6, 6 7 $ 3 :LQWHU 9RO 1R...ISBE (retired) [email protected] Paul Ritter President Elect Pontiac Township HS 1100 E. Indiana Ave. Pontiac , IL 61764 [email protected] Natacia

The Journal of the Illinois Science Teachers Association

In this Issue: Using Etymology to Build Science Understanding Integrating Web 2.0 Video Technologies and Analogies Is the iPad the Swiss Army Knife for Science Education? Walking Through Millions of Years to Teach Integrated Science

Winter 2012, Vol. 37, No. 3

Plan Ahead:NSTA National Conference on Science Education - Indianapolis, March 29 - April 1, 2012Illinois Science Education Conference - November 1-3, 2012 in Springfield

SPECTRUM

I S T A

SpectrumThe Journal of the Illinois Science Teachers Association

Volume 37, Number 3

Spectrum is published three times per year, in spring, fall, andwinter, by the Illinois Science Teachers Association, Illinois Math-ematics and Science Academy, 1500 W. Sullivan Rd., Aurora, IL60506. Subscription rates are found with the membership informa-tion. Subscription inquiries should be directed to PamelaSpaniol (email: [email protected]).

Send submissions and inquiries to the editor. Articles should bedirected to individual area focus editors (see next page and writefor the SPECTRUM information).

Judith A. Scheppler, Ph.D.Coordinator of Student Inquiry and ResearchDirector of the Grainger Center for Imagination and InquiryIllinois Mathematics and Science Academy1500 West Sullivan RoadAurora, IL [email protected]

The Spectrum is printed on recycled/recyclable paper

The Illinois Science Teachers Association recognizes and stronglypromotes the importance of safety in the classroom. However, theultimate responsibility to follow established safety practices andguidelines rests with the individual teacher.The views expressed by authors are not necessarily those of ISTA,the ISTA Board, or the Spectrum.

Executive Committee

Carol BakerPresidentCommunity High SchoolDistrict 21810701 S. Kilpatrick Ave.Oak Lawn, IL [email protected]

Gwen PollockPast PresidentISBE (retired)[email protected]

Paul RitterPresident ElectPontiac Township HS1100 E. Indiana Ave.Pontiac , IL [email protected]

Natacia CampbellVice PresidentAndrew High School9001 W. 171St StTinley Park, IL [email protected]

Bob WolffeTreasurerBradley University1501 West Bradley AvenuePeoria, IL [email protected]

Tara BellSecretary2523 N. 2950th RoadMarseilles, [email protected]

IllinoisScienceTeachersAssociation

Cover photos from ISEC; Ken Grodjesk, photographer: Dr. Brady Barr (center),host of the National Geographic channel’s Dangerous Encounters was theluncheon speaker. Barry Latham of Bloom High School displayed a biodiesel car(top) and taught a session on making biodiesel in the classroom. New Teachersof Science awardees (right) Rebecca Vieyra, Corrina Nemec, and MeganSchrementi. Attentive science educators participated in almost two-hundredpresentations, organized into nineteen strands during the two days of theconference (bottom). Pat Schlinder of the Scope Shoppe raffled used microscopesand sponsored the new teachers ice cream break (left).

SPECTRUMThe Journal of the Illinois Science Teachers Association

Winter 2012 Volume 37, Number 3

EditorialBoardJudith A. [email protected] Mathematics andScience Academy

Jean Paine [email protected] Level EditorUniversity of Illinois atUrbana-Champaign

Richard [email protected] Level EditorJones InternationalUniversity

Susan [email protected] Level EditorIllinois Mathematics andScience Academy

Maria [email protected] Education EditorUniversity of Illinois atChicago

Stephen [email protected] EditorSouthern IllinoisUniversity atEdwardswille

Mary Lou [email protected] Matters EditorIllinois Mathematics andScience Academy

Julie [email protected] Notes Editor

Table of Contents

P. 2 President’s CornerP. 3 - 4 ISTA InformationP. 5 ISTA Membership ApplicationP. 6 Member NotesP. 7 Teacher Re-ServesP. 8 - 13 ISTA Science Teacher AwardsP. 14 Illinois Presidential Award WinnersP. 15 - 23 Illinois Science Education Conference

Articles

Utilizing Etymology to Build Science VocabularyUnderstanding and IndependenceP. 24 - 28 Jennifer Smith

Integrating Web 2.0 Video Technologies andAnalogies to Promote Science LearningP. 29 - 33 Jeff Thomas

Is the iPad the Swiss Army Knife for ScienceEducation?P. 34 - 39 Ovid K. Wong

Walking Through Millions of Years to TeachIntegrated ScienceP. 40 - 45 Abha Singh

P. 46 Spectrum Author GuidelinesP. 47- 50 Paid Advertising

Winter 2012 1

ISTA NewsPresident’s CornerCarol Baker

2 ISTA Spectrum, Volume 37, Number 3

Happy New Year!

I hope all of you had a fabulous winter break and are settled into the second half of your school year! ISTA isgoing green and this is our first digital edition of the Spectrum! The ISTA board of directors decided a fewmonths ago to eliminate the paper version and move digital. This allows us to use the funds traditionally spenton printing and postage on other ways to improve our communication with you; it also allows us to be moreenvironmentally conscious. Now that cost and weight won’t be an issue for the creation of each edition of theSpectrum, we will have the ability to be more creative in its design. If you have any ideas to improve it, pleasesend them to me at [email protected].

If you were able to join us for the Illinois Science Education Conference (ISEC) in October, the board ofdirectors would like to extend our sincere thanks for your attendance and support! This was the largestconference in the recent history of ISTA, and the entire conference committee worked hard to make it asuccess. The quality of our vendors and presenters far surpassed those of recent years. We received manypositive comments about the engaging lessons at all levels and subjects from educators who attended thisconference. Brady Barr’s talk during our luncheon will not soon be forgotten; he truly touched all of us with hisstory of how this unlikely scientist was inspired by a caring science teacher in high school. He truly remindedall of us how important it is to work hard to reach every student, every day. Please mark the date for nextyear’s conference in Springfield, November 1-3, 2012. I am looking forward to seeing you there! We are inthe process of forming a conference committee. If you would like to be involved please email me [email protected].

Late this winter the first public draft of the Next Generation Science Standards will be released. ISTA istentatively planning to hold a few workshops around the state to conduct public review sessions. Scienceteachers will have the opportunity to read and make comments on the standards; the comments will then bereviewed by the writing team. I will communicate more about the standards to all of you via eblasts, so be sureto read your ISTA emails.

Thanks!

Carol Baker

2011-13 ISTA Committee Chairs

Archives Kathy SchmidtAwards Jill BucherISTA Conference Gwen PollockConference Program Paul RitterFinance Vice President - Natacia CampbellMembership Kenda CarrollNominations and Elections Past President – Gwen PollockProfessional Development/Science Matters Mary Lou LipscombPublications Committee Judith A. SchepplerInformal Science Susan Herricks

Winter 2012 3

2011-13 ISTA Executive Committee

President ElectPaul Ritter

Pontiac Township [email protected]

Past PresidentGwen PollockISBE (retired)

[email protected]

TreasurerBob Wolffe

Bradley [email protected]

SecretaryTara Bell

[email protected]

Vice PresidentNatacia Cambell

Andrew High [email protected]

ISTA encourages all of its members to join the listserve of our organization.News of timely value and networking opportunities are posted regularly.Safeguards have been incorporated to protect you from unneccessary electronicintrusions. Please send Kendra Carroll ([email protected]) a simple note withyour email in the body of the note and the wording on the subject line: pleaseadd me to the ISTA listserve.

Join the ISTA listserve to Network Online!Join the ISTA listserve to Network Online!Join the ISTA listserve to Network Online!Join the ISTA listserve to Network Online!Join the ISTA listserve to Network Online!


Regional DirectorsRegion 1 Director 10-12aDan SwickDistrict [email protected]

Region 1 Director 11-13aJason CreanLyons Township High [email protected]

Region 2 Director 10-12aCarol SchnaiterAmboy Central [email protected]

Region 2 Director 11-13bAmy SandgrenRock Island RegionalOffice of [email protected]

Region 3 Director 10-12aDon PowersWestern Illinois [email protected]

Region 3 Director 11-13aKen GrodjeskCarl Sandburg [email protected]

Region 4 Director 10-12aTroy SimpsonGlenn Raymond [email protected]

http://www.ista-il.org/

According to ISTA bylaws, regional directors may serve only two consecutive terms. Directors noted with an “a”are in the first of a two-year term; those noted with a “b” are in the second consecutive two-year term.

Region 4 Director 11-13bSusan HerricksUniversity of Illinois at [email protected]

Region 5 Director 10-12aLiz MalikAlton High [email protected]

Region 5 Director 11-13aStephen MarletteSouthern Illinois University [email protected]

Region 6 Director 10-12bDavid Steele AbendrothRed Hill High [email protected]

Region 6 Director 11-13aJim GroveJackson State [email protected]

Region 7 Director 10-12bJohn LoehrChicago Public [email protected]

Region 7 Director 11-13aPamela BarryMuseum of Science and [email protected]

Winter 2012 5


Future ISTA Conference PlansFuture ISTA Conference PlansFuture ISTA Conference PlansFuture ISTA Conference PlansFuture ISTA Conference Plans(tentative)

2012 Crowne Plaza Hotel, Springfield, Nov. 1-32013 Tinley Park Conference Center, Oct. 24-26

2014 NSTA National Conference in Chicago, March 2015

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Member NotesMember NotesMember NotesMember NotesMember Notes

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

National Science Teachers AssociationNational Science Teachers AssociationNational Science Teachers AssociationNational Science Teachers AssociationNational Science Teachers Association

National ConferenceNational ConferenceNational ConferenceNational ConferenceNational Conference

ononononon

Science EducationScience EducationScience EducationScience EducationScience Education

nsta.orgnsta.orgnsta.orgnsta.orgnsta.org

Indianapolis, IndianaIndianapolis, IndianaIndianapolis, IndianaIndianapolis, IndianaIndianapolis, Indiana

March 29 - April 1, 2012March 29 - April 1, 2012March 29 - April 1, 2012March 29 - April 1, 2012March 29 - April 1, 2012

Troy (region 4 director) and Amy Simpson wish to announce the birth of Elia Grace on August 12, 2011.She is welcomed at home by big sister, Sophie.

Pat (region 2) and Vicki Schlinder wish to announce the birth of their first grandchild, Caitlin June, on June1, 2011. Caitlin weighed 5 lbs, 9 oz and her proud parents are Jeff and Meghan Cox.

Winter 2012 7

Teacher Re-Serves:A Resource For and From Teachers

ISTA leaders are working to expand our Career-Building Initiative to include the vast resources of expertisefrom our most experienced members - those who have built successful careers in the classrooms of Illinois andwho want to share their fervor, insights, and energies with new and less experienced teachers of science whowant to learn from the best. This networking initiative would connect to ISTA retired teacher-leaders, re-serving education through volunteering their talents and expertise.

At this point, our primary focus is to imagine and design the mechanisms for connecting volunteer experiencedteachers from the Re-Serve to new teachers in classrooms throughout Illinois. The framework for this initiativewill dissect and magnify the resources and needs of these two distinctive audiences:

- retiring or retired teachers of science, defining and matching their expertise, geographic location,availability, and interests, with

- new teachers of science, feeling the proverbial isolation and overload of doing the best jobs theywant and can accomplish with mentors for themselves, their students, and their communities.Upon board approval, the work will be focused immediately on recruiting and matching capabilities with needsand celebrating the successes of these matches.

In June 2011, referencing the Edward M. Kennedy Serve America Act, the ISTA board approved the formationof an ad hoc committee to study the feasibility of supporting a networking initiative for Illinois Teacher Re-Serves. NSTA was the first national professional organization to promote Teachers Reserve; NSTA did thisthrough its own membership and listserve.

The ad hoc committee is under the leadership of Sylvia Tufts (retired in 2007 after twenty-six years teachingjunior high and high school science) who proposed the idea to the board. This committee was charged withdeveloping a framework for such a network, defining what it could do with whom and for whom, and how itcould do it successfully. Sylvia and her starter committee of Dorelle Ackerman (retired in 2006 after thirty-three years teaching high school science) and Gwen Pollock (retired in 2008 after nearly thirty-four years inhigh school science classrooms and ISBE) organized a conference session at the October conference to getinput from interested members. Additional input is asked from the ISTA membership now. The ad hoccommittee will present a skeletal framework for the Illinois Science Teacher Re-Serves at the upcoming MarchISTA board meeting with ideas for how we can make this initiative work.

At this point, the main idea requires development of a web-based ISTA resource where experienced ISTAmembers could offer personal mentoring, teaching ideas, and resources to benefit less-experienced teacherswith personalized science-specific connections for their own planning, teaching, and reflection for theirclassrooms. For example, teachers might be able to post their needs as a want ad on the website; volunteerswith expertise could offer their services, and vice versa. Brainstorming at the conference expanded ideas forservice through the collegiate level such as speakers’ bureaus and workshops, local/regional informal centersand museums, local professional learning communities, and so forth. With imagination and ingenuity, there aremany possibilities that would enable teachers to achieve more for their students.

What ISTA Members Can DoMembers can respond to this article with ideas and suggestions. Members can volunteer to serve on the adhoc committee to help design this initiative. A few more perspectives would certainly enhance the idea and helpmake it work. If you are willing to volunteer as a member of this committee, please email Sylvia Tufts at:[email protected].


Region 1

Dr. Megan Schrementi is an exemplary teacher, in her second year at the Illinois Mathematics and ScienceAcademy, and has already had a major positive impact on her colleagues, her students, and the institution in hershort time there. In the sophomore core biology course, she has helped to evaluate curriculum and put a planin place for “at risk” students by asking the students to engage in metacognition and reflect on their learning andprogress. Megan’s relationship with the students is noteworthy because they freely ask questions and are veryappreciative of the time she takes to work with them, both in and out of class. This year she was an advocatefor one struggling student, and worked regularly with her on organization, talking to her teachers, balancing herwork load, and providing any other support she needed. Megan has volunteered her time outside of theclassroom to work with students’ research investigations that included the expression of E-cadherin on invasivebreast cell cancer cell lines, the role of probiotics in digestion, a study of endemic diseases in third worldcountries, and the effect of silver nitrate treatment on bioremediation, among other topics. Megan’s real-worldlaboratory on antibiotic resistance, and new forms of assessment help students focus on the most importantconcepts clearly and concisely. She is currently helping to develop new courses - one in virology, another incell biology, and a biophysics course. Megan has shared her professional expertise by presenting teachingworkshops on microbiological topics at professional development institutes and teaching summer scienceenrichment programs for junior high students. Megan has certainly made a positive influence on her colleaguesand her students in a short period of time. Great job, Megan!

Rebecca E. Wenning Vieyra is a fourth year honor physics teacher at Cary Grove High School, with a varietyof experiences in professional development, leadership, and service, all of which have contributed to students’learning in the classroom. She was a participant in the Modeling Method of Instruction in Physics workshop,an inquiry-based approach to teaching, and granted a fellowship to the NSTA New Science Teacher Academy.These experiences have contributed to her innovation of incorporating historical perspectives and nature ofscience using the literature collection Story of Science. Homework assignments ask students to write personalstories, make associated motion graphs, or create posters displaying optical atmospheric phenomena, givingthe course more rigor and relevance to students’ lives. Her leadership skills shine through the multiple workshopsshe has developed, from “Inquiry in Physics” for preservice teacher to “Science of Cell Phones” at the spring2009 CSAAPT, meeting as well as numerous publications, including “Materials Mayhem” (The ScienceTeacher, September, 2010), “Guidelines and Methods for High School Teachers for Encouraging Women inSTEM,” and “A Generic Model for Inquiry-Oriented Labs in Postsecondary Introductory Physics” (Journalof Physics Teacher Education Online, spring 2008 and spring 2006). As a community servant she hasdeveloped a Go Green! Community Day for everyone to learn about the green movement, and a new Wikispacecurriculum specifically for the Woodstock Challenger Learning Center. Her professional involvement includesmembership in the Illinois Section of the AAPT, Chicago Section of the AAPT, AAPT, NSTA, ISTA, andPhysics Northwest. With this much dedication to her profession it is easy to see Rebecca continuing to makeher mark in the teaching field. Congratulations!

ISTA New Teacher of the Year Awardees

Winter 2012 9

Region 4

Libby Kirkland, fourth grade teacher at Brush College Elementary School in Decatur, is in her third year ofteaching and is already displaying strong leadership qualities and innovation in her classroom. Libby, a hometownproduct, has a strong history of giving back to her community starting with teaching Animal Crackers sessionsfor three- to five-year-olds at Scovill Zoo. From this early experience, Libby developed a strong work ethicwhich enables her to work closely with colleagues, building a mutual respect and congenial work atmosphere.Libby has integrated technology into the curriculum by initiating small group instruction to allow student-centeredlearning with interactive whiteboard activities. Her class has become a model for other teachers to observehow easily technology can be worked into classroom studies. She has also presented an original classroominvestigation which combined inquiry science and using an interactive whiteboard at the 2010 ISTA conference.Working closely with a group of scientists from Archer-Daniels-Midland (ADM), a garden project wasdeveloped to incorporate life science as well as technology and career information. Monthly, scientists fromADM visit her class and present on topics such as genetic engineering of plants, measurement, how productsmanufactured locally are used worldwide, and career opportunities. Libby also actively seeks professionaldevelopment by attending numerous conferences such as Illinois Science Teacher Association conferences,mentors and protégé support (MAPS), and National Science Teachers Association conferences.Congratulations Libby! You are definitely paving a new path for science learning.

Region 7

Corrina Nemec, from James Monroe Elementary School in Chicago, spent her first year teaching eighth gradescience as well as participating in a special program at DePaul University. The supervising instructor of theprogram, Dr. Wendy Johnson, was so impressed with Corrina’s enthusiasm and effectiveness that she had toconstantly remind herself that Corrina was just a first year teacher. DePaul instructional science coach, CarlaShortino, said, “…Corrina demonstrates a strong foundation in her knowledge of science concepts...and (a)sshe works with students … it is clear she deeply understands the topics she is teaching.” Corrina was alwaysprompt with her planning ideas and actively sought out feedback from her mentors. This gave her the chanceto reflect constructively on effectiveness of her teaching practice and after spending a summer planning for herfuture position at Monroe, she immediately took lead responsibility of student science projects for the school’sscience fair. Heather Patay, director of MSTQE, praises Corrina, noting that she was an honor graduate witha minor in math, science, and technology then used her knowledge to work full time with the Upward BoundProgram for minority students from high need and hard to staff schools. In that time with Upward Bound sheintroduced her students to new learning experiences in laboratory work, then followed up with them at theirrespective high schools. Patay notes, “…she is truly dedicated to providing high quality science instruction forthe students who are most in need.” Congratulations Corrina on your outstanding first year!


ISTA New Teacher of the Year Award

Purpose: The Illinois Science Teachers Association announces the 2011-12 ISTA New Teacher AwardProgram. The goal of this award is to recognize new teachers for excellence in facilitating science learning intheir classrooms. This award aims to encourage some of the bright, up-in-coming teachers to continue tostrive towards best practice and provide support for them along the way.

The 2011-12 program consists of honoring up to five new teachers with initial teaching certification.Applicants must be nominated by an ISTA member or a school administrator. Benefits of this award includerecognition from ISTA, a complimentary one-year ISTA membership, and the opportunity to participate inthe New Teacher Panel at the ISTA Annual Conference. Descriptions of the previous year’s awardees andtheir achievements are located on the ISTA website: www.ista-il.org.

Requirements:1. Teacher with initial Illinois certification.2. ISTA member (teachers can join instantly and enjoy a $20 reduced rate).3. Must be nominated by an ISTA member or a school administrator.4. Current teacher of science (can be teaching science in an elementary setting).5. Completed application and biography highlighting innovative teaching experiences, exemplary

service, professional development activities, and trend setting practices in the field of science.6. Previous New Teacher of the Year awardees are ineligible.

Awardees:- Honor up to five teachers with initial certification.- Awardees honored with a one-year membership to ISTA.- Recognition in ISTA journal, Spectrum.- Recognition on ISTA website.- Recognition at ISTA conference luncheon.- Receive teacher of science “Idea Pack.”- Certificate of Recognition.- Participate in the New Teacher Panel at 2012 ISTA annual conference.

Timeline: Applications submitted by May 1, 2012 for school year 2011-2012 Awards. Selection Committee makes decision of awardees, June 2012. Awardees notified in July 2012. Awardees honored at 2012 ISTA annual conference luncheon.

Nominations must be submitted digitally by May 1, 2012.

email nominations to ISTA awards chair, Jill Bucher at [email protected]

Winter 2012 11


ISTA/ExxonMobil Outstanding Teacher of Science Award

Purpose: The Illinois Science Teachers Association with the generous support of ExxonMobil announces the2011-12 ISTA/ExxonMobil Outstanding Teacher of Science Awards Program. Applications will be acceptedfrom 7-12 grade science teachers who have demonstrated extraordinary accomplishments in the field ofscience teaching. ISTA and ExxonMobil plan to recognize grade K-6 teachers in the 2012-13 school year.

The 2011-12 program consists of honoring up to seven science teachers throughout Illinois. A $1000 awardwill be presented to one 7-12 grade science teacher from each of the seven ISTA regions in the state ofIllinois. Previous winners are not eligible.

This award is intended to recognize extraordinary accomplishment in the field of science teaching. Applicantsmust provide evidence that demonstrates accomplishments that go beyond normal classroom teaching.Descriptions of the previous two years of awardees and their achievements are on the ISTA website:www.ista-il.org

Requirements:1. Current ISTA membership.2. Full time teaching assignment in grades 7-12.3. Teaching assignment in the ISTA region for which the application is submitted.4. Written narrative (maximum of 500 words) describing the teacher’s extraordinary accomplishments.5. Evidence that supports the teacher’s description of extraordinary accomplishments in the field of science

teaching. Examples include: copies of newspaper articles, journal articles, grant applications andacceptance letters, letters from community agencies, action research reports, photos, and so forth. Donot exceed more than ten printed pages of evidence. Evidence will not be returned.

6. Vita or resume (one page, single sided) of teaching experience, professional activities, formal and continuingeducation, awards, and published material.

7. Two letters of support from individuals who can attest to the impact of the extraordinary accomplishments.8. Previous Outstanding Teacher Awardees are ineligible.

Awardees:- Honor up to seven full time grade 7-12 science teachers.- $1000 check payable to each teacher.- Recognition in ISTA journal Spectrum, on ISTA website, and at ISTA conference luncheon.

Timeline: Applications submitted by February 1, 2012. Selection Committee makes decision of awardees, March 2012. Awardees notified in April 2012. Awardees honored at 2012 ISTA annual conference in Springfield, Illinois.

Applications must be sent via email by February 1, 2012.

email applications to ISTA awards chair, Jill Bucher at [email protected]

Winter 2012 13


Presidential Awards for Excellence inScience and Mathematics Teaching (PAEMST)

ISTA celebrates our members whom have achieved the highest

honor for science teachers

Nominations are now open for the 2012 PAEMST Awards!

Please visit www.paemst.org to nominate a K-6 teacher by April 1, 2012

Congratulations to 2010 K-6 Illinois Awardee,

Lucy Weck of Oblong

Congratulations and Best Wishes to the 2011 7-12 Illinois Finalists

John LawlessJacksonville High School

David BonnerHinsdale South High School

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Winter 2012 15

Jason Crean (center) with PAEMST finalists JohnLawless (left) and David Bonner (right).

Corrina Nemec, NewTeacher of Scienceawardee (left) , andMisty Richmond,Outstanding Teacherof Science awardee(right).

Carol Urso, Outstanding Teacher of Science, withJason Crean.

Libby Kirkland, New Teacherof the Year.

The inaugural ISTA Excellence in Science School Award went to NilesNorth High School.

ISTA Award WinnersISTA Award WinnersISTA Award WinnersISTA Award WinnersISTA Award Winners

Jill Bucher, ISTA awardschair, recognized theOutstanding Teachers, NewTeacher Awardees, and theNiles North Excellence inScience School team.


The first Illinois Science Education Conference (ISEC) drew over eight hundred participants. Six Illinoisscience teacher associations, the Illinois Association of Science Teachers (ISTA - www.ista-il.org), the IllinoisAssociation of Biology Teachers (IABT - www.illinoisbio.com), the Illinois Association of Chemistry Teachers(IACT - www.iact-online.org), the Chicago Section of the American Association of Physics Teachers (CS-AAPT - www.neiu.edu/~csaapt), and the Illinois Section of the American Association of Physics Teachers(IS-AAPT - helios.augustana.edu/isaapt), joined together for this historic first. Participants had their choice ofalmost two hundred sessions, organized into nineteen strands over the two days of the conference. The newlyexpanded Tinley Park Conference Center on the south side of metro-Chicago was the venue.

Besides a stellar offering of conference presentations on Friday and Saturday, attendees were treated to avariety of other events. The conference kicked off with a STEM Mingle at the opening reception of the exhibithall. Academic and industry professionals joined science educators to make connections and help advancescience education. On Friday, luncheon speaker Brady Barr told of how he started his career, inspired by ascience teacher in his Indianapolis high school. He credited his teachers for his success and encouragedteachers to remember the potential of the quiet students in the back of the room, like him. Atom Smashers, adocumentary following Fermilab scientists in their quest for the Higgs boson, was shown on Friday afternoon.Friday evening saw attendees boarding buses for the Night at the Museum of Science and Industry. TheMuseum was a great host, with food, drinks, fun, and behind the scenes tours. Participants who chose not toattend sessions on Saturday could participate in field trips to off-site venues.

We thank all of our conference committee members, our committee chairs, the conference strand organizers,and all of our volunteers for helping put together a very successful event!

Science Teaching and Learning in America’s Heartlandthe First Science Education Conference

October 27 - 29, 2011 Tinley Park

Gwen Pollock - Conference ChairPaul Ritter - ProgramDave Renneke - Online and Call For PresentationsJudy Scheppler - PublicationsPam Spaniol - RegistrationKendra Carroll and Dan Swick - Digital ProceedingsPriscilla Skalac - VolunteersAngela Dumas - PublicityHarry Hendrickson - Vendors and LogisticsTara Bell - STEM Mingle ReceptionCarol Baker - Presidents’ LuncheonNatacia Campbell - Night at the Museum of Science and IndustryPam Barry and Melanie Wojtuelwicz - Field TripsWendy Jackson and Ann Collins - EvaluationRobert Wolffe - Conference FinanceHeidi Schmitt - PromotionsCarl Wenning - ISAAPT LiaisonMel Sabella - CSAAPT LiaisonWilliam Hunter - IACT LiaisonJason Crean - IABT LiaisonLara Darling - EEAI Liaison

Biology - Jason Crean/Debi Karavites-UhlChemistry - Lenny FreidhofEarth Science - Lenny FreidhofElementary Science - Carol Schnaiter/Selena GrovesEnvironmental Science - Jessica PrinceInformal Science- Liz Malik, AltonInstructional Strategies - Natacia CampbellLeadership - Ken Grodjesk/Gwen PollockPreservice Teachers - Stephen MarletteSafety - Liz MalikSpace Science - Kathy SchmidtSTEM - Kristen CampTechnology Use - David Abendroth/Dan SwickPhysics - Carl Wenning

○

○

○

○

○

○

○

○

○

○

○

○

○

○

○

○

○

○

○

○

○

○

○

○

○

○

○

○

○

○

○

○

○

○

○

○

○

Conference CommitteesConference CommitteesConference CommitteesConference CommitteesConference CommitteesConference StrandConference StrandConference StrandConference StrandConference Strand

OrganizersOrganizersOrganizersOrganizersOrganizers

Winter 2012 17

Highlights from the STEM Mingle

The Welcome Reception for the 2011 Illinois Science Education Conference (ISEC) featured a STEM Mingle.This event connected science educators with “STEM Stars,” including scientists and engineers from a varietyof fields and industries. The event even attracted Illinois Institute of Technology (IIT) engineering studentsRohan Siddhanthi, Zinwei Wang, and Jin Shengzhe, along with IIT department chair Dr. Keith Bowman. Allcommented positively on the importance of connecting educators with industry professionals. Engineer DaveSheetz, from ExxonMobil, and Ed Salek, executive director of the Society of Tribologists and LubricationEngineers, commented that he “ … enjoyed the Mingle and opportunity to connect with educators and educationalexhibitors.” ASM International, the Society for Materials Scientists and Engineers, had a large number of theircurrent and former board members in attendance at the Mingle, including President John Goerner, Dr. GuiruNash, Dr. Aziz Asphahani, and Al Swiglo, all of whom pledged to return to ISTA again next year!

There were some great connections made, as well as some fruitful conversations about science education,STEM careers, and opportunities for future collaboration. Mr. Blouke Carus, event sponsor, provided awealth of information and updates regarding STEM education initiatives occurring at the state level, includingthe Illinois Pathways Initiatives and the STEM Learning Exchanges. If you missed this talk at the Mingle, pleasefeel free to contact Jason Tyszko at the Illinois Department of Commerce and Economic Opportunity to learnmore ([email protected]).

Thank you to Tara Bell and Nancy Kawecki Nega for co-chairing the event. Many thanks to our generousSTEM Mingle sponsors, Mr. Blouke Carus of Carus Corporation and Mrs. Marianne Carus of Carus Publishing.Mr. and Mrs. Carus are life-long supporters of education.

The Illinois Science Teachers Association also wishes to thank the following “STEM Stars” for attending theSTEM Mingle at ISEC:

Jim Allsopp - National Weather ServiceRenee Anderson - Illinois Mathematics and Science AcademyAziz Asphahani - ASM International, ChicagoShay Bahramira - Women in Engineering IEEERyan Bougart - Friends of the Forest PreservesKeith Bowman - Illinois Institute of TechnologyKristen Camp - Champaign Unit #4Blouke and Marianne Carus - Carus Corporation/Carus PublishingJeff Cobb - Sargent and Lundy EngineeringJack Cranshaw - Fermi National Accelerator LaboratoryMatt Feldman - Goshen Educational ConsultingJohn Goerner - ASM International ChicagoLou Harnisch - Argonne National LaboratoryNicole Hoffman - Illinois Mathematics and Science AcademyLiz Huyck - Carus PublishingBob Johnson - Structural EngineerConstance Kelly - IEEE-USAMichelle Kolar - Illinois Mathematics and Science AcademyDoc Kotecki - Energy Systems Group

Karen Lindebrekke - Carus Corp.Mary Lou Lipscomb - Illinois Math and Science AcademyCarl Martikean - President-Elect AAPT ChicagoGuiru Nash - Electro-Motive Diesels and ASMPaul Nottingham - ExcelonLeo Ocola - Argonne National LaboratoryC. Pillai - Carus CorporationElizbeth Preston - Carus PublishingAnn Reed - iBio InstituteEd Salek - Society of Tribologists/Lubrication EngineerDave Scheetz - ExxonMobil and STLEJane Seidel - Moebius Educational DesignJin Shengzhe - Illinois Institute of TechnologyRohan Siddhanthi - Illinois Institute of TechnologyDoug Sisterson - Argonne National LaboratoryAl Swiglo - Northern Illinois UniversityDavid Tiede - Argonne National LaboratoryColin Tong - Laird TechnologiesXinwei Wang - Illinois Institute of Technology


ISTA and ISEC ThankISTA and ISEC ThankISTA and ISEC ThankISTA and ISEC ThankISTA and ISEC Thank

Sponsor ofSponsor ofSponsor ofSponsor ofSponsor ofthe ISTA Teacher Awards and the ISEC Rifinery Tourthe ISTA Teacher Awards and the ISEC Rifinery Tourthe ISTA Teacher Awards and the ISEC Rifinery Tourthe ISTA Teacher Awards and the ISEC Rifinery Tourthe ISTA Teacher Awards and the ISEC Rifinery Tour

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Carus Chemical CompanySponsor of the ISEC STEM Mingle ReceptionSponsor of the ISEC STEM Mingle ReceptionSponsor of the ISEC STEM Mingle ReceptionSponsor of the ISEC STEM Mingle ReceptionSponsor of the ISEC STEM Mingle Reception

NanoProfessor

ISEC Conference PatronISEC Conference PatronISEC Conference PatronISEC Conference PatronISEC Conference Patron

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

ASM InternationalChicago Region Chapter

ISEC STEM Mingle SponsorISEC STEM Mingle SponsorISEC STEM Mingle SponsorISEC STEM Mingle SponsorISEC STEM Mingle Sponsor

Winter 2012 19

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

United States Gypsum Foundation

Sponsor of the ISTA Excellence in School Science AwardSponsor of the ISTA Excellence in School Science AwardSponsor of the ISTA Excellence in School Science AwardSponsor of the ISTA Excellence in School Science AwardSponsor of the ISTA Excellence in School Science Award

Sponsor of the ISTA StudentSponsor of the ISTA StudentSponsor of the ISTA StudentSponsor of the ISTA StudentSponsor of the ISTA StudentMedallionsMedallionsMedallionsMedallionsMedallions

and theand theand theand theand theISTA Summer WorkshopISTA Summer WorkshopISTA Summer WorkshopISTA Summer WorkshopISTA Summer Workshop

for Teachersfor Teachersfor Teachersfor Teachersfor Teachers

Illinois Petroleum Resources Board

Supporting SponsorSupporting SponsorSupporting SponsorSupporting SponsorSupporting Sponsorof the ISECof the ISECof the ISECof the ISECof the ISEC

The Scope Shoppe

New Teachers SpnsorNew Teachers SpnsorNew Teachers SpnsorNew Teachers SpnsorNew Teachers Spnsor

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

ISTA and ISEC ThankISTA and ISEC ThankISTA and ISEC ThankISTA and ISEC ThankISTA and ISEC Thank

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○


Please Patronize Our ISEC ExhibitorsPlease Patronize Our ISEC ExhibitorsPlease Patronize Our ISEC ExhibitorsPlease Patronize Our ISEC ExhibitorsPlease Patronize Our ISEC Exhibitors

Abrams Learning Trends, www.abramslearningtrends.comAmerican Society for Clinical Laboratory Science-Illinois, www.ascls-il.com

ASM International-Chicago Region Chapter, www.asminternational.org,Apperson Education Products, www.appersoninc.com

Bedford, Freeman, & Worth & W.H. Freeman, www.bfwpub.comBenchmark Education, www.benchmarkeducation.com

Bloom Township High School (Biodiesel Display Vehicle), http://blatham.multiply.comBitwixt Software Systems, www.bitwixt.com

Carolina Biological, www.carolina.comChallenger Learning Center, www.challengerlearningcenter.com

Apple Chevrolet (Chevrolet Volt), www.applechevy.comChicago Council on Science and Technology, www.c2st.org

Chicago Section-American Association of Physics Teachers, www.neiu.edu/~csaaptChicago Section-American Chemical Society, www.chicagoacs.net

Columbia College Chicago, www.colum.eduCPO Science, www.cpo.com

Delta Education, www.delta-education.comEastern Illinois University, www.eiu.edu

Environmental Education Association of Illinois, www.eeai.netFermi National Accelerator Laboratory, www.fnal.gov

Fisher Science Education, www.fishersci.comFlinn Scientific, www.flinnsci.com

Forest Preserve District of Will County, www.fpdwc.orgFrey Scientific, www.schoolspecialty.com

George Williams College of Aurora University, www.aurora.eduGrace Educational Resources, www.graceeducationalresources.com

Grand Classroom, www.grandclassroom.comHoughton Mifflin Harcourt/ Holt McDougal, www.hmhpub.com

Illinois American Water Company, www.amwater.comIllinois Association of Aggregate Producers, www.iaap-aggregates.org

Illinois Association of Biology Teachers, www.nabt.orgIllinois Association of Chemistry Teachers, www.iact-online.orgIllinois Department of Natural Resources, www.dnr.illinois.gov

Illinois EarthScope, http://cemast.illinoisstate.edu/educators/pd/imsp/earthscope.shtmlIllinois Environmental Protection Agency, www.epa.state.il.us

Illinois Girls Collaborative Project, www.ngcproject.org/midwest/index.cfmIllinois Mathematics and Science Academy, www.imsa.edu

Illinois Petroleum Resources Board, http://iprb.orgIllinois Science Olympiad, www.illinoisolympiad.org

Illinois Science Teachers Association, www.ista-il.orgIllinois Section of the American Association of Physics Teachers, http://helios.augustana.edu/isaapt

Illinois Section of the American Water Works Association, www.isawwa.orgIllinois State Museum, www.museum.state.il.us

Illinois State University Center for Mathematics, Science, and Technology, http://cemast.illinoisstate.edu

Winter 2012 21

Please Patronize Our ISEC ExhibitorsPlease Patronize Our ISEC ExhibitorsPlease Patronize Our ISEC ExhibitorsPlease Patronize Our ISEC ExhibitorsPlease Patronize Our ISEC Exhibitors

Illinois Water Environment Association, http://www.iweasite.orgIllinois Wind for Schools, http://renewableenergy.illinoisstate.edu/wind/WindForSchoolsIt’s About Time, www.its-about-time.comJBH Technologies, www.jbhtech.comKendall Hunt Publishing, www.kendallhunt.comLab-Aids, www.lab-aids.comLights for Learning, www.lights4learning.orgMcGraw-Hill Seg-Glencoe, www.mcgraw-hill.comMicro Tech Microscope Sales and Service, www.scopeman.comMorton Arboretum, www.mortonarb.orgMuseum of Science and Industry, www.msichicago.orgNanoProfessor, www.NanoProfessor.netNASCO, www.enasco.comNational Energy Education Development Project, www.need.orgNational Geographic School Publishing, www.ngsp.comNorthern Illinois University: Environmental Studies, www.niu.eduNorthern Illinois University: STEM Outreach, www.niu.edu/stem ; www.stemfest.niu.eduNorthwestern University School of Education and Social Policy, www.northwestern.eduPresidential Awards for Excellence in Mathematics and Science Teaching, www.paemst.orgPASCO Scientific, www.pasco.comPearson-Prentice Hall, www.phschool.comPortage (Indiana) High School: Make Real Research Relevant, [email protected] Rivers Network, www.prairierivers.netRiverside Scientific, www.riversci.comSangari Active Science, www.sangariglobaled.comSargent Welch-Science Kit-Wards Natural Science, www.ScienceKit.comThe Science Alliance, www.thesciencealliance.comScience Matters - Illinois, www.ista-il.org/science-matters.htmScienterrific Games, http://scienterrificgames.3dcartstores.comScitech Hands-on Museum, www.scitechmuseum.orgThe Scope Shoppe, www.scopeshoppe.comSea Grant: Don’t Release Live Organisms, www.iisgcp.org/ais/safe_disposal.htmlSea Grant: Engage Your Students as Agents for Change, www.unwantedmeds.orgSeela Science, www.seelascience.comSix Flags Great America, www.sixflags.com/greatamericaSocratic Educational Enterprises, Inc.SRYC Charities, www.starvedrockcharities.org/University of Illinois Physics Department, http://physics.illinois.edu/University of Illinois Engineering, http://engineering.illinois.eduUniversity of Illinois School of Integrative Biology, www.sib.illinois.eduUS Environmental Protection Agency, www.epa.govVernier, www.vernier.comWestern Governor’s University, www.wgu.eduWorld Book, www.worldbook.com


Conference CandidsConference CandidsConference CandidsConference CandidsConference Candids

Dr. Brady Barr, luncheon speaker, withISTA president and luncheon emceeCarol Baker.

Conference chair Gwen Pollock is shown here withrafflemaster David Abendroth. Over $5000 of educationalequipment and services were raffled off to teachers, thanks toexhibitors.

NanoProfessor was a conference patron and their exhibitand representatives were led by Dorrie Chmilenko, shownwith her certificate of appreciation.

The Illinois Association of Aggregate Producers distributedmany rock samples.

The Museum of Science and Industry provided an exhibit,hosted the Friday gala - Night at the Museum, andprovided teachers with a Saturday museum tour.

The conference committee, teacher-trainers, andISTA provided special incentives to preserviceteachers to participate in the conference. Aboutsixty teachers-in-training registered for ISEC.

Winter 2012 23

Conference program book cover artistDan Senese from Andrews High Schoolwith his instructor, Ms. Kerri Klitz, atISEC.

Ashley O’Brien (Watseka), Deena Beck (Sherrard) and MarilynMorey (ISU-Normal) collaborate to solve a problem.

The Illinois State University Center forMathematics, Science, and Technology (CeMAST)was a supporting sponsor of the conference.

The STEM Outreach Program from Northern IllinoisUniversity demonstrated action technology!

University of Illinois at Urbana-Champaign student science teachers, with the guidance of instructor Tara Bell, cameby train on Friday, and compared notes during the conference.


Articles

Etymology was a differentEtymology was a differentEtymology was a differentEtymology was a differentEtymology was a differentapproach because it wasapproach because it wasapproach because it wasapproach because it wasapproach because it wassomething that I could build onsomething that I could build onsomething that I could build onsomething that I could build onsomething that I could build onthroughout each new unit, andthroughout each new unit, andthroughout each new unit, andthroughout each new unit, andthroughout each new unit, andit was an approach that couldit was an approach that couldit was an approach that couldit was an approach that couldit was an approach that couldcontinue to benefit the studentscontinue to benefit the studentscontinue to benefit the studentscontinue to benefit the studentscontinue to benefit the studentsfar into the future.far into the future.far into the future.far into the future.far into the future.

Utilizing Etymology to Build Science Vocabulary Understanding andIndependence

Jennifer SmithMonticello Middle School

“Why does it sound so funny?” “Who decided to callit that?” “Do I have to spell it right on the test?” Thesewere the questions my students would ask repeatedlyas they encountered unfamiliar words in the textbookor during class lecture. I would give a brief rationaleas to how the word was derived and explain theword’s definition, noting its Greek or Latin origin. Wewould move on with the lesson and as soon as thebell rang to dismiss class, many of my eighth gradershad forgotten my detailed explanation. The resultswere similar for my initial approach to explicitvocabulary instruction, which was to give students ahandful of words to focus on for each unit. I wouldhave them write the word and its definition, orcomplete a vocabulary worksheet and then lead adiscussion about the words. I found that studentswould memorize the words for the test but then forgetthem later in the year. I felt as though I was fighting alosing battle, so I began searching for an alternativemethod for helping my students acquire sciencevocabulary. I had successfully used small amounts ofetymology in my grammar and literature classes tohelp students break words into smaller parts in orderto determine their meanings, so I began thinking aboutits potential for teaching vocabulary in science class.

BenefitsThe more I read about etymology, the more it seemedto be a perfect fit for my science classroom. Usingetymology was a different approach because it wassomething that I could build on throughout each newunit, and it was an approach that could continue tobenefit the students far into the future.

One reason etymology is such a good fit forscience is due to the prevalence of Greek and Latinwords in the science field. For example, Milligan andRuff (1990) note that a survey of six science booksrevealed that 74 percent of scientific terms containGreek or Latin elements. Helping students learn thedefinitions of these Latin and Greek terms will heightentheir understanding of science texts. While Milliganand Ruff (1990) note the number of instances in whichGreek and Latin terms appear in textbooks, Holmesand Keffer (1995) cite a study that revealed as thegrade level of educational material increases, so doesthe frequency of Latin-derived terms. Helping studentsbecome familiar with different affixes in middle schoolcan give them a step up in understanding terminologyin high school.

Milligan and Ruff (1990) note severaladvantages to using etymology in content areasubjects, the first of which is that etymology providesstudents with precise meanings to words. Studentsmay not always have access to a dictionary or glossarywhen reading scientific texts so using etymology todevelop an understanding of the meaning of wordparts enables students to determine more precisemeanings to words, rather than just relying on contextclues. This understanding is especially useful tostudents in standardized testing situations.

Winter 2012 25

Etymology can also help develop studentfascination with word origins and mutations (Milliganand Ruff, 1990). My students enjoyed learning wordparts and once they knew the meanings of differentword parts, they were eager to encounter anddecipher the meaning of new words. This knowledgegave them a sense of accomplishment and pride, plusit helped them become more responsible for their ownlearning. They knew that if they asked me what aword meant, I would ask them to break it into wordparts. Eventually, they stopped asking and broke theword down on their own.

Another benefit of etymology is thetransferability of knowledge from one subject area toanother (Milligan and Ruff 1990). For instance, oncestudents learn the meaning of the prefix centi-, theyare able to apply it not only in science class, but alsoin math. Studying etymology has proven to be aneffective way to help students build their vocabularyskills and is a topic that can easily be incorporatedinto any subject area, especially science. Nilsen andNilsen (2006) argue that students learn words moreeffectively when they learn them in context and whenthe learning takes place in the context of words theyare already familiar with. These ideas lend themselveswell to the idea that etymology can be used successfullyacross the curriculum so all content area teachers couldincorporate etymology and increase students’vocabulary success.

CautionsWhen it comes to discussing the terminology in contentarea courses, Milligan and Ruff (1990) recommendthat teachers pay close attention to reviewing keylinguistic terms such as prefix, suffix, and root wordswith students. It is important for students to possess

a basic understanding of the definitions of prefix, suffix,and root words and how they fit together to makewords. Milligan and Ruff (1990) also suggest thatteachers make sure students understand the meaningof each word part and that students can successfullytransfer the knowledge of word parts from one wordto another. Both of these skills require plenty ofpractice and teacher modeling. For instance, Milliganand Ruff (1990) propose that when reviewing the wordtransatlantic, teachers review not only the Latin prefixtrans but also other words that contain the prefix. Ascience example would be the use of the root wordgeo. The teacher could review the terms geography,geology, and geocentric, being sure to emphasizethat the term geo meant earth.

Another caution is that some word parts,specifically prefixes, have more than one meaningwhich may be confusing to some students (Milliganand Ruff 1990). For instance, the prefix a has severaldifferent meanings including not or without, to,completely, or in a particular state. To help alleviatethe potential problem of confusion with prefixes andsuffixes (collectively called affixes), students shouldbe reminded to carefully examine the entire word andreview the context in which the word is used beforedetermining its meaning. Students should also beencouraged to look up the definitions of words theymay not be sure of.

Finally, students will need to be reminded thatwhile etymology may be helpful to them in determiningthe meaning of a word, it is of little use when it comesto correctly pronouncing a word (Milligan and Ruff1990). Students who are unsure about thepronunciation of words should be encouraged toconsult a dictionary or reliable online resource.

Figure 1: Example Etymology Chart for Circulatory System Lesson


ImplementationUsing etymology to teach science vocabulary doesnot need to be a time consuming process. Nilsen andNilsen (2006) suggest teaching etymology through theuse of mini lessons, during which students find andreview examples of words that include the prefix,suffix, or root of words being discussed in class. Thisapproach can be easily implemented and encouragesstudents to take ownership over their own learning.

An example of this would be discussing theroot word hemo in science, when beginning a reviewof the circulatory system. A teacher could havestudents discuss words they have heard that containthe root word and then use a dictionary to locate otherwords containing the root. The students could includethe word on a chart for future reference and, fromthat point forward, the teacher can point out the rootword hemo as it comes up in class and review itsmeaning with the students (Figure 1). Similarly, whenstudents come across unfamiliar science terms, theycan be encouraged to break the words into smaller,meaningful parts in order to determine the word’smeaning. Milligan and Ruff (1990) recommend thatteachers introduce the words used in etymology minilessons prior to the students’ reading of them. In orderto do this, teachers need to be aware of the meanings

of affixes in previously selected vocabulary terms. AsI prepare for lessons, I have found it advantageous touse online etymology resources to ensure the definitionsI am sharing with the students are accurate (Figure 2)

I have found it beneficial to begin etymologyinstruction with an introductory lesson describing whatetymology is and how it will benefit the students. Inthis introductory lesson, I display a list of scientificterms for the upcoming year, some of which thestudents know and some they are not familiar with.Example words include hydrophobic, cohesion,thermometer, exothermic, and endoskeleton. I askthe students to write definitions for each word by usingprior knowledge or making their best guesses aboutthe meanings of the words. It is important to keep inmind that this may become frustrating for the students.I have found that regularly reassuring the students thatthe activity is simply an exercise and not a test helpsthem stay focused on the activity.

After a few minutes, I ask for volunteers toshare their definitions with the class. If a correct answeris given, I ask the student how he/she arrived at theanswer and then lead the class in a discussion ofetymology including the definitions of prefixes, suffixes,and root words. If no correct answer is given, I selecta word and guide the students through the process of

Figure 2: Etymology Resources

Figure 4: Introductory Etymology Worksheet

Winter 2012 27

looking within the word to find clues to its meaning.Once the class has broken down and determined thedefinition of the first word, I lead the students indetermining the meaning of each listed word by dividingit into prefixes, suffixes, and root words. After comingup with our own definition based on the root words,we look in the dictionary to check our definition.

When it is clear that the students understandhow to use etymology to determine the meaning of aword, I hand out the vocabulary chart and lead thestudents in completing the first row of the chart using

one of the word examples (Figure 3). I tell thestudents they will be keeping a chart of importantvocabulary words throughout the year to help themstrengthen their vocabulary skills. When I explainthe idea of etymology to my students, I inform themthat etymology can be used to find out the definitionsof words they come across in all of their classes andthe world outside of school. As extra reinforcementto conclude the lesson, I have the students completethe What Does That Mean worksheet (Figure 4).From then on, any time we take notes or read the

Figure 3: Introductory Etymology Chart


textbook, I have the students take out their etymologychart. For the first few weeks I work through difficultwords with them and help them complete the chartand then I gradually give them the responsibility ofadding new words. Though I require them to becomemore responsible for completing the chart, I stillremind them of many of the words they should put ontheir chart.

While the charting is primarily for the students’benefit of developing an understanding of key terms,I also allot assessment points for the work the studentscomplete. Periodically I collect and review the chartsto make sure my students are using the correctdefinitions for terms and I then grade the charts onboth completion and accuracy. At the end of eachunit, I also post a copy of a chart I have completedso the students can fill in any missing words prior totaking each unit test.

ConclusionIntroducing the idea of etymology into my scienceclassroom enhanced my students’ understanding ofnot only affixes and their meanings but also increasedtheir understanding of and independence with sciencevocabulary. Through the use of mini lessons and

teachable moments, science teachers can successfullyuse etymology to help students become moreindependent in determining the meanings of words.

ReferencesHolmes, Thomas, and Ronald Keffer. “AComputerized Method to Teach Latin and GreekRoot Words: Effect on Verbal SAT Scores.”Journal of Educational Research 89.1 (1995):47-50.Milligan, J.R., and Thomas Ruff. “A LinguisticApproach to Social Studies VocabularyDevelopment.” Social Studies 81.5 (1990): 218-20.Nilsen, A. P., and Don Nilsen. “Latin Revived:Source-based Vocabulary Lessons Courtesy ofHarry Potter.” Journal of Adolescent & AdultLiteracy 50.2 (2006): 128-134.

Author InformationJennifer Smith received her bachelor and master’sdegrees in elementary education from Eastern IllinoisUniversity. She teaches eighth grade science andlanguage arts at Monticello Middle School. Mrs. Smithalso sponsors science club and the school science fair.

ISTA members in good standing who would like to honor one high schoolscience student each year, may request an ISTA medallion and cer-tificate by contacting [email protected]. The fiirst medallionis free of charge; additional medallions may be obtained for $15 each.

This award program is supported by contributions from theIllinois Petroleum Resources Board.

Do You Knowan

Exemplary Science Student?

Winter 2012 29

Integrating Web 2.0 Video Technologies and Analogiesto Promote Science Learning

Jeff ThomasUniversity of Southern Indiana

IntroductionThe technology paradigm shift in teaching hasoccurred. Indeed, NeSmith & Allison (2011)eloquently describe how important it is for us toconsider our use of technologies beyond twentiethcentury pedagogies and applications. Teachers nolonger need to be convinced of the need toincorporate technology into learning, but insteadshould seek out ways in how to use it as a means tosupport, or immerse it into, the curriculum. However,the smorgasbord of opportunities can beoverwhelming and give one pause about where tobegin. As many teachers know, one place to begin isto bring learning into students’ worlds based on whatthey know and do (Hammerman, 2006). And, muchof students’ worlds are out of school experiences thatfocus on pop culture and entertainment media on theInternet. This article will provide examples of howteachers can connect the most popular video hostingsite on the Internet, YouTube, with analogies to teachstudents concepts in science. While doing so won’tresult in the complete curriculum transformation calledfor by Nesmith and Allison, it is a move in the directionto support their “boat” of classroom curricularexperiences through technological media entertainmentand student contributions to learning science concepts.

A Connected GenerationIndividuals 8-18 year olds engage in just twenty-fiveminutes per week of reading books, but they spend atotal of 7 hours and 38 minutes engaged in usingentertainment media per day. That is fifty-three hoursper week (Rideout, Foehr, & Roberts, 2010)! Andwhat many consider unique, is that today’s studentsare learning to read and interpret information duringthis time investment on entertainment media. Thisreality creates both a struggle and an opportunity foran educational system that has long valued print-basedlearning because students naturally connect their out-

of-school experiences to in-school experiences. Withso much time spent engaged in technology richenvironments and activities, the call for incorporatingthese out of school experiences into in-schoolexperiences has become pronounced. The termtwenty-first century school is an often used euphemismto describe the type of school that expands it teaching,and specifically technological connections, to meetstudents’ cultural interests, prior knowledge, andexperiences in and for technology. Doing so attemptsto close a teaching and cultural gap that educatorsobserve between the out of school experiences andin-school experiences. And, indeed, the teaching andcultural gap connecting these two experiences isnarrowing. One reason that the gap is narrowing isbecause many teachers now have the equipment andspace to begin incorporating the Internet into theirlessons. In fact, according to the National Center forEducation Statistics, 100% of public schools in theU.S. have access to the Internet (U.S. Departmentof Education, 2008). Advancements in netbook,laptop, and tablet computers are now making it easierand more efficient for teachers to incorporate theInternet into their self-contained classrooms as well.In a more traditional sense, most teachers have accessto projectors that broadcast Internet sites to an

Teachers no longer need to beTeachers no longer need to beTeachers no longer need to beTeachers no longer need to beTeachers no longer need to beconvinced of the need toconvinced of the need toconvinced of the need toconvinced of the need toconvinced of the need toincorporate technology intoincorporate technology intoincorporate technology intoincorporate technology intoincorporate technology intolearning, but instead should seeklearning, but instead should seeklearning, but instead should seeklearning, but instead should seeklearning, but instead should seekout ways in how to use it as aout ways in how to use it as aout ways in how to use it as aout ways in how to use it as aout ways in how to use it as ameans to support, or immerse itmeans to support, or immerse itmeans to support, or immerse itmeans to support, or immerse itmeans to support, or immerse itinto, the curriculum.into, the curriculum.into, the curriculum.into, the curriculum.into, the curriculum.


overhead display. These projectors come in severalforms, but in updated classrooms they are often built-in components of interactive whiteboards, commonlycalled Promethean Boards or Smart Boards.

Internet in the ClassroomWith this increase in connectivity and use, the Internethas responded substantially and rapidly to thisnarrowing gap by developing websites that emphasizeend user interaction experiences. The result is thatpeople get to decide how they want to use the Internet.The Internet used to be made up of sites where onejust read information, termed Web 1.0, but now isone of dynamic interaction, social networking, anduser interaction, termed Web 2.0. One outcome ofWeb 2.0 experiences is that young children andadolescents are even more quickly adapting totechnology and its user-friendly experiences inside andoutside of school. Two notable sites that are oftenused by students in and out of school includeFacebook and MySpace. Less popular, and moreacademic oriented Web 2.0 sites have also flourished.Some highlighted Web 2.0 sites, along with adescription from their website, that offer a range ofInternet integration into science the curriculum include:“Quizlet (http://quizlet.com ) is the largest flash cardsand study games website with over 8 million free setsof flashcards covering every possible subject. It’s thebest place to play educational games, memorizevocabulary and study online.”“Wordle (http://wordle.net ) is a toy for generating“word clouds” from text that you provide. The cloudsgive greater prominence to words that appear morefrequently in the source text. You can tweak yourclouds with different fonts, layouts, and color schemes.

The images you create with Wordle are yours to usehowever you like. You can print them out, or savethem to the Wordle gallery to share with your friends.”“Glogster EDU (http://edu.glogster.com/) “is theleading global education platform for the creativeexpression of knowledge and skills in the classroomand beyond. We empower educators and studentswith the technology to create GLOGS - onlinemultimedia posters - with text, photos, videos,graphics, sounds, drawings, data attachments andmore.”Smilebox (http://www.smilebox.com/ “Our simpleapplication for PC or Mac lets you quickly and easilycreate slideshows, invitations, greetings, collages,scrapbooks and photo albums right on your computer.With more than 1000 customizable templates tochoose from, you’ll find inspiration around everycorner. With our new iPhone app you can share yourmoments on the go as well.”“Journey North (http://www.learner.org/jnorth/engages students in a global study of wildlife migrationand seasonal change. K-12 students share their ownfield observations with classmates across NorthAmerica. They track the coming of spring throughthe migration patterns of monarch butterflies, robins,hummingbirds, whooping cranes, gray whales, baldeagles— and other birds and mammals; the buddingof plants; changing sunlight; and other natural events.Find migration maps, pictures, standards-based lessonplans, activities and information to help students makelocal observations and fit them into a global context.Widely considered a best-practices model foreducation, Journey North is the nation’s premiere“citizen science” project for children. The generalpublic is welcome to participate.“Ciese (http://www.ciese.org/collabprojs.html)sponsors and designs interdisciplinary projects thatteachers throughout the world can use to enhancetheir curriculum through compelling use of the Internet.We focus on projects that utilize real time data available

The Internet will require newThe Internet will require newThe Internet will require newThe Internet will require newThe Internet will require newforms of critical thinking andforms of critical thinking andforms of critical thinking andforms of critical thinking andforms of critical thinking andreasoning.reasoning.reasoning.reasoning.reasoning.

The Internet used to be made upThe Internet used to be made upThe Internet used to be made upThe Internet used to be made upThe Internet used to be made upof sites where one just readof sites where one just readof sites where one just readof sites where one just readof sites where one just readinformation, termed Web 1.0, butinformation, termed Web 1.0, butinformation, termed Web 1.0, butinformation, termed Web 1.0, butinformation, termed Web 1.0, butnow is one of dynamicnow is one of dynamicnow is one of dynamicnow is one of dynamicnow is one of dynamicinteraction, social networking,interaction, social networking,interaction, social networking,interaction, social networking,interaction, social networking,and user interaction, termed Weband user interaction, termed Weband user interaction, termed Weband user interaction, termed Weband user interaction, termed Web2.0.2.0.2.0.2.0.2.0.

Winter 2012 31

from the Internet, and collaborative projects that utilizethe Internet’s potential to reach peers and expertsaround the world. Below is a catalog of projects thatare currently being or have been sponsored byCIESE. Each project has a brief description and linksto the National Science Standards and NCTM mathstandards it supports.”A very good clearinghouse for Web 2.0 is (http://cooltoolsforschools.wikispaces.com).

Impact on Student Learning and the ClassroomWebsites often present information differently fromtraditional texts and include sound, images, color,hyperlinks, and animation. The impact is importantbecause students no longer only follow the left to right,top to bottom, linear process of reading pages of abook (Coiro & Dobler, 2007). The term associatedwith students learning to read and process informationonline is referred to as the new literacies. They seekto explain differences in how children experience andprocess print-based versus online text and information.Beginning in the mid 1990s, researchers at theUniversity of Connecticut pioneered the study of thisparadigm, and by the late 1990s, Leu (1997) hadseveral emerging themes regarding online literacycomprehension. One theme states that becomingliterate will change from an end state to an endlessstate of developmental process. This findingcompliments a goal that teachers have when teachingscience. Namely, teachers of science aspire topromote an environment that encourages students tobe life-long critical thinkers toward information. Doingso helps citizens connect learning to their life.Therefore, whenever possible it behooves teachersto connect the in-school experiences of students totheir personal lives outside of school. A second themestates that the Internet will require new forms of criticalthinking and reasoning. Because students have end

user interaction through Web 2.0 sites, it is criticalthat they develop an ability to contextualize locatinginformation, interacting with information, andproducing new information for posting to,downloading from, or demonstrating learning via awebsite.

Analogies Connect Learning Using ContextScientists and teachers for centuries have usedanalogies to relate unfamiliar concepts to familiar ideasabout what people already know. Here are a fewthat I recently heard: a) the flow of electricity is likethe flow of water through a hose; b) the sun is like aflashlight; and c) a cell is like a factory. And indeed,research into using analogies indicates that when doneproperly, they can help students learn. However, whenused ineffectively, they can lead to perpetuating and/or creating misconceptions about what is trying to belearned. To be used effectively, one must considerwhat students already know about an analogy, setaside enough teaching time to use the analogy, andrequire that teachers and students reflect on theanalogy (Treagust, 2007). Taken one step farther,an additional method to teach effectively with ananalogy requires teachers and students to purposefullydescribe similarities and dissimilarities between thefamiliar idea (called analog) and the unfamiliar conceptbeing taught (called target) (Glynn, 2007).

Using YouTube to Bridge the GapIn addition to the personal websites of Facebook andMySpace, students spend a great deal of time onYouTube, which is arguably the largest video hostingwebsite in the world. Teachers already know the

To use an analogy effectively,To use an analogy effectively,To use an analogy effectively,To use an analogy effectively,To use an analogy effectively,one must consider what studentsone must consider what studentsone must consider what studentsone must consider what studentsone must consider what studentsalready know about an analogy,already know about an analogy,already know about an analogy,already know about an analogy,already know about an analogy,set aside enough teaching timeset aside enough teaching timeset aside enough teaching timeset aside enough teaching timeset aside enough teaching timeto use the analogy, and requiresto use the analogy, and requiresto use the analogy, and requiresto use the analogy, and requiresto use the analogy, and requiresthat teachers and studentsthat teachers and studentsthat teachers and studentsthat teachers and studentsthat teachers and studentsreflect on the analogy.reflect on the analogy.reflect on the analogy.reflect on the analogy.reflect on the analogy.

Students naturally connectStudents naturally connectStudents naturally connectStudents naturally connectStudents naturally connecttheir out-of-school experiencestheir out-of-school experiencestheir out-of-school experiencestheir out-of-school experiencestheir out-of-school experiencesto in-school experiences.to in-school experiences.to in-school experiences.to in-school experiences.to in-school experiences.


impact that YouTube (and its designated educationalchannel) and other video storage sites have on today’sgeneration; they are already used in innumerable waysinside the classroom. Several common and usefulsites include:TeacherTube - http://www.teachertube.com/Edutube - http://www.edutube.org/Classroom clips - http://classroomclips.org/NeoK12 - http://www.neok12.com/

Importantly, when these videos center on sports, popculture, or familiar aspects of a student’s social worldthey become a powerful teaching tool.

Teachers can purposefully plan to integratevideos and analogies to create a dynamic learningenvironment where students are motivated to compareand contrast a science concept and the video.Comparison may take on at least one of twodirections. One, it may occur at a single moment ifstudents have enough knowledge about the analogand target concepts. Two, students can continuallyadd to a list about the similarities and dissimilaritiesbetween the analog and target concepts throughoutthe duration of a unit.Following is one example for utilizing a FedExcommercial when employees hide from their boss:http://www.youtube.com/watch?v=Bqc0o1noUeY.Analogy: Camouflage is like office workers hidingamong their workSimilarities: Many organisms choose to use theircamouflage when they feel endangered and they oftenare motionless when trying to hide.Dissimilarities: Many animals are born with skinfor camouflage, but the people in the video put onclothes, and animals might use smell to detect theirprey.

Next is another example for utilizing a ThePrice is Right clip for connecting the concept of usinga dichotomous key (http://www.youtube.com/watch?v=E7DKxe_m1AM).

Analogy: A game of Plinko is like the process ofusing a dichotomous key.Similarities: There are two pathways for the chipor reader to make and you don’t know the identifieditem/value until you get to the end of the process.Dissimilarities: Observer decides route in key, butrandomness partially decides fate in Plinko and mostkeys would have only one pathway to get to a specificidentified item/dollar value.

Other possible video/analogy connectionsinclude:Youtube link of hockey players: http://www.youtube.com/watch?v=IEs86l5rk74&feature=relatedScience concept(s) for comparison: How molecularbonds can be broken after absorbing a sudden forceof energy.Youtube link of two guys in a commercial forbreakfast cereal: http://www.youtube.com/watch?v=GpTX9dPTtwI&feature=relatedScience concept(s) for comparison: observing andpredicting eclipsesYoutube link of two dancing parrots:http://www.youtube.com/watch?v=5DYFHHjSxAA

Websites Referenced

http://classroomclips.orghttp://cooltoolsforschools.wikispaces.comhttp://edu.glogster.comhttp://quizlet.comhttp://viewpure.comhttp://www.ciese.org/collabprojs.htmlhttp://www.dipity.comhttp://www.edutopia.orghttp://www.edutube.orghttp://www.embedplus.comhttp://www.keepvid.comhttp://www.learner.org/jnorthhttp://www.neok12.comhttp://www.smilebox.comhttp://www.teachertube.comhttp://www.wordle.net

Becoming literate will changeBecoming literate will changeBecoming literate will changeBecoming literate will changeBecoming literate will changefrom an end state to an endlessfrom an end state to an endlessfrom an end state to an endlessfrom an end state to an endlessfrom an end state to an endlessstate of developmental process.state of developmental process.state of developmental process.state of developmental process.state of developmental process.

Winter 2012 33

Science concept(s) for comparison: animalcommunication, instincts versus learned behaviorsYoutube link of clip from the movie Up!http://www.youtube.com/watch?v=0CzTetpGBi8&feature=relatedScience concept(s) for comparison: conservation ofmatter/massYoutube link of the Griswold family driving in aroundabout:http://www.youtube.com/watch?v=iAgX6qlJEMcScience concept(s) for comparison: properties ofatoms or orbits of celestial bodies

However, the showing of YouTube in the classroomhas several significant obstacles. Teachers arechallenged to utilize YouTube for reasons such asinappropriate content, school and district firewallspreventing connection to YouTube, suggested links tovideos other videos the site provides, and advertising.TeacherTube and other secondary hosting sites wereconstructed as alternatives, but still lack the collectionof videos that might often better connect to students’personal lives. Therefore, YouTube remains thefavored site for locating and viewing videos by many.To eliminate some of the problems with accessing anddisplaying information from YouTube, users are nowmaking use of web 2.0 resources that can either blockthe advertisement and suggested views while replaying(ViewPure http://viewpure.com/), downloading thevideo (Keepvid http://keepvid.com/), or letting a useredit or skip over unwanted segments (Embedplushttp://www.embedplus.com/). There are others, butthese are considered some of the more effective andteacher friendly options. Downloading, converting,and storing are attractive options because the processcan occur at other locations and later presented as astand-alone video file without needed Internetconnection. Using videos is a great way for teachersto bookend lessons and enhance transitions into andaway from a lesson to engage and explore whatstudents know about a topic.

ReferencesSmith, S., & Abell, S. (2008). Using analogies inelementary science. Science and Children, 46(4),50-51.Coiro, J., & Dobler, E. (2007). Exploring the onlinereading comprehension strategies used by sixth-grade skilled readers to search for and locateinformation on the Internet, Reading ResearchQuarterly, 42, 214-257.Glynn, S. (2007). The teaching-with-analogiesmodel. Science and Children, 44(8), 52-55.Hammerman, E. (2006). Eight essentials ofinquiry-based science, K-8. Thousand Oaks, CA:Corwin Press, Inc.Leu, D.J. (1997). Caity’s Question: literacy asdeixis on the Internet (Exploring literacy on theInternet), Reading Teacher, 51(1), 62-67.Nesmith, R., & Allison, M. (2011). From accessoryto vector: Why you need to reconsider your use oftechnology, Spectrum, 37(1), 23-26.Rideout, V., Foehr, U., & Roberts, D. (2010).Generation M2 Media in the lives of 8- to 18-year-olds: A Kaiser Family Foundation study. KaiserFoundation.Smith, S. R., & Abell, S. K. (2008). Usinganalogies in elementary science. Science andChildren, 46(4), 50-51.Treagust, D.F. 2007. General instructional methodsand strategies. In Handbook of Research onScience Education, eds. S.K. Abell and N.G.Lederman, pp. 379–382. Mahwah, NJ: LawrenceErlbaum Associates.U.S. Department of Education, National Center forEducation Statistics. (2010). EducationalTechnology in U.S. Public Schools: Fall 2008(NCES 2010-034).

Author InformationJeff Thomas is an associate professor of teachereducation at the University of Southern Indiana. Heteaches science methods and works with studentteachers.


Is the iPad the Swiss Army Knife for Science Education?

Ovid K. WongBenedictine University

Introduction“We will not be using print textbooks this semester.Every student will read the electronic text book usingthe iPad. You will also work with selected iPadapplications (apps) to reinforce concept applicationthroughout the course. Please come up so I mayissue you your own iPad for the semester,” announcedDr. David, a science instructor on the first day of class.

“That sounds very exciting because there isno need to lug around the big text book anymore plusthe iPad has access to games and music,” said onestudent.

“I’ve heard about the iPad and I understandthat it operates like my iPhone. I am excited becausenow I can access information a lot easier, and I amsure this will enhance my work productivity,” saidanother student.

“I am an interactive learner and the iPad willhelp me to work smarter, so I may learn better andearn good grades in school,” said yet another student.

Putting the classroom conversation piecestogether gives the impression that the iPad is a toolfor productivity, entertainment, relaxation, information,and applications that transcends all of the above.Understanding that the iPad opens the window to theworld is important because it has significant implicationsfor teaching. The many uses of the iPad may becompared to the well known versatility tool we knowas the Swiss Army knife (Figure 1). Nevertheless,

more important than the versatility of the iPad is theage old question about the premise of instructionaltechnology and its application effectiveness. In thisarticle we will look into a brief history of iPaddevelopment, the basis and guidelines for integratingiPad technology, and how students respond to itsapplication in school.

A Brief History of the iPadThe iPad is the latest line of tablet computers designedand marketed by Apple Inc. as a platform for audio-visual media. The finger-sensitive touchscreen andthe virtual on screen keyboard and its crisp liquid crystaldisplay is a departure from many previous tabletcomputers (en.wikipedia.org/wiki/IPad). To date,the iPad 2 is the second generation of the device,quickly displacing the predecessor with a thinnermodel, a better processor, a build in photo-videocamera, and still retains the original’s ten-hour batterylife with a similar pricing scheme for the three capacityoptions for storage: 16, 32, or 64 gigabyte (GB). iPadwas popular, with 300,000 sold on January 27, 2010,the first day of availability (Harvey, 2010), and by May3, 2010, Apple sold a million iPads (Goldman, 2010).

The Basis and Guidelines of Using iPadTechnologyTeachers using technology to increase the efficiencyof the educational process is not new. Whentechnology is integrated into a meaningful and well-designed instructional activities it drives student learning.We need to know that just having technology such asthe iPad in the classroom is not as important as howthe educators use the technology to promote learning.For that reason, the first basis of using iPad technologyis that the device has to enhance learning as the deviceitself is not the focus of learning. Just because the first

The many uses of the iPad mayThe many uses of the iPad mayThe many uses of the iPad mayThe many uses of the iPad mayThe many uses of the iPad maybe compared to the well knownbe compared to the well knownbe compared to the well knownbe compared to the well knownbe compared to the well knownversatility tool we know as theversatility tool we know as theversatility tool we know as theversatility tool we know as theversatility tool we know as theSwiss Army knife.Swiss Army knife.Swiss Army knife.Swiss Army knife.Swiss Army knife.

Winter 2012 35

student says that the iPad is so much more portablethan the big thick textbook does not mean that learningwill be enhanced unless an assumption is made thatthe student studies more now with the e-book.Although using iPad games and music help with skilltraining like manual dexterity, listening, and calmingdown students, what assurance do teachers have thatthe students won’t be distracted or isolated from therest of the class? Unfortunately they do not have theassurance unless the iPad is used in the context ofsupporting specific curriculum rather than allowing itto become an isolated activity of instruction.

Learning EnhancementA good guideline for iPad application is to engagestudents with explicit instruction, before invitingstudents to explore with curriculum related apps, andencourage them to explain the issues or problems athand before elaborating the concept discussed withpurposeful “game” reinforcement. To end theinstructional sequence with a game strengthens thefact that learning can be fun and helps finish the lessonon a positive note. This sequence of instructional eventsis similar to the phases of the learning cycle commonto typical science instruction (Wong, 2008).

Let us look at an iPad instructional sequencewith a “mitosis-plant histology-crazy genetics”combination (Figure 2). As in all effective instructionaldeliveries, the sequence of activities is critical. In the

activity combination mentioned, mitosis is areinforcement of cell division, and plant histology is acombination of mitosis and meiosis and is a goodtransition between the two. Finally, Crazy Geneticsis a game supporting the general concept of mixinggenes to create a new realistic or not realistic organism.

Mitosis is a free iPad app (http://i t u n e s . a p p l e . c o m / u s / a p p / m i t o s i s /id348184626?mt=8). The app walks you through theprocess of cell division, and explains everything thathappens along the way. You will usher cells throughmitosis with your fingers, learning about what happensin each phase of the process. You can also look atimages of actual cells dividing under a microscopeand see the structures you’ve studied. The mitosisapp is highly rated because the exploration activitiesare interactive; the student can read and listen as theapp explains the mitotic process. The quiz is alsointeractive, and there is access to additional resourcesfor understanding mitosis (http://itunes.apple.com/us/app/mitosis/id348184626?mt=8).

Plant Histology (http://itunes.apple.com/us/app/plant-histology-hd/id450815653?mt=8 ) wasdeveloped by Carolina Biological. The app featuresimages from Carolina’s best microscope slides tohighlight plant mitosis and meiosis and to comparemonocots and dicots, which are also picturedmacroscopically. Meiosis is shown in the lily antherand the ovulary. This reference app includes interactive

The iPad as the Swiss Army knife of science education.


practice sections and serves as quick review as wellas initial learning. There are two versions of PlantHistology. The Lite version is free and addressesonly mitosis. The full version is only a few dollars withboth mitosis and meiosis. The purchased version isvery helpful to transition asexual reproduction (mitosis)to sexual reproduction (meiosis) (http://itunes.apple.com/us/app/plant-histology-hd/id450815653?mt=8 ).

Crazy Genetics is a free app developed byCreative Mobile Game (http://itunes.apple.com/us/app/crazy-genetics/id463706166?mt=8). Theinclusion of using the game app at the end of theinstructional unit is absolutely entertaining. It featuresa collection of organisms such as ant, shrimp, fish, bird,and a whole lot more. By placing two differentorganisms in two separate glass cotainers, it will createor not create a brand new organism. The player mayinitially place the test organism in a jar to find out itstraits. For example, the traits of an ant arehardworking, social , and mutilegged. The scorpionfish is a fish, spiny, and venomous. The game part ofthe activity is that you may add two organisms such asthe ant and the scorpion fish together to make a neworganism – a shrimp. The unscientific part of the activityis that two different species do not cross breed in thenatural world. The scientific generalization of the game,

however, is that organisms (of the same species) maycross breed to produce an organism with newphentotypic traits. When students are all clear aboutthe science concepts behind genetics, Crazy Geneticsis just an add on entertainment at the end of the lesson(http://itunes.apple.com/us/app/crazy-genetics/id463706166?mt=8).

How a science teacher can find appropriate apps tosupport classroom instruction can be a tough challengefor using iPad technology. Many users will naturallyfirst go for the free apps, and even that is a hugeselection. Without a systematic search, finding theright app is a matter of hit and miss. There are threesuggestions to accomplish this awesome selection task.First, network with other science teachers and usetheir recommendations. Along that line, the teachermay even offer extra credit to students to find apps.You will be surprised with what students can comeup with. Second, you may search the web by definingthe parameters of your search. Such paramenterscan be the content (such as genetics), free or purchase,and rating by consumers. Third, download a freeiPad app titled AppShopper. AppShopper helps theconsumer to easily select by price, relevance, device(iPhone, iPad), and category (such as education,

Figure 2: Mitosis-plant histology-crazy genetics.

Winter 2012 37

productivity, entertainment, and so forth). All in all,selecting the appropriate app to support instruction isvery time consuming, and the iPad teacher needs tostart somewhere.

Technological Skills EnhancementThe second basis of using iPad technolgy is thattechnology needs to be a part of classroom instructionbecause the future clearly requires proficiency intechnological skills. As teachers we know that thenecessity of including techology in school basedactivities is important to prepare students for careers,from the counter at McDonald’s to the executive deskof the corporate office. Consequently, maximizingthe use of technology in instruction will provideopportunities for students to learn what they will usein future employment.

There are a number of iPad features that theuser finds different from other computers. Forexample, the iPad does not have a physical keyboardbecause it has an on-screen keyboard thatautomatically appears on the touchscreen (http://www.ehow.com/how_8136087_use-onscreen-keyboard-ipad.html). Tapping a text field in anyapplication launches the on-screen keyboard.Although the keyboard is virtual, it has the same keysand has the same features as a regular keyboard. TheiPad on-screen keyboard differs from a regularkeyboard because it may automatically suggest wordswhile you are typing depending on the application youare using. It is most interesting to see how somestudents use fingers to touch the computer screen rightafter their immediate earlier use of the iPad. The on-screen keyboard is here to stay and it may very wellbe the trend of future technology.

The iPad 1 (the original version) has nocamera. The iPad 2 has both front and rear-facingcameras capable of taking still images and video withzoom. The build-in camera is a welcome feature forscience instruction with particular reference torecording field trips or laboratory experiences. Theimage/video recording can also be exported whichcan be used to enhance documents, and meetingproceedings. For example, Leafsnap (http://itunes.apple.com/us/app/leafsnap-for-ipad/id433522683?mt=8) is another free app that uses theiPad camera to capture the image of a leaf specimenfor tree identification. Leafsnap is the first in a seriesof electronic field guides developed by researchersfrom Columbia University, the University of Maryland,and the Smithsonian Institution. This app uses visualrecognition software to help identify tree species fromphotographs of their leaves. Leafsnap includes high-resolution images of leaves, flowers, fruit, petiole,seeds, and bark. Leafsnap currently includes the treesof the Northeast and will soon grow to include thetrees of the entire continental United States. Acustomer claimed to use Leafsnap to identify all thetrees in her backyard and suggest using a piece ofwhite paper as the background to make theidentification work better (http://itunes.apple.com/us/app/leafsnap-for-ipad/id433522683?mt=8). Pleasekeep in mind that the photo exporting capability mayhave limitations on certain internet providers such asyahoo (iPad photos do not export to yahoo).

Figure 3: Leafsnap

The second basis of using iPadThe second basis of using iPadThe second basis of using iPadThe second basis of using iPadThe second basis of using iPadtechnolgy is that technologytechnolgy is that technologytechnolgy is that technologytechnolgy is that technologytechnolgy is that technologyneeds to be a part of classroomneeds to be a part of classroomneeds to be a part of classroomneeds to be a part of classroomneeds to be a part of classroominstruction because the futureinstruction because the futureinstruction because the futureinstruction because the futureinstruction because the futureclearly requires proficiency inclearly requires proficiency inclearly requires proficiency inclearly requires proficiency inclearly requires proficiency intechnological skills.technological skills.technological skills.technological skills.technological skills.


Strictly from an instructional point of view with specialreference to science education, one can comfortablysay that the iPad is the Swiss army knife of education.That said, the Swiss army knife enhances and doesnot replace effective instruction by the science teacher.

Potential Road BlocksThe iPad can be used as a demonstration device,meaning that only the teacher has access and the restof the class can just watch. Some sciencedemonstrations are helpful if the experience is not easilyaccessible or too expensive. However, in order tomake a significant learning impact, students need tohave access to the device so that the interactiveexperience is personal.

To make iPad technolgy accessible tostudents is a big investment. In addition to the hardwarecosts of a few hundred dollars, is the professionaldevelopment and the infrastructure support. Thesupport behind the iPad technology is crucial, like thecontinuous flow of electricity to a light bulb, wherethe bulb is the iPad. Simply put, the cost of usingiPad technology effectively is more than just the costof the devices.

Any comparison of the iPad to a personalcomputer (PC) can be challenging because there isnot a single consensus definition of a PC to start with.Can people even define loosely whether a PC is adesktop computer, a laptop, a tablet PC, or ahandheld PC? Some users claim that the iPad doesnot have robust processing power and is therefore

not a PC in its purest sense. Others claim that fromits functionality the iPad can hold up against any PC,and therefore is a PC! Many iPad users are also PCusers and they enjoy using the best devices from thesame world or two worlds (depending on yourdefinition of PC). For that reason, in lieu of continuingwith the comparison, we will just highlight a few pointersfor teachers.

iPad technology does not support Adobe, apopular video streaming method on the internet. Forthat reason, iPad users will be disappointed for theinability to access Adobe web sites which manyteachers use to support science instruction.Fortunately, iPad supports Youtube which manyteachers also use to support instruction.

iPad technology has comparable apps toMicrosoft Word (such as Pages), Excel (such asNumber), and PowerPoint (such as Keynote). Aperson may, for example, compose a writtendocument, develop a spread sheet, and create aPowerPoint using Pages, Number, and Keynoterespectively. iPad has no universal serial bus (USB)port nor compact disc (CD) drive, and input to thedevice in this respect is limited and therefore, doesnot compare to a regular computer.

Let’s Hear it From the StudentsRegardless of what we think or say about iPadtechnology, we definitely need to hear it from theconsumer – the student. Dr. David administered anon-line survey to find how the students liked or did

Figure 4: Let’s hear it fromthe students!

not like using the iPad for the school semester. Thereis a forced choice section and a free response sectionto the survey. What follows is a summary of the forcedchoice section. - 59% felt that it was easy to create content on theiPad - 68% felt that there were no issues with wirelessaccess on campus - 59% claimed that they used iPad to access libraryresources - 27% tried to use the iPad to take class notes - 64% recommended using an iPad as a primarymeans to access course materials in school - 55% indicated that they would purchase iPad if thedevice were used for at least one course per semester

In the free response section of the survey, studentsgave mixed responses about replacing traditionaltextbooks with ebooks, as it would be a major readingand note taking habit shift, though “easier to carry aniPad around” remains a strong reason for using thedevice. Students with a preference for using the iPadclaimed that they are more interactive than traditionallearners (Figure 4). Many students found more appsin the game and entertainment area than theCourseSmart, dictionary, or educational apps directlyrelated to the course as they went further into thesemester. Students explained why they prefer to usethe iPad in school (for example, academic learning forthe course) and often times gave the wrong reasons(games and entertainment). A way to describe theoverall trend of the student response is mixed at best,with a leaning toward welcoming the use of iPadtechnolgy. The general student sentiment toward iPadcan best be described in a comment that says “I lovethis iPad. I want to be an iPad when I grow up, perhapsmarry an iPod and start a family!”

ReferencesCrazy Genetics. http://itunes.apple.com/us/app/crazy-genetics/id463706166?mt=8Harvey, Mike (April 6, 2010). “iPad launch marredby technical glitches”. The Times (UK). RetrievedJune 26, 2010.

How to Use an On-Screen Keyboard for an iPad.http://www.ehow.com/how_8136087_use-onscreen-keyboard-ipad.html RetrievedDecember 18, 2011Goldman Jim (May 3, 2010). “Apple Sells 1Million iPads”. CNBC. Retrieved May 4, 2010.iPad. en.wikipedia.org/wiki/IPad. RetreivedDecember 18, 2011Leafsnap. http://itunes.apple.com/us/app/leafsnap-for-ipad/id433522683?mt=8Mitosis http://itunes.apple.com/us/app/mitosis/id348184626?mt=8Plant Histology. http://itunes.apple.com/us/app/plant-histology-hd/id450815653?mt=8Wong, O. 2008. Revisiting the Learning Cycle andIts Implication to Science Instruction. Spectrum,34(1): 26-32.

Author InformationOvid K. Wong is an associate science educationprofessor at Benedictine University in Lisle, Illinois.He is the author of twenty-six books. His recent 2011book titled Elementatry Science with ClassroomExperiments for ISAT (published by PhoenixLearning Resources, is dedicated to coaching teachersand students to prepare for the state-mandated scienceexamination. His most recent 2012 book titled High-Poverty, High- Performing Schools, Foundationsfor Real Student Success (published by Rowman &Littlefield) studies high poverty, high performingschools across the country to generalize a research-based model for school improvement.

Winter 2012 39

One can comfortably say thatOne can comfortably say thatOne can comfortably say thatOne can comfortably say thatOne can comfortably say thatthe iPad is the Swiss army knifethe iPad is the Swiss army knifethe iPad is the Swiss army knifethe iPad is the Swiss army knifethe iPad is the Swiss army knifeof education. That said, theof education. That said, theof education. That said, theof education. That said, theof education. That said, theSwiss Army knife enhances andSwiss Army knife enhances andSwiss Army knife enhances andSwiss Army knife enhances andSwiss Army knife enhances anddoes not replace effectivedoes not replace effectivedoes not replace effectivedoes not replace effectivedoes not replace effectiveinstruction by the scienceinstruction by the scienceinstruction by the scienceinstruction by the scienceinstruction by the scienceteacher.teacher.teacher.teacher.teacher.

Walking Through Millions of Years to Teach Integrated Science:Local Geology as a Natural Basis for Teaching Integrated Science

Abha SinghWestern Illinois University

IntroductionIn recent years, the teaching of science in schools hasstarted to move away from the traditional subdivisionof biology, chemistry, and physics, towards so-calledintegrated science. The trend towards demolition ofarbitrary boundaries is very welcome, not leastbecause it encourages students to apply a variety ofskills and knowledge to problem solving in realsituations. However, it is not always an easy matter tofind a natural basis for integrating science studies in amanner which brings out the full the interconnectednessof the traditional scientific disciplines. The danger isthat integrated science courses may become a hodge-podge of bits and bobs from the old biology, physics,and chemistry courses, for want of themes to bringthem together into a coherent whole. It is our thesisthat a unifying theme suitable for some course modulesis the application of basic sciences to the investigationof local geology.

The location in the lower Himalayas providesplenty of scope for developing such geology-basedmodules. In this contribution we want to report on acourse unit we have recently been developing for thejunior high/middle school classes, based on the localavailability of a rich diversity of sedimentary rocks,homing in especially on the abundance of limestoneand dolomites in our near neighborhood.

In a geology-based module of an integratedscience course we would regard the incorporation offield-work into the program as essential. Bits of dustyrock pulled out of old drawers with no indication ofthe context from which they were originally taken arelikely to prove singularly uninspiring to most students.It is quite another matter when they have theopportunity to work on rock samples which they havethemselves collected from geological exposures,where some feature of interest has been demonstrated.The module which we describe below was plannedaround a one day field excursion which took placeabout halfway through the module, after some of thebasic techniques of observation and testing had beentaught and some basic information on the geologicalsubject matter had been given.

Geological BackgroundThe Lower Himalayas is located at an altitude of slightlyover 1 mile above sea level on a ridge consisting ofsedimentary rocks of late Precambrian to earlyCambrian age (approximately 600 to 550 million yearsold). The suite of sedimentary rocks includes varioustypes of sandstones, siltstones and shales (the detrital


It is not always an easy matterIt is not always an easy matterIt is not always an easy matterIt is not always an easy matterIt is not always an easy matterto find a natural basis forto find a natural basis forto find a natural basis forto find a natural basis forto find a natural basis forintegrating science studies in aintegrating science studies in aintegrating science studies in aintegrating science studies in aintegrating science studies in amanner which brings out the fullmanner which brings out the fullmanner which brings out the fullmanner which brings out the fullmanner which brings out the fullthe interconnectedness of thethe interconnectedness of thethe interconnectedness of thethe interconnectedness of thethe interconnectedness of thetraditional scientifictraditional scientifictraditional scientifictraditional scientifictraditional scientificdisciplines.disciplines.disciplines.disciplines.disciplines.

The danger is that integratedThe danger is that integratedThe danger is that integratedThe danger is that integratedThe danger is that integratedscience courses may become ascience courses may become ascience courses may become ascience courses may become ascience courses may become ahodge-podge of bits and bobshodge-podge of bits and bobshodge-podge of bits and bobshodge-podge of bits and bobshodge-podge of bits and bobsfrom the old biology, physics,from the old biology, physics,from the old biology, physics,from the old biology, physics,from the old biology, physics,and chemistry courses, for wantand chemistry courses, for wantand chemistry courses, for wantand chemistry courses, for wantand chemistry courses, for wantof themes to bring themof themes to bring themof themes to bring themof themes to bring themof themes to bring themtogether into a coherent whole.together into a coherent whole.together into a coherent whole.together into a coherent whole.together into a coherent whole.

or clastic sedimentary rocks), limestones, dolomites,and cherts. In addition, there are also phosphorites,an unusual rock-type which is an important source ofphosphorus for agricultural fertilizer. These rocks areall well exposed in many natural outcrops on the steephillsides, as well as in road cuttings, quarries, and atthe phosphate mines. The detrital sedimentary rocksin particular display a variety of sedimentary featureswhich allow a persuasive demonstration that they weredeposited in a shallow marine environment: theseinclude well-defined stratification, sedimentarylamination, and several well displayed ripple-toppedbedding surfaces. The sequence of deposition startswith the carbonate rocks (limestones and dolomites),probably deposited in a clear, warm, shallow, marineenvironment, at some distance from any source ofcontinental detritus.

The phosphorites occur at the transition fromcarbonate to clastic deposition. Phosphoritedeposition has interesting and rather specificenvironmental implications: it takes place in shallowseas, with little detrital input (so far, as for the earliercarbonates). It seems to be restricted to tropicalwaters, specifically where there is upwelling of cold,deep ocean waters rich in nutrients (includingphosphate) into a surface zone with intense organicactivity. Modern patterns of oceanic circulation tendto cause such low-latitude upwelling mainly onwestward facing continental margins or on coastlinesfacing the equator, and it is considered likely that

ancient phosphorites may be considered diagnosticof a similar environment of deposition. Fixation ofthe phosphate is probably carried out byphytoplankton in the first instance, and at least somephosphorites consist of their accumulated remains.

Then the detrital rocks occur in a generallycoarsening-upward sequence: shales, siltstones,sandstones. Such sequences are typical of the depositsof deltas, ancient and modern.

The lateral seaward advance of a delta overa previously detritus-starved shallow sea floor isenvisaged for the deposition of these strata.Unfortunately, we have not been able to find any fossilsin the strata to reinforce the conclusions deduced fromthe depositional features. The occurrence of shallowmarine sedimentary rocks now at an elevation 2 kmabove sea level represents an impressive uplift (thoughsmall in comparison with the marine limestones whichoccur high on the flanks of Everest). The uplift isattributable to the continent-continent collisionbetween India and the rest of Asia which has raisedthe Himalayan Mountain belt, effectively by doublingthe normal thickness of continental crust.

As a result of the ongoing process of mountainbuilding, the strata of the area have been subjected tofolding and faulting, and the deformation associatedwith these has locally obscured or destroyedsedimentary features, but such effects are fairly limited.Throughout most of the area the strata are preservedright way up, though sometimes with quite steep

Figure 2: Langur looking at us from an oak tree in themountains (Abha Singh photo).

Figure 1: The location of the field trip in the lowerHimalayas (Abha Singh photo).

Winter 2012 41

bedding dips. This means that several road-cuttingsin the area provide a continuous cross-section througha couple of hundred meters.

The limestones and dolomites in the area showexcellent examples of the characteristic weatheringpatterns of carbonate rocks, with well-developedlimestone pavements on some of the local mountaintops. The road-cuttings along the ridge-top road weremade sufficiently long ago that by now they havedeveloped some excellent examples of re-depositionof limestone, as dripstone on the steep rock walls ofthe cuttings, and as stalactites beneath overhangingsections of road-cut.

Integrated Science through the Study ofRocksEarth Science through Rock Study

For our junior high school module, wedecided to start by exploring a variety of tests,involving observation of physical and chemicalproperties to try to distinguish between the differentsedimentary rocks in our area.

The main tests suggested to our pupils were:1. To sort the samples according to color.2. To sort the samples according to grain size.3. To sort the samples by attempting to scratch thespecimens with a pen-knife.4. To test samples with a few drops of dilutehydrochloric acid.

To begin with, these tests were carried out on a suiteof local rock specimens collected from the areaimmediately around the school. Later on, the studentshad the opportunity to collect their own specimensduring the course of a day field-trip to investigate thelocal geology. Not one of these tests on its own iscapable of distinguishing the samples completely, onefrom the others. However, the results in combinationprovide a good basis for identification.

The last test is quite clearly chemistry with apurpose. The main use of the test is to distinguishcarbonate-bearing rocks from others. A pure limestoneconsists entirely of calcium carbonate, which on contactwith dilute hydrochloric acid, effervesces carbondioxide vigorously.

CaCO3(s) + 2HC1(aq) ->CaC1

2(aq) + CO

2(g)

Dolomite is calcium magnesium carbonate and canbe distinguished from limestone by its much lessvigorous response to dilute hydrochloric acid.Effervescence is slow to get under way unless thedolomite is first finely powdered.

CaMg (CO3)2(s) + 4HC1(aq) ->

CaC12(aq) + MgC1

2(aq) + 2CO

2(g)

The sandstones, siltstones, and shales have noresponse unless they include some carbonate mineralas a cement between the detrital grains. Some of thecleanest quartz sandstones in our area have a superficialresemblance to the redeposited limestones, thedripstones found on some of the road cuttings; bothhave a pure white color, similar grain-sizes, andsparkling luster on freshly broken surfaces. However,the acid test gives no reaction with the quartz sandstone(basically pure SiO

2), whereas the dripstone has a

vigorous reaction. The hardness test, scratching thesamples with a pen-knife, also distinguishes these twomaterials well. Limestones scratch easily, whereasstreaks of pen-knife steel are left on the quartzsandstone; quartz is significantly harder than steel.

Physics with a PurposeThere is also the potential for extending this moduleto include more physics with a purpose. In particular,we have discussed the distinction of limestone anddolomite on the basis of their rate of reaction withhydrochloric acid, but the distinction can also be basedon the careful determination of density of rocksamples. (Calcite has a density of 2.71g/cm3; dolomite2.85g/cm3.) Density is a very valuable property foruse in mineral identification by physical methods, andwe consider that students who want to identifyspecimens which they have collected on fieldtrips willhave a much stronger incentive to master thetechniques of density determination than students whoare asked to determine the density of objects in whichthey have no other material interest.


Chemistry at Work in Nature: Observing theConsequences and Simulating the NaturalReactions in the LaboratoryIn addition to the chemical test for limestone, we wereinterested to explain how limestones are naturallyinvolved in chemical reactions whenever they aresubjected to weathering and redeposition. Of all thenatural rock-weathering processes, that involvinglimestone is probably the easiest to comprehend. Theconsequences of the weathering process – theformation of limestone pavements – are well-displayed. Basically the phenomenon is caused by thepreferential dissolution of limestone down the verticaljoints in limestone strata causing widening anddeepening of originally minor cracks into deep fissures,usually in an approximately rectangular pattern. Thechemistry involved begins with the dissolution of someatmospheric carbon dioxide by falling rain.

CO2(g) -> CO

2(aq)

Thus, contrary to the popular conception of freshrainwater as particularly pure water, it is in fact a mildacid. When it falls or subsequently flows overlimestone, it undergoes reaction with the limestoneand slowly results in the dissolution and removal ofthe limestone, thus:

CaCO3(s) + H

2O(1) + CO

2(aq) ->

Ca2+(aq) + 2(HCO3)(aq)

This is the main reaction responsible for limestoneweathering, but it is a reversible reaction. Whengroundwater’s heavily charged with the calcium andthe hydrogen carbonate ions seep out over a steep,sun-warmed rock surface, evaporation of water forcesreversal of the reaction and redeposition of limestone,producing vertically laminated dripstone on the roadcuttings.

Ca2+(aq) + 2(HCO3) – (aq) ->

CaCO3(s) + H

2O(g) + CO

2(g)

Clearly what can be demonstrated effectively in thefield is not the reactions themselves, but the productsand results of the reactions. Some more chemistrywith a purpose is needed to help students make theassociation between what they see in the field andwhat they learn from books or on blackboard.Traditional chemistry courses have taught the limewater test for carbon dioxide. Biology courses havedealt with the exhalation of carbon dioxide in therespiration of animals. These topics can be broughttogether to demonstrate the interconnectedness ofhuman activity (consuming food – exhaling carbondioxide, burning fuels – exhausting carbon dioxide)and limestone weathering. We got the students to carryout the following series of experiments to explore therelevant reactions.

Stage 1: Starting with clear calcium hydroxide solution(lime water), the students exhale through a glass tubeinto the calcium hydroxide and watch to observe howit turns to a milky suspension as insoluble calciumcarbonate is formed.Ca(OH)

2(aq) + CO

2(aq) -> CaCO

3(s) + H

2O(1)

Stage 2: We continue exhalation of carbon dioxidethrough the glass tube, the milky calcium carbonatesuspension clears, and is converted to a calciumhydrogen carbonate solution.CaCO

3(s) + H

2O(1) + CO

2(aq) ->

Ca2+(aq) + 2(HCO

3)(aq)

Stage 3: The resulting solution is left to stand in opendishes to allow evaporation of excess water andprecipitation of calcium carbonate, reversing the stage2 reaction.

Figure 3: Step farming, a method useful for livelihoodbut top soil is eroded (Abha Singh photo).

Winter 2012 43

Ca2+(aq) + 2(HCO3)(aq) ->

CaCO3(s) + H

2O(g) + CO

2(g)

Stage 4: The resulting precipitate, dry, is tested withdilute hydrochloric acid to confirm its similarity to thedripstones observed in the field.CaCO

3(s) + 2HC1(aq) -> CaC1

2(aq) + CO

2(g)

The first stage of the lime water test cannot be regardedas a natural reaction: lime water does not occur innature; but the second stage is a direct simulation ofthe limestone weathering process. A traditionalchemistry course would probably conclude at the endof the second stage, with the dissolution of the calciumcarbonate suspension by passage of further carbondioxide, but in order to simulate the redeposition oflimestone and allow the hydrochloric acid testing ofthe end product, we have included stages 3 and 4.(In principle, introducing the flame test for calcium inthe dripstones and the stage 3 precipitate would be agood extension of the study, but we did not have timeto incorporate it in the first run of this module.)

Input from BiologyThe absence of fossils in our sedimentary sequencereduces the value of this module from the view pointof providing a strong biological input, but in many otherareas of limestone geology, fossil remains would beencountered. It would then be worthwhile toemphasize the point that many animals secrete hardparts made of calcite, aragonite, or both. (Calcite andaragonite are two different crystalline forms of calciumcarbonate.) The point could be well made by applyingdilute hydrochloric acid to broken shell material suchas sea shells (cockles, mussels, clams, andperiwinkles), snail shells, and egg shells. In fact manylimestones consist, either wholly or in part, of just suchshell material.

Where fossils are found, it is clearlyworthwhile to attempt the identification of the fossil todetermine the animal group to which the fossil belongs,and as far as possible to establish the life habits of thefossil. For example, many fossil animals are indicativeof a marine environment of deposition for thesedimentary rock in which they occur, and often it is

Table 1: Some simple tests for distinguishing the rocks found in the lower Himalayas.


possible to be more specific. Thus many fossil coralscan be taken to demonstrate life in clear, well-lit,shallow warm sea.

Economic and Industrial Use of Materials: FromIntegrated Science to Integrated Studies,Including Geography and EconomicsThroughout our area of the Himalayas, limestones havebeen quarried extensively over a long period.Quarrying goes on to support a major cement-makingindustry in the valley below the Lower Himalayan ridge.Limestone is also used in many areas of the world asa building stone, as road-metal, and in agriculture totreat acid soils. The phosphorite of this area, asmentioned earlier, is mined locally and trucked downto another city for crushing and bagging. It is thentransported by rail to southern Asian continent whereit is used as an agricultural fertilizer. Our eighth gradestudents did not get to visit the mine, though they didsee and collect specimens of the phosphorite quitenearby. Potentially, the use of this source of phosphateopens up another line of integrated study, involvingthe essential nutrients which need to be supplied tosoils in order to sustain intensive agriculture and theecological questions over the wisdom of such intensivemethods. The industrial and natural chemistry ofphosphate extraction, and processes for the supplyof the other essential nutrients (nitrogen andpotassium) could also be included.

Thus, it is relevant to include some commenton the economic uses of local natural resources, andon the environmental impact of their exploitation.Limestone quarrying in our area has been verydamaging to the natural beauty of the hills and hascontributed badly to the destabilization of hill-slopes.The loss of vegetation and topsoil is a serious problemthroughout the Himalayas and contributes toaccelerated rates of erosion. Measures have beentaken to limit the limestone quarrying and to attempt

replanting of some badly affected areas. Some ofthese topics may not be strictly relevant to integratedscience, but they do show the students something ofthe importance of being prepared to apply theirscientific knowledge and understanding to real,practical situations which extend beyond theboundaries of what constitutes science.

ReferencesHamblin, W.K., & E.H Christiansen (2001).Earth’s Dynamic Systems. 9th ed. Upper SaddleRiver: Prentice HallHughes,N. C. (1996) Trilobite Hunting in theHimalaya. EarthNicolson,N. (1975). The Himalayas: Time-LifeBooks, Inc.

Author Information Dr. Abha Singh is an assistant professor of scienceeducation at Western Illinois University’s Departmentof Curriculum and Instruction. Her Ph.D. is in scienceeducation and environmental science. She teachesscience methods and education courses as well assupervising pre-service teaching experiences. Herresearch area focuses on the impact of extracurricularscience on science learning.

Winter 2012 45

It is relevant to include someIt is relevant to include someIt is relevant to include someIt is relevant to include someIt is relevant to include somecomment on the economic usescomment on the economic usescomment on the economic usescomment on the economic usescomment on the economic usesof local natural resources, andof local natural resources, andof local natural resources, andof local natural resources, andof local natural resources, andon the environmental impact ofon the environmental impact ofon the environmental impact ofon the environmental impact ofon the environmental impact oftheir exploitation.their exploitation.their exploitation.their exploitation.their exploitation.


The quality of the Spectrum is directly proportional to the relevance of its contents to you, your practice, andyour classroom. You can assist colleagues across the state by sharing your wisdoms and experiences. Youwill also gain from this opportunity.

• Obtain experience in publishing, and a citation for your resume or CV.• Receive feedback from the educators across the state about your ideas.• Participate in an endeavor that is central and key to science and science education - the

communication of ideas and the sharing of knowledge! Information is most validated and honoredwhen it is held up to peer scrutiny and shared.

Write for the Spectrum!

Your manuscript should:• Be submitted digitally, saved in Word format;• Preferably, be less than 3000 words in length, but articles of substance of most any length will be

reviewed and considered for publication;• Include all authors’ names, affiliations, email addresses, and a brief biographical sketch of three or

four sentences;• Include illustrations - sketches, photographs, figures, graphs, tables - when appropriate. These should

be numbered and referenced in the text by figure or table number. Each illustration should be at theend of the document on a separate page, with title, caption, and legend (if appropriate), and notembedded within the text. Photographs should be jpg images, included as separate files. Illustrationsshould be back and white, of good composition, and high contrast. Any illustrations that the authorsdid not create and do not own need to be accompanied by permission to use the illustration and creditto the creator/owner needs to be provided with the illustration and caption.

• Include references and in-text citations in APA style;• Be original, - include a statement indicating whether or not the article has been published or submitted

elsewhere. The Spectrum publishes original manuscripts and does not reprint previously publishedwork.

Send us:• A new slant on an old favorite• Educational book reviews• Successful curriculum• Laboratory experiments• Tried and true demonstrations• Class activities – How did YOU do it?• Science content updates• Hot topics in hot, timely, and cutting edge fields!• Action research in your classroom – How did you change your practice and why?• Words of wisdom – Are you a veteran with a key tip for newbies?• Travels and vacations involving science• Science educator commentaries and issues – retirement, assessment, NCLB, lab safety• Portfolios• Innovations that you have found to be successful with science students• Science through children’s eyes – perhaps your child or grandchild• Interesting and unique professional experiences

Consider including:Student assessmentsAnecdotes and student quotesData, with statistics, that supports your workIllustrations – figures, photos, tables, charts, diagrams, graphs, sketches

Elmhurst College P. 47www.elmhurst.edu/tl

IIlinois Mathematics and Science Academy P. 48www3.imsa.edu

AdvertisingIllinois Petroleum Resources Board P. 49

www.iprb.orgIllinois Science Teachers Association P. 50

www.ista.il.org

Winter 2012 47

Please Support our Advertisers!


Illinois Petroleum Resources Board

PO Box 941

824 E IL Hwy 15

Mt. Vernon, IL 62864

www.iprb.org

[email protected]

(618)242-2861 phone

(618)242-3418 fax

AFTER BEFORE

IL Crude Oil & �atural Gas Curriculum Workshop

Includes Free Activity Kits CurriculumCurriculumCurriculumCurriculum for grades 3 through 12for grades 3 through 12for grades 3 through 12for grades 3 through 12

Increasing Awareness About the Illinois Crude Oil & �atural Gas Industry!

Annual IL Crude Oil & �atural Gas Education Conference

for Science & Math Teachers ………...….. Since 2010

Read all about it at

www.iprb.org

‘Traveling Field Trip’ …. Since 2002

To schedule a date for your school use the re-

quest form on our website at www.iprb.org or

email [email protected].

Restoring the

Land!

Winter 2012 49


FutureFutureFutureFutureFutureISTAISTAISTAISTAISTA

Conference PlansConference PlansConference PlansConference PlansConference Plans(tentative)

2012 Crowne Plaza Hotel,Springfield, Nov. 1-3

2013 Tinley Park ConferenceCenter, Oct. 24-26

2014 NSTA National Conference inChicago, March 2015

Conference program chair Paul Ritter led a discussion oninvolving students in community programs.

Harry Hendrickson welcomes participants to the IllinoisScience Education Conference (ISEC). ISEC drew overeight-hundred participants and was sponsored by theIllinois science teacher associations: IABT, IACT, CS-AAPT, IS-AAPT, and ISTA.

John Garrett of PASCO demonstrated newchemistry and physics equipment.

Apple Chevrolet of Tinley Park showed the mostlyelectric Volt car and answered hundreds ofquestions on electric car technology.

National Science Teachers AssociationNational Science Teachers AssociationNational Science Teachers AssociationNational Science Teachers AssociationNational Science Teachers Association

National ConferenceNational ConferenceNational ConferenceNational ConferenceNational Conferenceononononon

Science EducationScience EducationScience EducationScience EducationScience Education

nsta.orgnsta.orgnsta.orgnsta.orgnsta.orgIndianapolis, IndianaIndianapolis, IndianaIndianapolis, IndianaIndianapolis, IndianaIndianapolis, Indiana

March 29 - April 1, 2012March 29 - April 1, 2012March 29 - April 1, 2012March 29 - April 1, 2012March 29 - April 1, 2012

Documents

6, 6 7 $ 3 :LQWHU 9RO 1R...ISBE (retired) [email protected] Paul Ritter President Elect Pontiac Township HS 1100 E. Indiana Ave. Pontiac , IL 61764 [email protected] Natacia