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Primary Focus
Increase science literacy Give field experience to high school students Give lab experience with significantly more accurate
equipment
Primary Focus
Increase science literacy Give field experience to high school students Give lab experience with significantly more accurate
equipment
Give grant writing experience to high school students
Primary Focus
Increase science literacy Give field experience to high school students Give lab experience with significantly more accurate
equipment
Give grant writing experience to high school students
Give thesis writing (and defending) experience while still in high school
Primary Focus
Increase science literacy Give field experience to high school students Give lab experience with significantly more accurate
equipment
Give grant writing experience to high school students
Give thesis writing (and defending) experience while still in high school
Give experience with presentation skills to various audiences
Project Goals
Goal 1 – Introduce “Real World” Science and Research
Students had to identify a project Define clear cut “specific aims” for their projects
Project “significance” had to be defended before peers and university faculty before commencement
Project Goals
Goal 2 – Improve Student Ability to Communicate Scientific Ideas
Focused on communicating ideas and scientific reasoning
Required both written and oral defenses
Required the creation of a scientific poster with project analysis
Phase I – Laying the Groundwork
We began by running an informal “journal club”
Students were given selected papers, articles or reviews to read
We focused on environmental chemistry issues because of student interest
Students would read and discuss the articles with the goal of identifying the aims of the research and how those goals were being achieved.
Phase II – Building a Project
We spent the first weeks of the class doing labs on water quality and soil quality to show students what kind of research they could conduct.
Students identified a local environmental problem to solve based on lab results
Students researched journal articles in their area of interest
Students submitted an abstract for approval and had frequent guidance on how to narrow down the scope.
TAYYAB HUSSAINCARLOS CARBAJAL
LUIS SUAREZANNA BETHEL
Phosphate, Nitrate and Potassium Levels in the
High Point Greenway Creek
Purpose
Testing water samples:
Chemicals being tested
Phosphates, Nitrates, PotassiumAreas being tested
HPU, Residential Areas, SchoolFrequency of Sample Aquisition
Every one to two weeks
Data Analysis
Determine the amount of runoff and its effects to the environment from each location and how much accumulates down the stream by taking two samples at each location
Record observations of the surrounding water, weather, date, and temperature each day
LYELLE DAVISDANIEL TROUPE
ILAI-KALLAI CHAVIS
Is There a Link Between Weather Patterns and Dissolved
Oxygen Levels in Creeks?
BRYTIAN CHANDLERRANAA BIBBS
LATAYSIA TINSLEY
Does Traffic Volume Effect Heavy Metal Concentrations in Boulding Branch Creek?
ADAM HEBBARDCAMERON BROOKS
JALEN TURNERDIARIA MCMANUS
Bacterial Contamination of Boulding Branch Creek
CODY DAWSONELAINA SKAROTE
MERCEDEZ MELENDEZAISHA RIAZ
Macroinvertebrates and Dissolved Oxygen Levels
Results
Before implementation:
64% of my students entered college 22% of my students entered college with a STEM Major
After implementation:
92% of my students entered college 84% of my students entered college with a STEM Major
University Professors noted that MOST presentations were at or above the graduate level expectations
Significant improvement in Campus Pride
Project Clean Sweep
As part of the National Clean Sweep - Waterways
Day, our school held its first beautification day
where students volunteered on a Saturday and picked up trash on the greenway and in the creek.
Beautification Days:
• On October 14th we planted the 100 azaleas we received through a grant with NC Beautiful
• On April 17th we weeded flower beds, trimmed shrubs, mulched beds and trees and planted over 500 bulbs and annuals all donated by local garden centers. Over 150 parents and students attended
Grants
We started with VERY limited equipment, so students were required to help write grants for the specific equipment they needed to collect data for their projects
Grants
We started with VERY limited equipment, so students were required to help write grants for the specific equipment they needed to collect data for their projects
Students had a 128% success rate with written grants (two of seven groups were given more money than they asked for)
Grants
We started with VERY limited equipment, so students were required to help write grants for the specific equipment they needed to collect data for their projects
Students had a 128% success rate with written grants (two of seven groups were given more money than they asked for)
In two years we have accumulated over $60,000 in equipment and supplies
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