current teaching conditions but that's not the population I'm working with.
Now, I tend to do quick and simple simulations. So, I know the one thing that will be on my list will be the simulated gel. I would like more of the investment to go into equipment rather than consumables.
As for the rest, Lisa Ponce and I had already agreed to meet once school is over to discuss our visions. I know some of our DNA gel electrophoresis boxes have broken wires and need to be replaced, as well as some of the micropipets. I'd like to have at least one class set of basic working equipment, as the teaching conditions could always change. Lisa and I had agreed on that part early on, when we first talked about this course.
I'd also like to see what we do in the final 4 sessions. For me, its one thing to read about a technique or activity but its when I actually see it demonstrated or get to do it that it clicks for me in carrying it out in my classroom. That's another reason why I haven't gotten my wish list together.
One side comment...at the beginning, I had asked Rachel about using the stipend towards a student response system. This past weekend, I attended a training session just to learn about it, even though I don't have one. Wow. I know students like labs because they are hands on, but getting them to critically think about what they are doing is sometimes like pulling teeth. I saw the use of interactive whiteboards that could hook our digital natives, and could enhance the hands on lab experience. Feeling like I should have continued to pursue that train of thought instead of backing off. That's what I mean about seeing/doing as opposed to just reading.
Wednesday, April 14, 2010
Friday, March 12, 2010
What can I use in my classroom from the first 2 sessions?
I have to really think about that. It's been over a decade, ever since our school went on a 4 x 4 block schedule, since I've actually done a digest and electrophoresis with my students. Time is a huge issue...both instructional time and time for me to set up and break down labs. Its worse when biology is in the spring semester, which is when I have it, because HSA testing pulls out a huge chunk of time...this year, two of my classes will lose 2 weeks out of the 18 weeks in the semester because of HSA.
Over the years, I've borrowed, bought, adapted, and developed some low tech simulations to at least teach the concepts involved with using restriction enzymes to both cut DNA and to form recombinant DNA as well as the process of electrophoresis to make a fingerprint. The simulations include pony bead simulated bands, which took time to initially make but now I can just pull out the box each year and they're good to go. Another simulation is using cash register tape DNA with chart paper gels/envelope wells which can be completed in an hour, and I don't need to worry too much about damaging materials (although there are some destructive students that I wouldn't trust with scissors). Last year I purchased a simulated gel...it sort of feels like an agarose gel, has wells that students could pipet samples into so they could get the feel of the technique, and has a banding pattern in it that could be used for analysis. I haven't been able to try it out with students yet; hoping to do that this year.
Must say that this course has brought me back to the University of Utah's Learn Genetics site (learn.genetics.utah.edu). Haven't gone there in a long time and wow, it has really developed a lot. The virtual labs for DNA extraction, gel electrophoresis and PCR are really good and definitely visual enough even if the student doesn't read everything. These will be incorporated as independent learning activities.
As for the micropipetting, I'm thinking I have used that with students a little more recently when I used to purchase the BioRad "Genes in a Bottle" kit. The kit provided disposable transfer pipets but since the volumes were small, I taught the students to use the micropipets. However, with budget issues those kits got to be too cost prohibitive so I've gone back to DNA extraction from fruits...much cheaper but uses bigger volumes of everything. They do get learn how to use serological pipets with pipet pumps instead of using graduated cylinders...but yes, its not a molecular biology kind of thing.
Now Dr. Shohet's talk about the hypoxia inducible factor (HIF) does have me intrigued and thinking about my physiology class. It really tied in concepts in biology (genetics) and physiology (cardiovascular system), among others. But I have to think. It can't be just a research paper or something like that...my students range from honors level to ESLL and SPED, and the biology text is already a challenge for many of them, let alone the physiology. When they do research, they'll just pull things off the references without trying to understand let alone paraphrase. It's really hard when I hear other teachers saying how fantastic this information is and how they can use it right away...I want to know HOW they're using it.
Well, I guess that's it for now...
I have to really think about that. It's been over a decade, ever since our school went on a 4 x 4 block schedule, since I've actually done a digest and electrophoresis with my students. Time is a huge issue...both instructional time and time for me to set up and break down labs. Its worse when biology is in the spring semester, which is when I have it, because HSA testing pulls out a huge chunk of time...this year, two of my classes will lose 2 weeks out of the 18 weeks in the semester because of HSA.
Over the years, I've borrowed, bought, adapted, and developed some low tech simulations to at least teach the concepts involved with using restriction enzymes to both cut DNA and to form recombinant DNA as well as the process of electrophoresis to make a fingerprint. The simulations include pony bead simulated bands, which took time to initially make but now I can just pull out the box each year and they're good to go. Another simulation is using cash register tape DNA with chart paper gels/envelope wells which can be completed in an hour, and I don't need to worry too much about damaging materials (although there are some destructive students that I wouldn't trust with scissors). Last year I purchased a simulated gel...it sort of feels like an agarose gel, has wells that students could pipet samples into so they could get the feel of the technique, and has a banding pattern in it that could be used for analysis. I haven't been able to try it out with students yet; hoping to do that this year.
Must say that this course has brought me back to the University of Utah's Learn Genetics site (learn.genetics.utah.edu). Haven't gone there in a long time and wow, it has really developed a lot. The virtual labs for DNA extraction, gel electrophoresis and PCR are really good and definitely visual enough even if the student doesn't read everything. These will be incorporated as independent learning activities.
As for the micropipetting, I'm thinking I have used that with students a little more recently when I used to purchase the BioRad "Genes in a Bottle" kit. The kit provided disposable transfer pipets but since the volumes were small, I taught the students to use the micropipets. However, with budget issues those kits got to be too cost prohibitive so I've gone back to DNA extraction from fruits...much cheaper but uses bigger volumes of everything. They do get learn how to use serological pipets with pipet pumps instead of using graduated cylinders...but yes, its not a molecular biology kind of thing.
Now Dr. Shohet's talk about the hypoxia inducible factor (HIF) does have me intrigued and thinking about my physiology class. It really tied in concepts in biology (genetics) and physiology (cardiovascular system), among others. But I have to think. It can't be just a research paper or something like that...my students range from honors level to ESLL and SPED, and the biology text is already a challenge for many of them, let alone the physiology. When they do research, they'll just pull things off the references without trying to understand let alone paraphrase. It's really hard when I hear other teachers saying how fantastic this information is and how they can use it right away...I want to know HOW they're using it.
Well, I guess that's it for now...
Thursday, February 25, 2010
Intro to the CCR experience
During our first workshop, what did you find meaningful for your own learning purposes?
Exciting, overwhelming, stimulating, intense...there were so many things going on that I wasn't quite sure what to make of it.
The initial contact with websites/readings...I didn't know what I was expected to read & learn. There was so much there. After Rachel's introduction, I felt a little better that I didn't have to learn it all, but I'm still a little apprehensive about not quite being sure what is expected of us as an outcome.
I'm really curious about the survey question regarding using mouse tissue. I've never done any tissue culturing, so that would be very new. Seeing the vivarium and learning a bit about the monitering was really interesting as a physiology instructor. The microscopes were WAY cool looking...hope we get to learn/see how they actually work.
The micropipetting practice was very comfortable for me; I just had to think about what the display numbers actually meant. However, my partner hadn't done this since college so it's worthwhile to make sure everyone is on the same page.
Looking forward to the scientist talk each session. I know a lot of times information will go over my head as my classes are nowhere near an AP level so I'm not teaching very much in depth, but it's still really interesting to hear about active research.
I'm not very techie, so blogging is a learning experience. Hope I'm doing this right. Then again, it was a science workshop back in 1994 that forced me to learn how to use Microsoft Word since all of our work had to submitted in that platform.
Do you think that all secondary science teachers should go through some type of laboratory experience like the one you are participating in?
I'd like to reserve final judgement until I see what this specific experience is like, but yes, if the teachers have the opportunity, it can be an eye opening experience. The challenge is how to translate that information and experience into something that can be used in the high school classroom.
Exciting, overwhelming, stimulating, intense...there were so many things going on that I wasn't quite sure what to make of it.
The initial contact with websites/readings...I didn't know what I was expected to read & learn. There was so much there. After Rachel's introduction, I felt a little better that I didn't have to learn it all, but I'm still a little apprehensive about not quite being sure what is expected of us as an outcome.
I'm really curious about the survey question regarding using mouse tissue. I've never done any tissue culturing, so that would be very new. Seeing the vivarium and learning a bit about the monitering was really interesting as a physiology instructor. The microscopes were WAY cool looking...hope we get to learn/see how they actually work.
The micropipetting practice was very comfortable for me; I just had to think about what the display numbers actually meant. However, my partner hadn't done this since college so it's worthwhile to make sure everyone is on the same page.
Looking forward to the scientist talk each session. I know a lot of times information will go over my head as my classes are nowhere near an AP level so I'm not teaching very much in depth, but it's still really interesting to hear about active research.
I'm not very techie, so blogging is a learning experience. Hope I'm doing this right. Then again, it was a science workshop back in 1994 that forced me to learn how to use Microsoft Word since all of our work had to submitted in that platform.
Do you think that all secondary science teachers should go through some type of laboratory experience like the one you are participating in?
I'd like to reserve final judgement until I see what this specific experience is like, but yes, if the teachers have the opportunity, it can be an eye opening experience. The challenge is how to translate that information and experience into something that can be used in the high school classroom.
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