A STRATEGY FOR BRIDGING THE GAP BETWEEN THE R.E.T PROGRAM AND THE SECONDARY SCIENCE CLASSROOM: An Independent Study of the Anti-bacterial Properties of Silver Prepared by Rebekah R. Ravgiala, Ed.D. with contributions from Suparna Chandra (MHS 2002) and Daniel Joseph (MHS 2003) Merrimack High School, Merrimack, NH Paper presented at the National R.E.T. Conference San Francisco, CA November 13-15, 2003

I. Background Massachusetts Institute of Technology Center for Materials Science and Engineering and Department of Chemical Engineering Summer 2001 (7 weeks) Research and Acclimation to Lab Thin Films and Fibroblast Growth Summer 2002 (4 weeks) Research and High School Student Assistant Thin Films and Anti-bacterial Properties of Silver

II. Introduction Participation in the R.E.T. program has been the impetus for raising pedagogical questions, and has become a catalyst for their exploration. Do science teachers accurately portray the field of science? Are students constructing or verifying scientific knowledge? Do science students recognize the differences between “school science” and the realm of scientific research?

III. Rationale for the Project APPLYProvide an opportunity for an interested secondary student who has exhausted the science course selection at the high school to APPLY high school science EXPERIENCEEncourage students to EXPERIENCE scientific research PARTICIPATEPARTICIPATE in the construction of scientific knowledge GENERATEGENERATE a meaningful model for student learning INTEGRATEINTEGRATE the content of physics, chemistry, and biology

IV. Project Implementation The Effects of Silver on E. coli Growth (Summer 2002) Establish Protocol for Study Clear with Department Chairperson Meet with Interested Student Discuss Expectations Emphasize Lab Safety Equipment and Sterile Lab Procedure Training Execute the Plan Verify Results Reporting

V. Project Outcomes Scientific Results No significant inhibition of E. coli growth on glass substrates E. coli growth inhibited in Silver coated test tubes Student Impact COORDINATION of prior student knowledge with current science curriculum objectives from a constructivist perspective INTEGRATION of the participating student’s prior knowledge of biology, chemistry, and physics EXPERIENCE science in a context that most closely mirrors real science

VI. Project Outcomes Teacher Impact AUTONOMY in project development and implementation AUTHENTIC, not contrived REFLECTION on the value of authentic instruction ACCURATE portrayal of the scientific enterprise Science is DYNAMIC ENRICHMENT as a professional