Course title
SCI110Pre-requisite
Grade of C or better in previous science course High motivation in the subject areaCourse description
Course Description
This course is designed to provide students with the opportunity to research methodology in the natural and social sciences. This will be accomplished by accessing scientific databases by using on-line bibliographic search techniques; consulting doctoral-level research scholars; developing hypotheses; performing experiments; writing research papers and making presentations at various scientific symposia. In addition; students may participate in national science competitions.
Duration of Study: (full year; one semester; trimester): One semester on a 90 minute block schedule which is equivalent to a full year course.
Textbook title and copyright date:
No specific textbook is used in the course. The materials used come from a variety of sources dependent upon the students’ selected topics for research. Scientific journals and data bases are typical. Please note that YUHSD course requirements include the establishment of a partnership with a scientist in the field providing mentoring for teachers and students; as well as; access to relevant current research.
Strongly recommended textbook: STEM Student Research Handbook
Details: NSTA Press Book
Publication Date: 9/1/2011
Pages: 218
ISBN: 978-1-936137-24-4
Grade Level: High School
Context for Course
This course is designed to provide students with an authentic science research experience. This will be accomplished by accessing scientific data bases; using on-line bibliographic search techniques; consulting doctoral-level researchers; developing hypotheses; performing experiments; writing research papers and communicating findings.
Students spend approximately 75% - 80% of class time engaged in the research process. One to three initial hands-on experiences are utilized to assess and build scientific processes skills. Specific research skills such as conducting a literature search; writing a proposal; and analyzing data will be taught then utilized by students in the completion of their individual research projects.
Students will use the year to design and develop a testable hypothesis using lab practices with the goal of submitting work into various competitions. Alongside this experience students will address and explore interdisciplinary solutions to Ecological Issues mainly focusing on conservation; sustainability and stewardship.
The yearlong projects will come from any science discipline chosen by the student. Each of the ecological experiments will be developed within the context of: Biology; Chemistry or Physics/Engineering. Students will be highly encouraged to divide their work evenly between these disciplines but are not limited to only this area of science discipline.
Ecological Issues include the following:
‚ô£ Habitat Destruction
‚ô£ Invasive Species
‚ô£ Waste management
‚ô£ Urban Development
‚ô£ Biodiversity
‚ô£ Invasive species
‚ô£ Oceanography/limnology
‚ô£ Exploitation of Natural resources
‚ô£ Global Warming
Division of Class Time:
25% (1-2 class periods per week)- Introductory/ Exploratory Lab experiments: collecting and analyzing data; building models; using/selecting instrumentation; and refining lab skills needed to complete testing of their hypotheses.
50% (2-3 class periods per week)- Conducting/ Revising Lab Experiments on topic of preference. Repeating trials and modifying methods of experimentation.
25% (1-2 class periods per week)- Research and development of testable hypotheses; including analyzing the works of other scientists. Background instruction for specific topics and developing research projects using experts on their topics as mentors.
Course Outcomes:
1. Utilize technology ( LAB QUEST 2; Incubators; Microscopes; Autoclave etc.) and inquiry to increase understanding of the natural world.
2. Access and evaluate scientific literature for relevance to a topic.
3. Design and conduct independent scientific research involving the collection and analysis of data.
4. Analyze and communicate the findings of scientific research
Required Labs:
Introductory Labs - Teachers will use several labs to formatively assess and build scientific inquiry skills. Selection will be based on the topics of interest and need of students. All introductory labs require students to determine their own questions regarding the provided demonstration or situation then design and conduct a lab utilizing the materials and parameters provided.
Introductory Labs Required:
Investigating Enzymes:
How Enzymes Work: Investigating their specificity and susceptibility to environmental factors using Jell-O.
Students will begin day 1 by performing the guided procedure of exposing pre-made Jell-O cubes to pineapple juice from two different sources: fresh versus processed. While observing for 30 minutes and collecting data at 5-minute intervals; student groups will choose two additional questions; from the questions provided; to investigate. Student groups decide on a procedure for each question and get teacher approval before they are allowed to experiment. Essentially the next two lab days; students are conducting their two investigations; collecting data and organizing their results to share with their classmates.
Reflections and Discussion Questions: Students continue to work in their groups to answer the questions provided at the conclusion of the investigations.
Final Assessment: Individually; students write a summary of their newfound understanding of enzymes; how they work and factors that affect their activity. They need to be specific and may even include a labeled diagram in their explanation.
Materials Needed:
(Initial Guided Lab):
Prepared 2-3 cm Jell-O Brand gelatin cubes (4 cubes per group)
Shallow dish or pan (Petri dish)
Fresh Pineapple juice
-Prepared by pureeing fresh pineapple in a blender. The puree should be strained through cheesecloth to separate the pulp from the juice.
Canned Pineapple juice
-Prepare as directed for fresh pineapple juice.
Blender
Cheesecloth
(Additional Materials Available to Students for their two further investigations):
Prepared Hot Knox Gelatin
(Stir 2 envelopes of KNOX unflavored gelatin into 800 ml of hot water) - enough for 3 classes; store in a warm water bath.)
Jell-O Brand Gelatin (can be used to prepare gelatin cubes)
Ice water bath
Boiling Water
Test tubes and rack
Petri Dishes
Pipettes
Spoons/stirring rods
Beakers
HCL
NaOH
Vinegar
Lemon Juice
Baking Soda
pH testing paper
Razor Blade or Knife for cutting fruit
A variety of fruits:
Pineapple (fresh; frozen and canned); Apples; Grapes; Strawberries; Kiwi; Orange; Papaya; Fig; other...
Meat Tenderizer
Effect of pH on living organisms:
Hypothesis:
Predict how the response of liver homogenate will compare to that of tap water and commercial buffer when acid or base is added.
Materials: (per team of 4)
4 pairs of safety goggles
50 ml beaker
100 ml graduated cylinder
pH paper
tap water
0.1M HCL and dropper
0.1M NaOH and dropper
Sodium phosphate pH 7 buffer
Biological (liver) homogenate
Procedure:
1.Pour 25 ml of tap water into beaker or jar
2.Record the initial pH using the pH paper
3.Add 0.1M HCL a drop at a time. Gently swirl the mixture after each drop. Determine the pH after 5 drops have been added. Repeat this procedure until 30 drops have been used. Record the pH measurements in Table 1.
4.Rinse the beaker thoroughly and pour into it another 25 ml of tap water. Record the initial pH of the water and 0.1M NaOH drop by drop; recording the pH changes in exactly the same way as for the o.1M HCL.
5.Using 25mL of biological homogenate (liver); instead of tap water; repeat steps 2-4 and record the data in Table 1.
6.Finally; test the buffer solution ( a nonliving chemical solution) using the same method outlined in steps 2-4. Record the data in your table.
7.Wash your hands
Analysis:
•Create a line graph comparing the pH change in tap water; liver homogenate and commercial buffer after the addition of HCl
•Create a second line graph comparing the pH change in tap water; liver homogenate and commercial buffer after the addition of NaOH
•Refer to the following guidelines when creating a graph
o Hand drawn graphs must be in pencil.
o Y-axis is the dependent variable (results) and X-axis is the independent variable
o Axes should be labeled. Be sure to include units.
o Graphs should be labeled as Figures (Fig 1; Fig 2 etc.) and given an underlined title in the “y” v. “x” format. (ex. Fig 1: Breathing Rate v. Temperature) The units do not need be included again in the title.
o Graphs with more than one line should use point protectors (see below) to distinguish between lines and must include a key.
o Point protectors refer to enclosing the “dots” on different lines with a different shape (circle; square etc); and are considered more sophisticated than using color or dashes to distinguish between lines. Excel graphs will use different shaped dots to distinguish and point protectors mimic this.
•Calculate the percent change in % for each solution for both NaOH and HCl.
% Change = (Final – Initial/Initial) x 100
Conclusion:
‚û¢ Address the objectives and summarize what you learned as well as what the results indicate.
‚û¢ Do the results support or refute your hypothesis or were your results inconclusive?
‚û¢ Were there any sources of error/problems with the experimental design? If so; how could you address these issues?
‚û¢ What new questions have you developed based on the results of this experiment that could lead to further investigation?
Microbiological investigations:
On the information level; this experiment serves to acquaint students with basic information on the growth of bacteria; on their prevalence in the air around us and in our total environment and on the conditions under which bacteria can readily grow and multiply. In addition; on the processing level; student learn to use the scientific method and to construct a hypothesis; to use a control; to identify variables; to gather and analyze data; formulate a conclusion and produce a report including a bibliography documenting their arm chair research.
Materials:
•10 Petri dishes containing sterilized; nutrient agar (can be purchased directly from Carolina Biological Inc.)
•Plastic gloves
•Disinfectant bleach
•Wax pencil
•Masking tape
•Scissors
•Incubator
Investigating the Effects of Glucose on Cellular Respiration
In this lab; we will explore the following questions on Cellular Respiration:
1. Is glucose required for cell respiration?
2. Is there a correlation or relationship between the amount of sugar available and the amount of carbon dioxide produced?
3. Can any type of sugar be used as a fuel for cellular respiration?
To answer these questions; this 2-part lab will first have the student explore how the concentration of the glucose affects the rate of respiration. Second; the student will conduct an experiment to determine if the type of sugar is important in the respiration process.
Materials:
Yeast suspension
12 (50-mL) beakers
1 (100-mL) beaker
12 (10 x 75 mm) fermentation tubes
Karo corn syrup (glucose)
Maltose
Sucrose
10 mL graduated cylinder
Investigating Energy Content/an Experiment in Calorimetry:
In this experiment; the energy of a peanut; or another kind of nut; will be determined using a simplified set-up. The peanut will be burned in air; instead of pure oxygen. Instead of a heavy metal bomb; a metal can; such as an aluminum soft drink a small juice or soup can is used. To eliminate the determination of the specific heat of the metal can (the heated needed to heat the metal that composes the can); the experimental conditions are modified to maintain a constant temperature of the can by filling it with a large quantity of ice. This will maintain a temperature of 0ºC; as long as all the ice does not melt. The heat evolved by the burning peanut will melt some of the ice and the amount of liquid water formed will be measured to give the heat of combustion of the sample. After determining the energy of a peanut; (or other type of nut) the procedure will be repeated using other snack foods.
Materials:
A metal can (a small juice can; soup can; or soft drink can) with the top removed
Heavy wire stands to hold the peanut (this can be constructed from an extra-large paper clip
150ºC thermometer
Graduated cylinder; 100-mL or 250-mL
Tongs or forceps
Funnel
Peanuts or other nuts such as almonds; cashews; pecans; walnuts; etc. ice snack foods such as cheese curls; potato chips; etc...
Role of Plants in Water Filtration
This experiment is to help you understand the role of plants in filtering the water moving through a watershed. Experiments can be done to show how a plume of dissolved materials can move through soil and enter a groundwater aquifer. Depending on whether materials are dissolved or suspended in the water; soils and plant roots can remove some or all of this material as the water moves down through soil. Most suspended materials will adhere to the soil. These may then be broken down and used as food by the plants. Dissolved nutrients; such as nitrogen or phosphorus; chemically bond with some types of soil particles. They are taken up by plants; thus removing them from the soil before they can enter an aquifer. For the plants; these elements are food; for an aquifer; they are pollution.
Not all materials are absorbed by plants and not all water pollutants are food for plants. However; sediments from eroding soil; nutrients in human and animal wastes; and some components of household wastewater (“graywater”) are excellent plant nutrients. Plants also use different nutrients at different rates; so that the amount of material they take up will depend on how much is dissolved in the water and how fast the water moves through. This experiment is a very simplified way to show whether plants will take up certain kinds of materials from water moving relatively quickly through their root systems.
Materials:
•Six potted plants; with pots roughly six to eight inches in diameter; and holes in the bottom. These plants need to be moderately dry; as if they had not been watered for a couple days. Plants with saturated soil will not absorb water; and very dry plants will absorb it all.
•Six clear containers; such as cups; which will support the plants and allow drainage to be viewed. You will need separate plants and cups for each of the materials in the water.
•Soil from outside (anywhere). The best soil is loamy; with smaller particles than sand.
•Unsweetened powdered drink mix; preferably grape or cherry for color.
•Vegetable oil.
•One or two different household cleaners (such as Comet/Ajax and Dish or Laundry soap). One should be liquid and the other powder.
Course Objectives
Students will be able to:
•Define research; explain and apply research terms; describe the research process and the principle activities; skills and ethics associated with the research process.
•Explain the relationship between theory and research.
•Describe and compare the major quantitative and qualitative research methods in mass communication research.
•Propose a research study and justify the theory as well as the methodological decisions; including sampling and measurement.
•Understand the importance of research ethics and integrate research ethics into the research process.
•Be able to assess and critique a published journal article that uses one of the primary research methods in the field.
•Be able to construct an effective questionnaire that employs several types of survey questions.
•Construct an effective research proposal that will serve as the launching point for the study you conduct next semester.
School country
United StatesSchool state
ArizonaSchool city
YumaSchool / district Address
3150 S. Avenue ASchool zip code
85364Requested competency code
Lab ScienceDate submitted
Approved
YesApproved competency code
- LINT
- Integrated science