Deviating from the Standard - Department Biological Sciences ...

Deviating from the Standard: Integrating Statistical Analysis and Experimental Design into Life Science Education HHMI Teacher-Scientists Outreach and Dissemination Program at Purdue

Rationale • Enhance pre-college students' aspirations and preparation for college education in bio-related fields. • Identify gaps in what pre-college students are taught about quantitative and experimental approaches in biology. • To close gaps, “teacher-scientists” will infuse experimental design, data analysis, and critical evaluation of data in high school biology courses. • Pre-college “teacher-scientists” who begin research at Purdue will continue to share their work and quantitative skills with their students and with other teachers.

Photo Credit: Jacob Son

Activities • “Teacher-scientists” experience biological research during a 4-week summer residence research program • Use of statistical and quantitative techniques – Got data?

1) What are my experimental questions? 2) What data do I need to collect? What data am I able to collect? 3) How do I measure the data accurately? 4) How does variation affect my data and the results?

5) How do I report my results in a comprehensive manner? (SOURCE: Bremer & Doerge (2010) Statistics at the Bench)

Dr. John Anderson Clayton Collings, graduate student Cory Weaver, graduate student TA

Provided lectures, equipment, protocols, and modeled experimental design to give the “teacher-scientists” the experience of doing biological research during a summer residence research program

PIBERG:

Showed

difficulties

A biologist is interested in studying the effect of growth-enhancing nutrients and different salinity (salt) levels in water on the growth of shrimps. The biologist has ordered 120 young tiger shrimps. The biologist is planning to use 3 different growth-enhancing nutrients (A, B, C) & two different salinity levels (low and high). List the treatments that the biologist plans to use and describe a completely randomized design that will allow the biologist to compare the shrimps' growth after 3 weeks. (You may use a Figure or Table).

Activity Sequence • “Teacher-scientists” develop materials to teach others about biology as vibrant and active research • YOU: Breakout groups consider statistics and experimental design within the context of pre-college biology courses • Instructional materials will be tested in the classroom • Current “teacher-scientists” will peer mentor next years’ cohort of “teacher-scientists” • Both cohorts will further develop and disseminate instructional materials for high school students • Re-usable instructional materials will be posted on the Purdue web and disseminated (NSDL.org and MERLOT.org).

Credit: Jacob Son

Mechanisms for Change New instructional materials Pre-college high school biology teachers

Andrea Brown Charles (Gary, voc. horticulture) Elvia Solís (Indy, Science Bound experiments) Leslie Fatum (Indy, vet/animal science) Kirk Janowiak (Delphi, rural science) Credit: Jacob Son

Dissemination via Teacher Workshops 1) Two Quantitative Biology Workshops, one at DLR (Sept 10, 2011) and another in Southern Indiana (Apr 28, 2012) 2) National Science Teachers Association (NSTA) national meeting presentation in Indianapolis, Mar 29 – Apr 1, 2012.

Consider: What fundamental experimental and quantitative skills should these “teacher-scientists” teach in high school biology?

How can a diversity of students be motivated to develop these skills?

Andrea Brown Charles • B.S. Agriculture, Purdue University. Major: Horticulture • M.S. Education, Purdue University Calumet. Major: Instructional Design • Current Teaching Assignment: West Side Leadership Academy, Secondary Honors Biology and AP Biology • Grant participation • HHMI: Incorporating Inquiry-based Instruction in the Secondary Science Classroom, Indiana University • HHMI: Summer Biology Experience, Purdue University • Greening the Science Curriculum, Deep River Outdoor Education Center and Purdue University • NSF-funded grant to write a curriculum for teaching urban children prairie ecology

Credit: Microsoft Clipart

RESEARCH QUESTION Can the stress response to air pollution be measured using electrophoresis and spectrophotometric assay of peroxidase activity? • Peroxidase is an enzyme found in plants. • Peroxidase production is an indicator of stress.

• Berries and leaves collected from mulberry trees located in an urban park. • Selection of the trees determined by the traffic on streets adjacent to the trees. • Extracts made from berries and leaves. • Extracts tested for peroxidase activity using electrophoresis and spectrophotometry.

Credit: Lifeinitaly.com

WEST SIDE LEADERSHIP ACADEMY • Building opened in 1969 as a “state of the art” high school. • During the 1970’s it had enrollments between 3500-4000 students; currently 1700 students.

• Located on the west side of Gary, Indiana. • Mixed economic demographics, however +/- 85% is free or reduced lunch. • 99% African American • Houses the “school within a school” high ability program.

Credit: http://www.garycsc.k12.in.us/

Instructional Innovation • Commit to more inquiry-based lessons and laboratory experiences. • Become a lecture-free course. • Align lessons with IDOE core standards for Biology and Math. • Ensure that all lab experiences incorporate some quantitative analysis.

• Improve mentoring for Science Fair participants.


Future Plans: My Vision • Practice long-forgotten lab techniques • Incorporate statistics into “cook book” labs • Uncover student misconceptions while analyzing experimental data • Expand use of experimental design and statistical analysis • Develop collaboration for AP Statistics and AP Biology students’ activities


Elvia Solís • Arsenal Technical High School, Indianapolis Public Schools • B.A. Biology and Chemistry, 1977 • M.A. Biology, 1985

• Life Teaching License, Indiana • 18 years middle school general science • 15 years high school science: Biology, Chemistry,

Credit: Elvia Solís

Integrated Chemistry, Earth Science, Dual Credit Human Biology and Earth Science • 6 years with Purdue’s HHMI Summer Biology Experience

RESEARCH QUESTION • Investigate the effects of stress on peroxidase levels in mealworms (or other invertebrates) • Possible Stressors: temperature, lack of food, pesticides, pH, alcohol, caffeine • Use spectrophotometry to quantify peroxidase activity • Use electrophoresis to identify possible peroxidase isomers • Possible extension: Investigate relationship of stress and α-amylase production as indicated by starch digestion

Credit: nyworms.com

Arsenal Technical High School • 1500 E Michigan Street, Indianapolis IN 46201 • Total number of students approximately 2,400

• 65% African American, 20% White, 11% Hispanic, 4% American Indian/Asian/Multiracial • 75% Free Meals (8% reduced) • 80% Regular Education • 6% English Language Learners • Science/Math Magnet (300 students), New Tech Magnet (300 students), Vocational Magnet (400 student); 1400 students general curriculum Photo Credit: http://www.716.ips.k12.in.us/

Instructional Innovation • Incorporate more of the following:

• Expand inquiry learning • Various modes of learning • Student-lead research • Data analysis session using studentcollected quantifiable data • Authentic assessment

• Technology • Shorter turn around time on evaluations • Use less teacher lecture and MORE student-lead learning

Credit: Solís, Elvia

Future Plans: My Vision •

Obtain grant funding for an interactive classroom

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Set up official Research Lab at Arsenal Tech H.S.

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Sponsor after school/weekend Research Club

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Bring in scientists for guest speakers

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Sponsor field trips:

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• Purdue: Biology Research Day, Space Day and Spring Fest • IUPUI Research Day • IU: Physics Day and Seismology Symposium Sponsor school-wide Science Fair Participate in Central Indiana Regional Science Fair Complete a Ph.D. in Biology

Credit: Solís, Elvia

Leslie G. Fatum • Inspired by the TV show “Daktari” to pursue a veterinary career. • Side-tracked for about a decade by acting, modeling (and waiting tables). • D.V.M. from Michigan State University in 1992. • Served as a Public Health Officer at Edwards Air Force Base from 1992-1995 (participated in several Space Shuttle Landings as a member of the Space Shuttle Medical Recovery Team). • Graduated from law school at The University of Chicago in 1998. • Worked as corporate and state agency attorney, and administrator of Indianapolis’ animal shelter before becoming an Indianapolis Teaching Fellow and teaching science in IPS in 2008. Became the biology teacher at the new Shortridge Magnet High School for Law and Public Policy in 2009. • Earned a M.A. in Teaching from Marion University in 2010. • Married to Jack; mother of DJ Gabby Love, 2 dogs, 4 cats, a Savannah Monitor Lizard and a Veiled Chameleon.

RESEARCH QUESTION • Are the electrophoretic properties of LDH isoenzymes related to the phylogeny of diverse vertebrate species? • What technologies are available to determine the amino acid sequences for each species-specific isoenzyme so that it can be compared and interpreted from an evolutionary perspective?

Credit: Kirk A. Janowiak

Research Protocol • Samples: cow, horse, goat, sheep, chicken and rabbit sera; calf muscle LDH, calf heart LDH, fish heart extract, fish ovary (roe) extract (White Crappie, Pomoxis annularis) • Electrophoresis at 170 V in 8.6 pH buffer • Placed gels in substrate solution (includes NAD+, PMS phenazine methosulfate), TNBT (tetranitroblue tetrazolium) at 37°C • Rinsed, measured migration distances and compared intensity of the brown color to estimate amounts of isoenzyme present

Instructional Innovation • Using known isoelectric points, my students and I can construct a standard curve from which to predict the isoelectric points and specific isoenzymes of an unknown sample like my White Crappie serum. • When we want to compare the amino acid sequences of the LDH isoenzymes to relate them to the evolutionary history of the species studied, I can show them how they might use BLAST or a similar technology to obtain the specific amino acid sequences and ascertain how closely related the species are. My students can then construct charts and phylogenetic trees to illustrate this data.

Shortridge Magnet High School for Law and Public Policy •

Historic building in central Indianapolis; alumni include Kurt Vonnegut and Senator Richard Lugar.

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New magnet program started in 2009; started with grades 6-9, now 6-11 in 2011-2012.

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Approximately 65% African-American, 20% Hispanic, 13% Caucasian, 2% Other.

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More than 90% qualify for free or reduced lunches.

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In 2010, 13% passed the Biology ECA; in 2011, 24% passed.

http://www.schools.ips.k12.in.us/schooldetail.php?num=414

Future Plans: My Vision •

Introduce each new core concept with a laboratory or other hands-on activity. Students will be given background information that encourages them to explore topics from the perspective of a scientist (questioning, designing methodologies to find the answers they seek, collection and analysis of data, and communicating their results). The work of historic and current scientists will be highlighted as examples of how scientific inquiry is the foundation of our understanding.

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Every week, the students will receive instruction on and practice creating and analyzing graphs, charts, tables in conjunction with their own or supplied data.

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Basic statistical concepts and tools will be incorporated into their learning and will be assessed in both formative and summative instruments.

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Enlarge the scope of the LDH labs to include sera obtained from the Indianapolis Zoo, and have the students help to complete the necessary research proposal paperwork to experience what real-life scientists do.

Karma Yelling: “Any Questions??! I didn’t THINK SO!”

Kirk A. Janowiak • 20+ Years Classroom Teaching - AP Biology, Freshman Biology, Environmental Science, Ecology, Principles of Biomedical Sciences

• Albert Einstein Distinguished Educator Fellow - U.S. Department of Energy Office of Science, Workforce Development for Teachers & Scientists

• Leadership in HASTI & IABT • Interests range from Wildlife Biology to Molecular Biology


RESEARCH QUESTION • Do different varieties and geographically diverse regional coffees present differing protein profiles, with protein measured using electrophoresis and assay of peroxidase activity? • Which proteins are most evident in the coffee seed?

• Can MY students extract, visualize, and quantify proteins from coffee seeds?


COFFEE Coffee is the second highest traded commodity in the marketplace. I am an avid coffee roaster (and consumer) and always have a variety of green (unroasted) coffee beans on hand from around the world.

This source will always be available to my students for laboratory explorations.


My Students • Delphi Community High School, Delphi, Indiana Rural/Small Town 500 Students (9-12), moderate diversity (income, ethnicity) • Currently teaching grade 9, Biology-1 I have previously been responsible for Biology-2, AP Biology, Environmental Science, Principles of Biomedical Sciences, Ecology; but I elected to take all the freshmen for the next few years. • ~25% of DCHS students go on to post-secondary schooling. What my students learn in high school may be the only shot they have at developing their scientific and quantitative thinking skills.

Credits: Kirk A. Janowiak

Instructional Innovation • Laboratory experience and quantitative thinking are weaknesses in students entering Biology-1. • My course is being revised and reformed to increase laboratory activities that promote student experimental design, student participation in both real data collection and data analysis. • Quantitative analysis will be a central focus for all experimental laboratory activities. • Assessment and Evaluation will be reconfigured to adapt to the increase in activitybased learning. Assessment aids such as PALS will be central to assessing student understand and progress. (http://pals.sri.com/ )


Future Plans: My Vision • As I reach out to other teachers, I am aware that “teaching to the standards” (and “teaching to the test”) are critical concerns. • Teachers need relevance in their work as much as the students do in their learning environment. • I am just as interested in sharing what to do when things DON’T work in instructional labs as I am in sharing how to implement meaningful laboratory and quantitative experiences that meet (or exceed) the standards.

Consider: What fundamental experimental and quantitative skills should these “teacher-scientists” teach in high school biology? How can a diversity of students be motivated to develop these skills? If you knew then what you know now, what preparation in experimental and quantitative skills would you have wanted to get from YOUR high school