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HHMI Science Education Scholars: The First Two Years Dr. Kathy Winnett-Murray (Biology) Dr. Joanne L. Stewart (Chemistry) Kellia Poll (Elem Ed-Sci Comp)

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Presentation on theme: "HHMI Science Education Scholars: The First Two Years Dr. Kathy Winnett-Murray (Biology) Dr. Joanne L. Stewart (Chemistry) Kellia Poll (Elem Ed-Sci Comp)"— Presentation transcript:

1 HHMI Science Education Scholars: The First Two Years Dr. Kathy Winnett-Murray (Biology) Dr. Joanne L. Stewart (Chemistry) Kellia Poll (Elem Ed-Sci Comp) Hope College

2 Main goals of the HHMI Science Education Scholar program 4 Future K-12 teachers will develop the skills and knowledge to be successful science educators through engaging in a combination of science curriculum development and research activities. 4 Future K-12 teachers will deepen their understanding of the interdisciplinary nature of the sciences.

3 What the Sci Ed scholars DO.

4 Student research/curriculum development projects

5 Joint “in-service-style” workshop program Partner Jennifer Soukhomme, Zeeland H.S.

6 Joint outreach activities. Black River School “Birds” Program - 2005

7 Water Festival, ODC, 2006 Photos by Stephanie Allen

8 More outreach… 4 2005 Girl Scout Twilight Camp 4 2005 CASA program at ODC 4 2006 Hope College Science Camps…Camps…and more Camps!

9 Jointly, they attend and present at professional meetings in science education and science. Wendy and mentors Dr. Smith/Dr. Stewart

10 Nov. 2005 at GVSU’s Regional Science Update Seminar Jamin Dreyer Hilary Cason Melissa DeYoung

11 People are everything. 4 Co-coordinators: Kathy Winnett- Murray wrestling a bird and Don Cronkite trying to muzzle a lamprey!

12 Science Education Scholars 2005 Hilary Cason (Mathematics Education/Spanish) – Competition for pollinators in an invasive plant (Winnett-Murray). Melissa DeYoung (Biology/Chemistry) – Neural transporter systems; and pollinator competition in an invasive plant (Chase, Winnett-Murray). Jamin Dreyer (Biology) – Ectoparasites and nesting birds. (Winnett-Murray) Wendy Johnson (Chemistry) – Curriculum development project on global climate change and the carbon cycle – High School, Hope Intro. Science Courses & GEMS (Stewart and T. Smith) Ryan Zietlow (Elem. Ed – Science Comp/GES) – Research and curriculum development (implemented in GEMS 157) – impact of geomorphological events on plant community succession (Zimmerman, Hansen)

13 Science Education Scholars - 2006 Stephanie Allen (Physics Ed) – Astrophysics Curriculum (HS) (Gonthier) Christopher Bowen (Elem. Ed.-Science Comp.) – Analysis of Science Camp Objectives (Gugino) Kerri Driesenga ( Elem. Ed. –Science Comp.) Analysis of Science Camp Objectives (Gugino) Kellia Poll (Elem. Ed.-Science Comp.) – Toxicity of Copper in Pond Sediment (Peaslee, Winnett-Murray, Murray) Billy Statema (Chemistry Ed.) – Macatawa Watershed Research and Curriculum (Peaslee) Jeffrey Weber (Biology Ed.) – Population Genetics of aquatic invertebrates – research and curriculum development (Bio 280) (T. Bultman)

14 IN-reach! Our teacher-partners: 4 Lynda Smith (Stephensville HS (Portage, MI)) 4 Melissa Jaeger (Lakeshore MS, Grand Haven) * 4 Elizabeth Schanhals (Spring Lake HS) * 4 Carl Van Faasen (Holland HS)* 4 Marguerite Stephens (Black River) 4 Jamie Krupka (Outdoor Discovery Center) 4 Travis Williams (Outdoor Discovery Center)* * Hope alums! Travis Williams, Executive Director Outdoor Discovery Center

15 Toxicity of Local Pond Sediment on Aquatic Invertebrates Kellia Poll HHMI Science Education Scholars Program, 2006 Hope College Biology Department Holland, MI

16 Previous Work 4 Drs. Greg Murray (Biology), Graham Peaslee (Chemistry and Environmental Science) and research students worked on local ponds (summer 2005) 4 Discoveries 4 New goal –Explore impact of Cu on inverts.

17 The Beginning (Chelated Cu complexes and copper sulfates)

18 The Effects 4 Algae gone due to Cu treatment 4 Decreased Flora and Fauna 4 Algae may come back –Copper falls out of suspension 4 Sediment-dwelling invertebrates may be impacted –More copper continues to be added when sediment has already reached toxic levels.

19 Research Project 2006 4 Hypotheses: 1. Copper, found in local urban pond sediment, will have a negative effect on the survival of H. azteca and C. tentans. 2. As the copper concentration increases in the sediment, the more it will negatively impact the test organisms.

20 Brief Organism Background 4 Hyalella azteca –Order: Amphipoda –Small, crustacean-like organism –Habitat: Clear, slow moving streams and small bodies of water –Common test organism 4 Chironomus tentans –Order: Diptera –Midge larvae, “Blood worms” –Habitat: Moist soils/sediments, streams and small bodies of water *Note: LC 50 values for Hyalella ranged from 42-142 μg Cu/L and Chironomus and Hyalella, together, 38.9 μg Cu/L. (Deaver, E. and Rodgers, J. H. (1996); Burton, G. A., Norberg-King, T. J., et. al. (1996))

21 Sediment Cu concentration results… 4 9 ponds tested 4 Found out the sediment placed with the invertebrates was Cu concentrated. Pond~Cu concentration (ppm) 2006 Control – ODC33 Bay Meadows 6400* Waverly Shores Left300 Blue Heron200 Waverly Shores Right30 Winter Oak30 Pine Wood20 Waverly Shores Corner10 Tiffany Shores? Results of ICP tests on sediment (Dr. Peaslee’s research group, 2006) *Reminder

22 Methods 4 Set-up sediment toxicity experiment following ERM’s set-up as reference. (ERM, Environmental Resource Management. Holland, MI 49423) 4 Ordered organisms –Chironomus tentans – 160 individuals –Hyalella azteca – 160 individuals 4 Collected sediment –(two ponds at a time) 4 Added organisms to sediment jars –10 organisms in each jar –4 jars per organism species –8 jars per tank –4 invertebrate tanks –2 tanks per pond

23 Methods cont’ 4 10 d toxicity test –Water cycles carry out 4x daily - automatically 4 On d 10, counting/recording, cleaning and set-up for next test –Recording is based on # individuals found per 10 individuals added to each jar on Day 0.

24 Results – to date *Note: The control, ODC3, was first implemented in the BH-TS toxicity test – the controls were contaminated and were thus not included in this analysis. BM: 400; WS:300 ppm Cu PW:20; WO: 30 ppm Cu BH:200; Control: 3; TS: ? ppm Cu

25 Results Cont. ControlMIX was a treatment where the jars were placed in with a test pond sediment to determine contamination or not. Clearly, there was initial contamination. WSR:30; WSC: 10 ppm Cu

26 Organism/Sediment Survival Stats PondX2X2 DfP valueSignificant /Not WS vs. BM0.231≥ 0.05Not PW vs. WO1.491≥ 0.05Not TS vs. BH38.041< 0.001Significant WSC vs. WSR63.421 <0.05 Significant]

27 Problems and Triumphs 4 Automation 4 Searching for bodies 4 Other organisms found in sediments 4 System automated 4 Organisms very sensitive to Cu 4 Respond to Cu levels actually in ponds

28 Discussion 4 This research is important because it: –Educates –Provides information to homeowners The effects of the copper added to “their” pond(s) –Shows that Cu is impacting the environment in unintended ways –Demonstrates that invertebrate detritivore populations are among the first to suffer (bioaccumulation) Second to follow may be small, then large, fishes. 38.9 μg Cu/L (Ha & Ct) vs. 730 mg Cu/kg diet (Lanno, R.P. et al. Maximum tolerable and toxicity levels of dietary copper in rainbow trout Salmo gairdneri richardson). Aquaculture. V: 49:3-4. 257-268 (1985). Retrieved August 7, 2006, d=1158591.)

29 Impact on teaching: Curriculum development work 4 I developed my research into a flexible inquiry-based lesson plan that can be taught at different levels depending on the grade or development level of the students. 4 I presented my lesson plan in a hands- on workshop for science teachers at the Regional Math and Science Center at GVSU. Teachers examine the effects of adding copper-based compounds to control algae growth. INTERCHANGE February 2007 4 "The Pollution in Ponds” lesson plan covers aspects of several Michigan Curriculum Framework Science Benchmarks: 9 Constructing and Reflecting on Scientific Knowledge (Interdisciplinary); 9 Life Sciences; 2 Physical Sciences; and 3 Earth Sciences.

30 Impact on my professional development 4 I realized the extensive work and the many people required to develop and follow through with an experiment. 4 I expanded my knowledge in disciplines other than biology, especially engineering and chemistry. I learned how the sciences are not separate disciplines but interdisciplinary; they feed off each other in multiple ways. 4 I grew in my ability to think creatively on my feet. 4 I learned that research can be transformed into an exceedingly fun and learning-rich opportunity for kids.

31 Acknowledgements 4 Howard Hughes Medical Institute (HHMI) –Science Education Scholars 2006 4 NSF-REU research program 4 Hope College –Mentors: Drs. Kathy Winnett-Murray, Graham Peaslee and K. Greg Murray 4 ERM, Environmental Resource Management 4 Mr. Bruce Rabe 4 Dave Daugherty, Hope College Physics Shop

32 What have we learned? Preparing for a career in science education: “I had the chance to not only learn about developing curriculum, but also to try it out instantly in a classroom.” “I received professional advice from practicing teachers and was able to see diversity in their teaching methods.” Understanding the interdisciplinary nature of science: “I would say that interdisciplinary was the key word this summer. The interdisciplinary workshop….helped me realize that science and knowledge are expanded when disciplines cross and also that learning occurs when links between subjects are made.”

33 The next steps 4 Increase involvement of science research students (non-ed) in science education activities. 4 Develop pathways for science students to move into science education. 4 Develop a faculty position for a science educator. This person will hold joint appointments in education and one of the science departments and pursue scholarly activity in science education. 4 Other ideas?

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