Author: Kent

I've been happily teaching high school science for over 13 years. This website serves as a way for me to reflect on my practice, give back to the science educators' community, help other science teachers who may need a place to start, and build a strong community of science learners and educators.
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#10 – Why we use gas prices to teach unit conversions (and why you should too!)

Unit conversions is important to learn, but to teach unit conversions is boring because most examples are irrelevant to life. Sure, we can teach students to convert kilometres to millimetres (and that might be important for certain science applications). But, when is a student really ever going to need to know how far the distance between the sun and the earth is in centimetres? Or, how often does a person today need to determine the number of chickens required to buy 3 horses if one horse is worth 5 pigs which, in turn, are worth 7 chickens. Simply put, no one will ever need to use unit conversions in such a way. So, how can we teach unit conversions in a useful way that is relevant to students?

 

Using REAL life to Teach Unit Conversions

Early in my career, I used to teach unit conversions by getting students to determine the better deal between things sold at Costco and identical items sold at the regular supermarket. It worked alright, but not all students had Costco memberships so not all students could relate. Furthermore, if a student in my class came from a country without Costco, not only could they not relate but I would also have to spend extra time describing the magical place known as Costco (also known as Kirklandia, I think.).

 

Today, one activity I use to teach unit conversions incorporates 2 things all students from every country can relate with: money and gasoline. Basically, I get students to rank countries (from a set I determine beforehand) gas prices from cheapest to most expensive. The twist to this activity is that not all gas prices are stated in the same way in each country. Some countries state prices in dollars per gallon, while others state them in euros per litre. Even if 2 countries use dollars, dollars aren’t worth the same in both countries. For example, the US dollar is worth more than the Canadian dollar currently. Another good thing about this activity is that it requires students to perform 2 conversions instead of just 1. These conversions take place both for the denominator and numerator. With 10 countries on my gas price list, students get a lot of practice (and, for those who don’t get it, we get a lot of opportunity for discussion too).

 

We show you what we use to develop this activity so that you can develop your own. However, if you would like a copy of our activity (which has a list of countries using 2017 gas prices), you can click a link and enter your email below to get a copy.

 

Field Notes

  • Using GlobalPetrolPrices.com, I research the price of gas sold in different countries of the world in Canadian dollars (CAD) per litre. It’s in CAD/L because I’m Canadian and I teach Canadian students. Adjust this to the currency you prefer.
  • Using xe.com, I convert gas prices from Canadian dollars per litre to other countries’ currencies. Example, if the price of gas in the US is stated as 0.87 CAD/L, it changes to 0.70 USD/L. I also write down the exchange rate (currently 1 CAD = 0.806 USD) for later use.
  • Using Wikipedia (Gallon), I convert volumes from litres to gallons for countries that use gallons. Note: there are 2 types of gallons (Imperial and US). Wikipedia states which countries use Imperial gallons and which use US gallons. Thus, the price of gas in the US previously stated as 0.70 USD/L converts to 2.64 USD/gal. If Germany is one of my countries on my list, I don’t convert the volume because German gas prices are in Euros/litre.
  • I give the list of 10-12 countries with corresponding gas prices (stated in the way it would in their country) to students. They need to rank gas prices from cheapest to most expensive by first converting all prices to CAD/L.
  • It is quite arbitrary what units you want students to ultimately convert to as a base unit. I use CAD/L because I’m Canadian and I have Canadian students (not to mention I teach in Canada).
  • As an extension,  I get my students to write a CER (Claim Evidence Reasoning) statement regarding gas prices and countries after they write their rankings. If you don’t know what CER is, take a look at #4 – “Does Knuckle Cracking Lead to Arthritis?” 3 CER examples based on FUN Science and #9 – Does Aspartame help with weight loss? 3 CER practice activities from real science data.

 

Putting it all together

The key to making learning fun (and having it stick) is to make it relevant to students. That’s not a new concept – many have said that before me. Part of making it relevant is to work with something common to every student’s life. In the case of unit conversions, we use gas prices as the common experience. But, there are many different variations (ex. Milk or beef prices, video games or video game systems, price of magazines or books). The hard part is finding the common experience. Click the link below and get a copy of our activity.

 

Until next time, keep it REAL.

 

Resources

Handout(s): 10 – Gas Price Conversions Handout

Our resources are free. We aren’t collecting emails for our resources. However, it would help us out if you liked us on our Facebook page and subscribed to our Youtube Channel. Thanks!

 

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#9 – Does Aspartame help with weight loss? 3 CER practice activities from real science data

CER (Claim Evidence Reasoning) is a great way to teach students to draw conclusions by analyzing their data and linking it to with scientific facts/reasoning, but CER practice resources are hard to find. In Blog 4, I give some CER examples in the form of infographics. The infographics are great in helping students see samples of CER writeups using real scientific research. But, what about sample data that students can use to write their own CER practice statements? Where can we find some real research questions and data that they can use?

 

Real data from Real Science

In this post, we provide important details from and links to 3 real research articles for your students to use for CER practice. The articles have interesting conclusions and data charts that are different but not too difficult for students to decipher. Most importantly, the topics in the articles are relevant to students or someone they know. In practice, we do not give students the full research article. That would be a little too difficult for students. Instead, we generate shorter handouts that include important graphs, details, and data from the research articles and provide those to our students for CER practice. At the end of the article, you can download our handouts and templates by providing entering your email address.

 

Article 1

Research question: What’s the effect of artificial sweetener use on weight loss and obesity?

This research study examines the relationship between the use of artificial sweeteners in our society over time and it’s effect on obesity (as a percentage of the population). The author’s graph is amazing. The author plots the artificial sweeteners in use at different times in history with a number of outcomes including obesity. The researcher’s claim from their data is equally as intriguing. That is, the increase in artificial sweetener use has resulted in an increase in obesity.

 

Article 2

Research Question: What is the effect of Dietary Restriction on Learning?

Do we learn better on a full stomach or an empty one? That is the question this research article addresses. From a CER practice standpoint, I like the fact that there are so many graphs for students to analyze. Furthermore, the research actually tracks certain enzymes in the body and their effect on learning. Thus, the study goes beyond just the effect of starving oneself on learning and explores specific scientific mechanisms. The conclusion from the experiment: learning (at least in roundworms) is better when roundworms have been fasting. Perhaps, then, breakfast is not the most important meal of the day after all.

 

Article 3

Research question: What is the effect of different secondary driving tasks (ie. ell phone use, hands free cell phone use, radio playing) on cognitive distraction?

The goal of this research paper is to a system to measure cognitive distraction corresponding to secondary driving tasks. In the process, the study also shows the effect of such secondary driving tasks on reaction time to driving stimulus. This paper has lots of graphs available to look at. And with many variables to compare (ie. hands-free cell phone use vs handheld cell phone use, speech-to-text messaging vs talking to a passenger, etc.), students can come up with few different conclusions.

 

 

Putting it all together

Getting better at any tasks requires practice. And, getting better at developing conclusions and supporting it with evidence and reasoning requires CER practice too. We want to make it applicable and relevant for students by pulling data and graphs from real science research for them to evaluate. Hopefully, a side benefit will be that students will feel like scientists by evaluating real science research and thinking as scientists do. Click on the link below and receive copies of our handouts to this activity.

 

Until next time, keep it REAL.

 

Resources

Handout(s): 09 – CER Practice Handouts

Our resources are free. We aren’t collecting emails for our resources. However, it would help us out if you liked us on our Facebook page and subscribed to our Youtube Channel. Thanks!

 

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#8 – How to use peanuts and fire for teaching STEM (note: prepare for smoke!)

Is there something we can do to start teaching STEM in a simple way? STEM (Science, Technology, Engineering, and Math) is an increasingly popular way to teach science and math in a holistic, applied way by using the engineering design process. Teaching stem gives off the impression that it requires teachers to go well beyond their comfort zone. Thus, it appears to be a huge mountain to climb. Teachers may feel the pressure to create all new lessons, to learn computer programming, and to start making robots in their spare time. That’s not necessary at all.

 

We believe teaching STEM can be done by making some changes to your current teaching practice. In this blog, we demonstrate how we take a traditional cookie-cutter lab and extend it to include elements of STEM. At the end of the post, you can download our lab and the extension activities. We give you our peanut lab and So how? The peanut lab and making an effective calorimeter.

 

Extend beyond the lab

One approach to start teaching STEM is by extending current labs to include elements of STEM. In this case, we propose having students design and build systems that increase the efficiency or accuracy of a lab. We are not suggesting students build a better thermometer or a better metre stick (although, that would be a pretty cool STEM lab too). Rather, we are suggesting that if temperature (ie. heat transfer) is what students are measuring, then perhaps students can also design and build a system that prevents heat loss. If students are measuring the height of a building (ie. distance), then perhaps students can design a way in which students can measure the height more effectively than just using metre sticks, measuring tape, or relative distances.

 

What’s old is new again

Every year, my students do a lab where they burn peanuts to determine how many calories of energy per gram is in a peanut. This is not a new lab. I did a similar lab when I was a young lad back in the 80s.. And, I found a similar lab in a science textbook published back in the 90s, which I used as inspiration for the lab my students do. In our lab, students put a peanut on top of a peanut stand (which they make using a paperclip) and light it on fire. The fire heats up a small beaker of water that is suspended above the beaker. Students use the change in temperature of the water to calculate the amount of heat energy absorbed by the water which, in an ideal system, would equal to the amount of heat energy released by the peanut.

 

Unfortunately, the experiment is not run under ideal conditions. There are many ways in which the heat from the peanut can escape and not reach the beaker. Furthermore, there is heat loss from the inefficient transfer of heat between the beaker and the water. When students run the lab the first time, they use tin foil to create a chimney around the peanut to prevent heat loss. However, when students compare their results to the published number of calories per gram found in peanuts (thanks Google!), the student results still come up short.

 

Thus, we challenge students to build a system that prevents heat loss and improves their results. The challenge works in so many ways. It is open-ended. It requires students to collaborate with each other and do research beyond their own classroom learning. And, it results in students asking some interesting questions (ex. How can I produce a fully closed system? How will I light the peanut and ensure oxygen flow if the system were completely closed? What can I use to hold the water?). Most importantly, it requires students to build and test, which, I believe, is a big part of teaching STEM.

 

Field Notes

  • due to peanut allergies, we sometimes use potato chips too. They burn very well due to their oily nature.
  • do not use marshmallows or gummy bears. They may appear fun and interesting, but the result is a messy goo that doesn’t burn very well
  • keep the food labels for the food you burn. The students will use the Calorie information on these food labels to compare with their own experimental results.

 

Putting it All Together

I don’t believe teaching STEM requires a herculean change in our teaching practice. We can teach elements of STEM in our labs by focusing on the efficiency and results of the lab. Currently, we may ask students “What would you do next time to improve the results of your lab?” but not offer any follow through. Well, by teaching STEM by actually building systems that improve efficiencies, your students now can put their ideas into action. If you would like a copy of our peanut lab, please click the link below.

 

Until next time, keep it REAL.

 

Resources

Handout(s): 08 – Peanut Burning Lab Handout

Our resources are free. We aren’t collecting emails for our resources. However, it would help us out if you liked us on our Facebook page and subscribed to our Youtube Channel. Thanks!

 

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#7 – Our Top Science Video Activity (set up in less than 5 minutes!)

Using science videos is a great way to reinforce or illustrate a concept. But, making and marking the accompanying science video activity and/or worksheet is time consuming. Yes, there are tools out there that try to make this easier. Edpuzzle, Google Forms, and many other web apps allow teachers to embed questions into the videos students watch. Students can watch these videos and fill in the forms/answers at home. This saves the teacher a whole bunch of time, right?

 

Unfortunately, such web apps do not save teachers that much time. Teachers still need to spend time developing questions, forms, and answers for the video activity. Teachers still need to watch the videos before making questions too. And, they may still need to review/mark forms. Furthermore, students also need to have access to videos at home (and students may not all have computer or internet access at home). Ultimately, the challenge is having students learn important details from a video without making it too stressful for students and teachers. How do we do that? Our video activity helps to overcome this challenge. and you can also download our template at the end of this post.

 

The Pen is Mightier Than…

The video activity that continues to work for me in my practice (for 12 years!) comes in the form of a simple t-chart that students use to take notes from a video I show in class. Before watching a video in class, students draw a 2-column table (ie. t-chart). Students write “What I Learned” as the heading for one column and “What I Know” for the other. During the video, students write down notes from the video that pertain to either row. I give them the freedom to write anything down, so long as it’s from the video. I tell students to write down 15 points (if the video is 30 minutes long). At the end of the video, students tally up the number of points they on their chart and hand in their work. I read over their notes and give them a mark (most of the time). It’s that simple.

 

I came across this video activity when I worked as a substitute teacher years ago. Christopher Rozitis, a teacher who I substituted for in Vancouver, used this with his students. I’ve been using it with my students ever since. And why not? This video activity has a lot of advantages:

 

1. It requires little to no set-up

I don’t need to watch the video ahead of time and make questions. Students write down their own notes and I collect those notes. It’s that simple.

 

2. It’s engaging

I use this strategy for every video we watch, and whether it’s the first time or the fifteenth time, students work hard at getting the 10, 15, or 20 point minimum.

 

3. It’s student centred

When writing down 20 points, students do not need to write down 10 points for each column. Nope. The choice is up to them. Thus, if they already know a lot of things, then they’ll write a lot of points under the “What I know” column (and vice versa). This strategy is completely open-ended and

 

4. It gets the job done

Even though students have the freedom to write whatever notes they want, students still end up writing pretty much the same thing. What this means is that most if not all students end up getting the same information out of the video. And, whatever students miss, I usually review afterwards.

 

5. It’s a great snapshot of student understanding

When I review their worksheets, I get to see what each student already knows or just learned. If most students already seem to know something really well, I don’t spend as much time in class teaching it. If there’s a concept most students seem to struggle with, then I spend extra time going over the misconceptions. These student notes help me do this.

 

6. Technical issues outside of class are generally resolved

Most if not all students will see the video. There are no excuses from students who say the internet wasn’t working at home or they didn’t have access to a computer. No, all students get to see the video and everyone is on the same page afterwards.

 

Field Notes

  • I ask for a minimum of 12 notes for a 25 minute video. Usually, I try to ask for about a note every 2 minutes to a maximum of 20 notes.
  • I tell students NOT to provide one or two word points. I will not count them as notes.
  • I mark each note out of 5. For example, if I ask for 20 notes, I award 5 marks to students who write 20+ notes, 4 marks for 16-19 notes, 3 marks for 12-15 notes, 2 marks for 8-11 notes, 1 mark for 4-7 notes, and 0 for less than 4 notes.
  • If students are absent from the day of the video, I ask students to watch the video at home (if the video can be found online). Or, students can come in for a lunch hour viewing (I’m toying with this idea as I am writing this blog post).

 

Putting it all together

Videos are excellent resources to help teachers illustrate a point or something we can’t normally show students (like the formation of the solar system). I understand the need to have students complete a video activity (like worksheets) during videos, but such activities require time to generate and mark. Having students generate their own notes using a simple t-chart is a quick, simple, and effective way for students to learn the main ideas from a video. And, it also saves you time. If you want a copy of my template with instructions and sample notes, click on the link below and enter your email address. You’ll also be added to our email list (if you’re already on our list, you rock!).

 

Click Here To Get our Video Activity Template

 

Until next time, keep it REAL.

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#6 – The useful science skill you probably struggle to teach (note: here’s how we do it)

Students are always looking for a “right answer” in science, which leads students to be myopic when it comes to analyzing data. “What am I supposed to get” or “What is supposed to happen?” are common lines I hear from students as a result of the quest for a right answer. In labs, the expectation of a right answer results in students expecting that there needs to be an effect in an experiment. An experiment should always result in an increase or decrease in something, right? And when that doesn’t happen, there must be something wrong with the experiment or data, right? That’s not the right way to approach a lab when analyzing data.

 

The Big Idea

Students need to realize that no effect/answer is sometimes a right answer too. In the late 19th century, scientists believed that space was filled with a so-called “ether” that allowed light to travel between the sun and the earth. Albert A. Michaelson and Edward W. Morley devised a method to measure the effect of the ether on the speed of light. However, when they were analyzing data, they were not able to detect the ether, scientists realized there was no ether at all. That was an amazing discovery – a result of a lab that produced no effect. This is known as a null hypothesis. We teach students all about writing hypotheses and testing hypotheses, but rarely do we ever talk about identifying a null hypothesis. So, how can we have students practice this useful science skill?

To have students practice identifying null hypotheses, we give students a lab where there is a null effect. It’s even better if the null effect conflicts with what students believe (because students will already be looking for a specific result). We use a pendulum lab to illustrate null hypotheses. And, at the end of the post, you can download our handouts.

 

Life sized example of null hypothesis

The inspiration for our lab comes from a fantastic video of former MIT professor Walter Lewin’s last lecture (where he features his “best of” segments). In it, he swings on a massive pendulum (circa Miley Cyrus’ Cannonball video) to make a point about uncertainty and error. That is, the mass at the end of a pendulum has no effect on the period of a pendulum’s swing. To check out the video, click video clip below (demo starts at 10 minutes in)

 

 

In our 1st version of this lab, students create a pendulum (using a ring stand, ring clamp, and string) and hang different masses from the end (starting from 50, 100, 150, 200, and 250g weights). Students start swinging their pendulums from the same height and measure the time it takes to complete 10 periods (ie. cycles). Then, they divide the time by 10 to get the time for 1 period. This version uses items that are already present in most labs. But, a problem that arises is that larger masses can affect the length of the entire pendulum. The length of the pendulum is from the point of rotation to the bottom of the weight. Since 250g weights are longer than 50g weights, the pendulum using a 250g weight is also a longer pendulum. We want to control for length in this lab (because the length of a pendulum does affect period)..

 

Thus, in our most recent version of this lab, students tie washers at the end of the pendulum instead of using weights (this idea came from a similar lab we saw on Stanford’s website). Students start by tying 1 washer at the end of the pendulum and then adding 1 more for each trial until a maximum of 5 washers. This version requires less mass. And, we can keep the length of the pendulum at a consistent length too (which makes analyzing data easier). By making sure the washers are tied together and that the length between the tops of the washers and the point of rotation is kept consistent, the lengths of the pendulum for all 5 trials are kept consistent.

 

Field notes

  • Pendulums need to be swung no more than 10 degrees away from rest position. Have students use a protractor to make sure they are not swinging from a greater angle.
  • Find washers that are the same size. This way, the increases in mass are the same each time a student adds a washer.
  • Have students leave plenty of slack at the end of the pendulum. Students will use the slack to add washers while keeping the length between the washers and pivot constant.
  • Remind students that they will find the time of 1 period of rotation by taking their time for 10 periods and dividing by 10. Many students forget and end up measuring one period.
  • A lot of students will ask if it is correct that their results fluctuate with no apparent trend. I usually say tell them to run the trial again carefully. If they already have, then I say, “well, those are results then.”
  • There is no effect of mass on period. Only length of pendulum and acceleration due to gravity have an effect. But, don’t tell students that.

 

Putting it all together

A null hypothesis is an underrated yet important part of doing science. Students need to be able to identify it when it happens instead of always expecting a result or trend during an experiment. Ultimately, we want students that are not only good at doing an experiment but also good at analyzing data and concluding what their results mean. And, sometimes, their result may indicate nothing happened. And, that’s fine. That still puts students one step further of where they started. If you want a copy of our lab handouts, click on the link below.

 

Until next time, keep it REAL.

 

Resources

Handout(s): 06 – Pendulum Lab Handout

Our resources are free. We aren’t collecting emails for our resources. However, it would help us out if you liked us on our Facebook page and subscribed to our Youtube Channel. Thanks!

 

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#5 – 5 Tips to Running Better Retests (hint: teachers don’t need to bend over backwards)

Giving students retests is a popular practice now, but how do teachers run better retests? And by better, I don’t just mean having students do better. I also mean making it easier and worthwhile for teachers to even give a retest.

 

One of the biggest problems when it comes to retesting is that students almost expect a retest – therefore, they may not be as willing to try their best, learn the material, or fully prepare the first time around. This problem is only made worse in that there are policies in some school districts that students must be given the opportunity to have a retest. Thus, how do teachers make sure students take their own education seriously when it seems as though everyone around them is bending over backwards to give them yet another chance to do better? How do we ensure that students are actually putting forth their best effort?

 

Shifting the Responsibility

From a discussion question regarding retests I posted on several Facebook groups, a common thread can be concluded from many of the responses. To run better retests, allow students the opportunity to write a retest if they want – so long as students take control (and responsibility) for their own learning. The following are some tips and suggestions for running better retests.

 

1. Have students earn the right to write a retest

Have students complete corrections. Then, have students finish a review package or a set of review questions from the text. Finish with students having their parents sign a letter acknowledging all the work has been completed. Then, the student can schedule a date to write the retest.

Tiffany Floria (www.floriascience.com), teacher at Narragansett Regional High School in Templeton, MA, mentioned this in our Facebook group discussion: (note: click on the image to be directed to the google doc).


Giving better retests means students need to learn from mistakes before trying again. This strategy forces students to review material and relearn concepts before taking a retest. Thus, students have a greater chance for success the second time. Teachers can also alter this strategy to suit their needs or, potentially, the needs of each student.

 

2. Have students write retests in a timely fashion

I schedule retests no more than 2 weeks after the student receives their original test back. Any more time and (1) life gets in the way and other responsibilities will creep in and (2) students start to forget the material being tested.
Furthermore, make students come to you. Don’t schedule the exam during class time. Have them come during lunch hour or another scheduled time to write the test. Again, make students take responsibility for writing the retest instead of you bending over backwards for their learning.

 

3. Take the most current mark, not the best mark

Students often assume a retest can only improve their mark. Therefore, they may write a retest in the hopes of getting a better mark (like 95%) even though they got a great mark to begin with (like 92%). If they perform poorly on a retest, it doesn’t matter, right? Except, it does. The teacher is required to generate, administer, and mark a retest. And that’s precious time the teacher loses.

Ashley Krowl Reis, founder of Brilliant Biology at TpT, mentioned this in our Facebook group discussion.


With the possibility that students may have their mark drop in a retest will deter students from writing retests to get an increase of a few percentage points. More importantly, it forces students to think about whether their effort is best put to the task of retesting or another topic coming up. It makes them more responsible for their time and effort.

 

4. Cap or Average scores

Capping retest scores used to be one in my science department years ago. Basically, when capping retest scores, teachers are putting a maximum a student can achieve on a retest. For example, let’s say a student scores a 50% on a original test. If they write a retest, and if the retest cap is set at 60%, even if the student scores an 90% on their retest, the student will only receive a 60%.
I stopped capping retest scores a few years ago because I found some students do really try hard in their retests and score exceptionally well. And, I wanted to reward them for their hard work. So, averaging retest scores is what I do now. Basically, I average their original test score with their retest score (but only if the retest score is better). For example, if a student scores 50% on their first test but they score 90% on their retest, then I will replace their original test score will be adjusted to 70% (ie. [50% + 90%] / 2) This way, I find that students still need to take responsibility for their original score but still get the opportunity to get a higher score if they do better on the retest.

 

5. Making students pay for it (with classroom currency)

I find this to be one intriguing strategy mentioned on one Facebook discussion. One teacher uses a classroom currency known as BioBucks that students can use to exchange for or “purchase” certain perks. Retests represent one such perk. Much like an allowance, students learn to balance and spend resource wisely. This applies not just in currency but also literally in time and effort. Is it “worth it” to spend some currency on a retest right now or save the currency, time, and effort for something coming up. It’s an interesting model of taking not just retesting seriously but also our own time and effort.

 

Putting it all together

Better retests starts with having students take responsibility for their own learning. Whether it be earning the right to write a retest by working on review packages or determining whether or not putting the time and effort into preparing for a retest is worth it, students need to address these questions. That way, retesting is no longer just about a test – but also about how to approach learning in general. If you want to join our discussion group, our group is Super Science Teacher’s Co-Lab under Facebook groups. If you want a quick checklist of the tips I’ve provided, click on the handouts link below and enter your email address. We’ll also add you to our email list where you’ll receive our newsletter and updates.

 

For Our Condensed Tip Sheet, Click Here

 

Until next time, keep it REAL.

 

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#4 – Does Knuckle Cracking Lead to Arthritis? 3 CER examples based on FUN Science

CER is an awesome format to teach science students, but CER examples are lacking. CER stands for Claim, Evidence, and Reasoning. It is a great format for writing explanations is it serves to tie together findings, data, and scientific principles. I am beginning to use CER with my classes and I love it. Unfortunately, while there are CER examples of student and, perhaps, popular school lab work, there is a lack of CER examples connected to REAL scientific research. And, that’s part of the problem with teaching CER. How can we get students to adopt a format for which there is a lack of real examples from real scientific research?

 

Part of the difficulty with coming up with our own CER examples from science journals is due to the articles themselves. Namely, science research journals are tedious and difficult to read. And, they’re also time consuming to dumb down for high school students. And, finding a research article that students will find interesting is also a problem. Thus, where can we find real science articles that we can use for CER examples?

 

We found an excellent source of articles to use for CER examples. These articles are fun to read and many are available online. And, all of them are recognized by Harvard. We summarized the 3 we liked into infographics for you to download at the end of the post.

 

Getting Articles From Ignoble (yes, that’s a word) Science

Our source of research articles for CER examples comes from the list of Ig Nobel Prize winners. The Ig Nobel prize is awarded by Harvard every year for science that makes people laugh. It is the antithesis of the Nobel Prize. And, many of the articles do make us laugh because of how absurd the research topics can be. From determining the most painful part of the body to get a bee sting to determining whether or not knuckle cracking causes arthritis to discovering that white horses are more “horsefly-proof”, Ig Nobel prize research is really fun. And, the articles are generally less intensive to read (ie. less jargon). Best of all, Ig Nobel Prize research also follows scientific method principles, which makes illustrating CER simple.

 

The complete list of Ig Nobel Prize winners is published online. We chose 3 of our favourites and developed 3 CER examples (and accompanying infographics).

 

2015 Ig Nobel Prize in Entomology

REFERENCE: Michael L. Smith “Honey Bee Sting Pain Index by Body Location” PeerJ, 2014, 2:e338, https://peerj.com/articles/338/

 

2009 Ig Nobel Prize in Medicine

REFERENCE: “Does Knuckle Cracking Lead to Arthritis of the Fingers?”, Donald L. Unger, Arthritis and Rheumatism, vol. 41, no. 5, 1998, pp. 949-50.

 

2016 Ig Nobel Prize in Physics

REFERENCE: “An Unexpected Advantage of Whiteness in Horses: The Most Horsefly-Proof Horse Has a Depolarizing White Coat,” Gábor Horváth, Miklós Blahó, György Kriska, Ramón Hegedüs, Balázs Gerics, Róbert Farkas and Susanne Åkesson, Proceedings of the Royal Society B, vol. 277 no. 1688, pp. June 2010, pp. 1643-1650.

 

Putting it all together

CER examples can be both fun AND connected to real scientific research. The list of Ig Nobel prize winners is a good source of such research articles we can use to generate CER examples. Also, feel free to use our infographics with your students when teaching CER. If you’re interested getting a pdf copy of our infographics, click on the link below.

 

Resources

Handout: 04 – CER Infographics

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#3 – 24 Parts to a Sweet Periodic Table Lesson (hint: chocolate is involved)

A periodic table lesson can be boring because it focuses on facts. We should focus on the application – it’s much more exciting! So, what’s the most amazing application with regards to the periodic table? It’s that it allowed Mendeleev (who first proposed a version of the periodic table that led to development of the modern periodic table) to predict unknown, yet-to-be discovered elements. It was a powerful tool that helped scientists discover new elements (like Germanium). So, how do we teach students to recognize how amazing this aspect of the periodic table is?

 

Unfortunately, most worksheets and videos used in a periodic table lesson tend to focus on the facts and structure of the periodic table (arranged by increasing atomic number and grouped by similar properties). Projects that require students to research an element aren’t much better. Students can simply regurgitate what Wikipedia tells them. My question when it comes to worksheets, videos, and projects is in the application, namely, where’s the application in all that information? Where’s the excitement that comes from “doing” science and not just learning about science?

 

Have Students Use What They Already Know

Today, in my first periodic table lesson, I have students develop their own periodic table. Not of known elements. Instead, students make a periodic table of chocolate. Then, they use their crude periodic tables to discover “new” chocolate combinations. It’s a tribute to what early scientists like Mendeleev were tasked with (ie. create an order to known elements) and allows them to apply their tables in the way Mendeleev did. Near the end of this post, you can enter your email to receive a free copy of my instructions and templates (which includes 24 cut outs of chocolate bars and their descriptions) to this activity.

 

Our Set Up and Notes from the Field

Our activity is simple in its objective and open ended in its execution. Given a set of 24 different chocolate bars (ex. Kit Kat, Toblerone, Caramilk, Aero), students work in small groups to create a single periodic table that must group chocolate bars with similar properties on both horizontal rows and vertical columns. They must also indicate what properties they used to group similar chocolates in specific rows and columns. Refer to sample periodic table of chocolate using 8 chocolate bars as an example of what’s supposed to happen.

Periodic Table of Chocolate Sample

The activity is simple because most students at least know the characteristics of each chocolate bar (if not, a description on the templates have been provided). Thus, grouping like chocolate bars together is not difficult for students. And, surprisingly, I’ve never seen two periodic tables to ever be alike because every student uses different characteristics to group and organize their tables. This is where the activity is open ended.

 

When students are finished organizing their chocolate bars onto their periodic tables, they look to the blanks in their tables. Such blanks can be used to predict new chocolate bar combinations by looking at the groups they are organized alongside (similar to Mendeleev discovering new elements by looking at elements with similar characteristics found in the same group).

 

Extra Tips

Here are some tips if you plan on running the Periodic Table of Chocolate activity with your class:

  •  encourage students to be creative when it comes to grouping together chocolate bars. This will help classify outliers and bring more critical thinking into their table. For example, we can group Dairy Milk and Aero Bars together because both are pure milk chocolate. But, we can also group them together because they are “breakable” bars (and so are Kit Kats and Toblerones).
  • encourage students to leave blanks if they feel no chocolate bar in the set fits the space provided. The 24 bars do not need to make a perfect shape (ie. rectangle or square) with no blanks. Not all the chocolate bars will group perfectly. And, that’s fine. Blanks are opportunities for students to create their own bars.
  • there is no size limit to the periodic tables. The only limit is student’s ideas for grouping.

 

Putting it All Together

The Periodic Table is not just a chart that hangs in a science classroom but an amazing tool as well. Remember, a periodic table lesson doesn’t need to be boring. We just need to teach how amazing its development was. By applying its principles to the simple task of organizing and predicting chocolate bars, we can recreate just how Mendeleev must have felt when he was trying to organize his elements at the time. Click the link below to grab the handouts.

 

Until next time, keep it REAL.

 

Resources

Handout(s): 03 – Periodic Table of Chocolate Instructions | 03 – Periodic Table of Chocolate Templates

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#2 – Why we use film canisters to teach scientific method (and why you should too)

What do we tend to focus on when we teach scientific method? Part of “doing” science is to come up with models that describe invisible phenomena. Bohr, Rutherford, and Thomson developed models of the atom. Watson and Crick developed the double-helix model of deoxyribonucleic acid (DNA). However, when we teach scientific method, we don’t always address this aspect of science. So, how do you teach this process? How do you teach students how to “do” this type of scientific research/thinking?

Too often, we associate “doing” science as just doing the the scientific method. More specifically, when we teach scientific method, we tend to focus on controlling and changing variables. It’s not. Science is also about analyzing and drawing inferences from data to come up with a conclusion. It’s about coming up with an explanation for what is going on – both seen and unseen. So, while making paper airplanes and adjusting their designs over and over may be a good way to quickly teach students to draw conclusions from something they can see, it does little to teach students about explaining the unseen.

 

A New Lesson from Old Technology (the film canister)

Using film canisters, I redesigned the classic Mystery Box Lesson to teach students to develop models to explain invisible phenomena. I use this when I teach scientific method. At the end of the post, you can sign up to get a copy of the handout I give to students emailed to you.

 

When I was going through the teacher education program at the University of British Columbia, I remember an activity where we were expected to develop a model for what was happening inside a black mystery box. The instructor would pour a clear, colourless solution (water, we thought) into an opening at the top of the box. A coloured solution would then exit an opening on the bottom of the box. Sometimes the solution was green or red or blue or violet. The colours changed each time more colourless solution was poured through the top. I never did find out what was happening inside the box (and to this day, I can only guess that acid-base indicators were at play). But, when I started teaching my own class, I wanted to reproduce the same experience for my students. That’s when I stumbled upon some black film canisters in our lab.

 

Set up & Notes from the field

Film canisters are awesome in so many ways: they’re durable, reusable, cheap (they can be free if people haven’t gotten rid of them already) or cheap to acquire, and they can be sealed. I opened a black film canister and filled it with a thumbtack, penny, and a cotton ball. I put the cap back on the film canister and wrapped the top with tape. This sealed, black film canister is my students’ mystery box.

 

My students need to determine what is inside the contents of their mystery box. They’re allowed to shake and play with the mystery box anyways they see fit. They drop it from different heights, roll it at different speeds. Anything (so long as they don’t destroy the mystery box or open it up). And, they end up finding different ways to interact with their mystery boxes to create different sounds. I provide students with empty film canisters and a variety of small materials – macaroni, staples, thumbtacks, cotton balls, pennies, marbles, etc – and I have them create an identical model (ie. replica) of their mystery box. It’s a lot of fun, and the students are certainly engaged with and excited about the challenge.

 

After 20 minutes of experimentation, we debrief the activity. We go over what they claim to be in the mystery box and what evidence supports their claim. After some discussion, we open the mystery box. This is generally followed up by a whole bunch of “I knew it”s.

 

Some useful tips

If you plan on doing this activity, consider the following:

  • Use opaque film canisters.
  • don’t fill the film canisters to the brim. Things have to be able to move in the mystery box or else it will be too challenging for the students.
  • have students write down why they believe a certain piece is inside the mystery box. When asked why a student believes a penny is inside the mystery box, they might say “because it sounds like a penny.” Follow up by asking, “what exactly does a penny sound like and how did you come up with that conclusion?”
  • I usually tell students that there are at least 3 items in the mystery box.
  • this would be nice activity to use CER (Claim, Evidence, and Reasoning).
  • as an extension, you can ask students what else can be done to determine what is inside the mystery box besides shaking the box. Students will say x-rays, but have students explore other methods. For example, some students propose weighing every piece separate and then putting different combinations of pieces together before they get the same mass as the mystery box.

 

Putting it all together

Making models to explain a phenomena is an important science skill. It’s also necessary to address it when we teach scientific method. And, there are better ways of doing it besides making models of the solar system or eukaryotic cell. Using film canisters to create mystery boxes is our cheap, easily accessible and highly engaging solution. If you’re interested in getting a copy of our step-by-step student handouts, click on the link below.

Until next time, keep it (ie. science) REAL.

 

Resources

Handout: 02 – Film Canister Mystery

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#1 – How to Create a Buzz when Teaching Lab Safety (Hint: Coffee is involved)

Teaching lab safety is – how shall I say it – extremely boring to teach. Lab safety is also a buzzkill – a wet blanket extinguishing the excitement we want to build at the beginning of the year. We start the year telling students how engaging, active and relevant science is in their life. Then, we totally throw it out the window when we teach lab safety. Sure, there are videos and worksheets that try to make teaching lab safety more exciting. But, worksheets and videos only teach students to identify lab safety rules. Students really can’t practice doing lab safety with a worksheet or video.

How can we make teaching lab safety more active, engaging, and relevant to students? The short answer is to have students do a lab. Unfortunately, teachers may feel reluctant to do so. For starters, what lab could students do with the limited knowledge they have coming into class? Also, what about materials? Lab materials can be expensive, limited, or difficult to prepare. Also, there may not be time at the beginning of the year to set up a complicated lab. The ideal activity to teach lab safety that is easy to set up and engaging for the students is hard to find.

Having said that, we developed one. And, near the end of this post, you can sign up to receive a free copy of our activity emailed to you.

 

Our Simple Solution (literally, it’s a “solution”)

Our lab activity has students practice lab safety by doing a simple, everyday activity in a very scientific way. Students brew coffee.

The inspiration for this activity came when I went to San Francisco and Portland many years ago and noticed a resurgence in the hipster (ie. pour-over) method of brewing coffee. In the pour-over method, a ceramic funnel is placed on top or suspended above a coffee cup. Filter paper and coffee grounds are added to the funnel. Then, hot water is slowly poured over the coffee grounds, and coffee is collected in the cup below. Today, any hipster coffee shop that brews single-origin, shade-grown (or any other hipster description) coffee brews by pour-over. And, like any craft, there is a science to brewing a great cup of coffee.

Coffee brewing setup: funnel and glass container on a electronic balance.

Our Set up and Experience

Using filter funnels, ring stands, ring clamps, hot plates, beakers, and filter paper, my students brew “hipster coffee”. Students set up the equipment to mimic what the coffee shops have, and they run their own pour-overs. And, they love it. Students love doing something that grown-ups typically do. They love setting up their equipment and slowly pouring water over coffee grounds. They love the fragrant product. I love the fact that students are excited about science. More importantly, I love that they’re getting some hands-on experience to some important science skills: how to handle and pour hot liquids, how to setup and use equipment correctly, how to dispose of used reagents, and how to work around hot objects (ie. hot plates).

 

A Few Tips to Consider

Here are some tips if you’re interested in using coffee to teach lab safety.
– Use electric kettles to pre-heat enough water for the class. Heating water using hot plates is a pretty slow process, and electric kettles will save some time. Afterwards, students can pour out what is necessary to into their own beakers and place beakers back onto their hot plates to bring the water back to a boil.
– use ground coffee. But, if you want students to get experience using a mortar and pestle, buy whole bean coffee
– Students tend to set up their ring clamp and filter funnel pretty high above the collecting beaker. This increases the likelihood of splashing and is a good teachable moment on how to reduce splashing.

 

Putting it all together

Teaching lab safety does not have to be boring. It should be taught in a more engaging manner that excites our students – especially since we hope to get them excited about the school year. I think coffee – and brewing it the hipster way – is a great way to do it. If you’re interested in using coffee to teach lab safety, we’ve developed a step-by-step handout (which includes discussion questions) that we give to our students. Click on the link below to download.

 

Resources

Handout: 01 – Coffee Lab

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