Building Stronger Bridges Building Stronger Bridges for the Futurefor the Future

SSCIENCE CIENCE .. TTECHNOLOGY ECHNOLOGY . . EENGINEERING NGINEERING .. MMATHATH

The The STEMSTEM that Bridges that BridgesMath and Science IntegrationMath and Science Integration

http://classroom.jc-schools.net/coleytech/http://classroom.jc-schools.net/coleytech/

Jan Coley

Jefferson County Schools

Jefferson County Tennessee

Directions for Card TrickDirections for Card Trick• Remove the Face cards and the 10s. The Aces

have a value of one (1).• Have a student draw a card and look at the card

and place it on the table ( In the tens place). Next, you draw a card and remember the number and place in next to the other card (in the ones place).

• Multiply the number on your card by 2• Add 2• Multiply by 5• Subtract the difference in your card and ten

(student may use a calculator if necessary).

• Ask for the number

• Have the person turn over the card the that should be the number.

Here is the Math (Algebra)!

Let X = student’s card

Let Y = your card

5(2X + 2)

10X + 10 - Y

tens

ones

Blueprint for Building Bridges• Overview – Goals and Objectives• Integrating Math and Science

– Activities• Peanuts• Punnett Squares

– Tools• TI Graphing Calculators• Logger Pro

– Online resources• Using Internet Data Meaningfully • Classrooms That Excel Resources • Create a Graph • Math and Science Integration: The STEM that Bridges

• Wrap up and review

}pHExponential growthSurface areaDNA gel analysis

Goals and Objectives

• Why is teaching of math and science together (integrating) important for education?

• Provide a sampling of tools needed for success in integrating math and science.

• Provide the opportunity for practical experience and examples to use with your students.

Math is the language of science.

Effective science can not be taught without math and math should not be taught without science.

There is a crisis in American Education!There is a crisis in American Education!

Shortage of highly qualified math and science teachers.

A decline in the number of PhDs in math/science related fields.

A decline in the interest of students for math/science related fields.

A shortage of people entering the workforce with math/science skills.

Lack the ability to problem solve.

• The National Science Education Standards indicate that "the relationship between science and technology is so close that any presentation of science without developing an understanding of technology would portray an inaccurate picture of science" (National Research Council, [NRC], 1996, p. 190; see also American Association for the Advancement of Science [AAAS], 1990). Consequently, teachers need to be prepared to integrate technology into their teaching.

What about Tennessee and the What about Tennessee and the United States?United States?

For success in college on ACT(Benchmark Score)

% of TN

Students

% of TN

Students

English 18

Math 22 33% 43%

Science 24 23% 28%

Social Studies

21

From: www. act.org /news (August 2007)

What can I do as a teacher?What can I do as a teacher?Change an attitude:

Workforce readiness = college readiness

Use Technology

Create an environment that uses authentic data acquisition, applications to real world experiences, problem solving, and activity.

Science and Math must work Science and Math must work together to:together to:

• Improve the quality of education

• Improve the quality of the workplace

• Improve the quality of life

• Increase the interest of students in math and science related fields

Activities for the ClassroomActivities for the Classroom

Variation in PeanutsVariation in Peanuts1. Take three (3) peanuts and measure to the

nearest tenth of a centimeter. Break the shells and measure the individual peanuts. Record your data.

2. Post your findings to the graphs on the wall.3. What is the Range for shells? For peanuts?4. What is the mode for shells? For peanuts?5. In a group of four, using the graphing

calculator, calculate the average shell size for your group and the average peanut size for your group.

Sample data table

Variations:

Punnett SquaresPunnett Squares

• Looking at a monohybrid cross, there are two possibilities.– A (dominate)– a (recessive)

• Relate this to squaring of a binomial. – (A + a)2 = – A2 + 2Aa + a2

AA Aa

Aa aa

A

A

a

a

Always 1:2:1 or

¼ AA:1/2 Aa:1/4 aa

WwDd   X     WwDd

  WD  Wd wD wd

 WD  WWDD  WWDd WwDD WwDd

 Wd  WWDd  WWdd WwDd Wwdd

wD WwDD WwDd wwDD wwDd

wd WwDd Wwdd wwDd wwdd

 

A Dihybrid Cross

Solving Tetrahybrid Crosses*The genotype of F1 individuals in a tetrahybrid

cross is AaBbCcDd. Assuming independent assortment of the four genes, what is the probability that the F2 offspring will have the following genotypes?

• aabbccdd• ¼ x ¼ x ¼ x ¼ = 1/256 • AaBbCcDd• ½ x ½ x ½ x ½ =1/16

• AaBBccDd• ½ x ¼ x ¼ x ½ = 1/64

*Problems from Campbell 7th edition

pHpH• What is pH?• How is pH measured?• What is the range of the

pH scale?

If a substance has a pH of 2 and another has a pH of 5, which is more acidic? Which has the higher concentration of H+?

Answer

pH of 2 = [H+] of 1.0 x 10-2 = 1/100M

pH of 5 = = [H+] of 1.0 x 10-5 = 1/100,000

Subtract exponents = [H+] of 1.0 x 10-3

Or 1/1,000

Or 1,000 times greater

Problem # 2A substance has a pH of 9. What is the [OH-] ? [H+] ? ( Remember: pH of 9 is a base and [H+] < [OH-] )Answer: The pH scale in any aqueous solution :

– [ H+ ] [OH-] = 10-14

A substance with a pH of 9 has a [H+] of 1.0 x 10-9 (1/1,000,000,000) and a [OH-] of 1 x 10-5 (1/100,000)

Data Collection Using ProbesData Collection Using Probes• Advantages

– Time efficient – Easy to set up labs - Not labor intensive– Accurate data collection– Encourages inquiry based investigations and student

collaboration– Supports and encourages critical thinking– Incorporates the use of technology– Emulates real world experiences– Authentic assessment

• Disadvantages– Cost– Learning Curve

LabQuest

Data Collection Using Probeware

TI 84 Silver Plus LabPro

What is needed to collect data?What is needed to collect data?

Computer + Logger Pro software and selected probes

Computer +LabPro + Logger Pro

software + any of 50 probes

TI 83 or 84 family calculator + Easy Data or Data Mate

software

Adapter from calculator to probe

Mini USB to USB

Probe with Mini USB

Using Probes to Collect Data

• The calculator is attached to the LabPro

• Plug in the LabPro to electrical outlet or it can be connected to a computer via USB port.

• Turn on the calculator.

• Select the desired probe and connect in channel 1. The calculator should recognize the probe.

• File – New

• Setup– Time graph

• Stop/Start– Determine room temperature– Blow on temperature probe– Rub between hands– Return to table and wait for data collection to

stop

• Graph• File

– Save or store run

Analysis of Gel Electrophoresis Analysis of Gel Electrophoresis using Logger Pro softwareusing Logger Pro software

• From the toolbar – select INSERT

• From the dropdown menu select GEL ANALYSIS, from file

• Select the image of the desired gel

• Select PAGE from the toolbar and then AUTO ARRANGE

AGAROSE -- Agarose is a natural colloid extracted from sea weed. It is very fragile and easily destroyed by handling. Agarose gels have very large "pore" size and are used primarily to separate very large molecules.

ELECTROPHORESIS: Electricity (electro) + to carry across (phoresis) Movement of materials through a gel.

GEL -- A suspension of tiny particles in some medium, like a buffer, is called a colloidal dispersion, or a colloid.

BUFFER -- maintain pH (measurement of acidity), electric charge ( + or -) on dyes; conducts electricity (pure water will not conduct electricity very well).

DC power (direct, non alternating current) – moves charged dyes (usually negative) from anode (-) to cathode (+). Migration rates and direction are due to size of dye, charge on dye, and the pore size of the agarose gel.

TERMS AND CONCEPTS

http://www.bergen.org/AAST/Projects/Gel/

Loading DNA into WellsLoading DNA into Wells

Running a GelRunning a Gel

Gel image provided by Vernier Software & Technology

Set the Origin

Set the Scale

Tip: Measure the greatest distance possible to reduce error.

Set the Standard Ladder

Analysis Lane(s)

Finding the Surface Area of a Leaf

Using Internet Data Meaningfully is an awesome site for teachers of math, science, and social studies.  This site uses authentic data for students to research and investigate.

Acid Precipitation• Rain, snow or fog with a pH of 5.6 o less.• West Virginia has recorded 1.5• East Tennessee reported 4.2 in 2000• Occurs when sulfur oxides and nitrogen oxides

react with water in the atmosphere– Lowers pH of soil which affects mineral

solubility – decline of forests– Lower pH of lakes and ponds – In the

Western Adirondack Mountains, there are lakes with a pH <5 that have no fish.

Acid Rain Activity WorksheetName _________________________ 1. (3 points) Access the site http://water.usgs.gov and click on "Acid Rain" under "Water Data". Then scroll down and click on "Primer on acid rain – how it is measured and its effects". Skim through this site.2. (6 points) What is acid rain? 3. (8 points) Describe two negative effects of acid rain.  4. (6 points) In the United States, where is excessive acid rain the most prevalent? For what reasons?  5. (6 points) Describe sources of pollution that contribute to acid rain formation. 6. (4 points) Access the site http://bqs.usgs.gov/acidrain and click on "View and download data on precipitation chemistry from the NADP/NTN". Then click on "Data". Now click on WI or another state that your instructor specifies. Click on one of the monitoring sites listed, scroll down and click on "Annual Data". You will now complete the "Data Selection Criteria" form.Select 1989 as the start year, 1998 as the end year. For data type select "Precipitation weighted means (mg/L)". For report format select "HTML table". Select "K-12" for intended use and type "statistics project" for Brief description of specific application. For seasons to return select "Annual". Now click Get Data and Continue if a security warning appears. If you scroll to the right you will find a list of annual field pH values which of are interest to us.7. (6 points) If you have access to a spreadsheet, you can copy and paste this table into the spreadsheet. The only two rows of interest in this project are the Year and the Field pH row. If you are using a graphing calculator you will need to enter this data into two lists. Print out or write the data values in these two lists to share with the class later.8. (6 points) Make a graph in your spreadsheet or on your calculator showing pH levels over this 10-year time period. Print out this graph or draw it on graph paper.9. (6 points) What does the graph indicate about pH levels over this 10-year time period? 10. (6 points) Using the equation [H3O+] = 10-pH calculate the [H3O+] for each year. You can do this for all the data at once by using this equation in your spreadsheet or calculator. As pH changes, how does [H3O+] change?   11. (16 points) Now pick another state or monitoring site and repeat #7, 8, and 9 above for this state.  

Be Patient…the download may take a little time!

Copy the graph and paste into Excel for later use.

Tip: Once you have pasted into Excel, always copy data to sheet 2 or 3 to manipulate date. This will prevent possible contamination of original data set.

Enter data into calculator

 Year   Field pH 

1989 4.76

1990 4.87

1991 4.79

1992 4.72

1993 4.69

1994 4.92

1995 4.71

1997 4.77

Field pH for Wisconsin from 1989 - 1997

4.65

4.7

4.75

4.8

4.85

4.9

4.95

1988 1993 1998

Yearp

H v

alu

e

Series1

Useful Online Resources• Math and Science Integration: The STEM that

Bridges• Using Internet Data Meaningfully • Classrooms That Excel Resources • Create a Graph • Articles on use of probeware in the science

classroom• print free graph paper• The Biology Corner• BioEd Online• Texas Instrument – Activity Exchange• Vernier Software & Technology