Science

=**Science**=

Using the following format, please add your PBL content.
 * 1) **Title:** In **BOLD**, please put the name of your project.
 * 2) **Name:** Please add your name.
 * 3) **Subject/Course:** Please provide the subject(s) covered.
 * 4) **Driving/Essential Question:** Please provide the project's essential question.
 * 5) **Objectives:** Please **bullet** 3-5 objectives of the project.
 * 6) **Planning Documents:** Using the "file" button in the tool bar above, after completing each of the items (1-5 AND 1-3), attach your planning documents to the wiki.
 * 7) **Example of Student Work:** Optional but desired. If you have a sample of student work, please add the file.


 * Reflective Questions:** For the project, please answer the following three reflective questions based on what you learned when completing the projects with your students.
 * 1) What went well with project?
 * 2) What did not go well?
 * 3) What will I change next time?


 * PLEASE LEAVE THE ABOVE FORMAT GUIDELINES AND ADD YOUR TWO PROJECTS BELOW USING THE FORMAT OUTLINED ABOVE.**


 * "g", The acceleration due to gravity **
 * Mark Hespenheide and James Taylor**
 * IPS and Statistics**
 * Essential Questions:** What is the acceleration due to gravity, and how accurate and precise are human-timed measurements?
 * Objectives:**
 * Take and analyze data to measure the acceleration due to gravity near the Earth's surface
 * Understand the difference between accuracy and precision
 * Gain an intuitive feel for the accuracy and precision of human-timed measurements
 * Introduce the ideas of basic statistical analysis
 * Planning Documents:**
 * Reflective Questions:**
 * 1) Data collection went well and relatively smoothly.
 * 2) Analysis of the data took much more time than expected.
 * 3) For future versions of the project, I'd build in more time for analysis, set a deadline for completion of the analysis, and add a component of presentation to a larger audience.


 * The Projectiles Project **
 * Mark Hespenheide**
 * Physics** (non-AP)
 * Essential Question:** How can we model the motion of a projectile in two dimensions?
 * Objectives:**
 * Understand the independence of horizontal and vertical motions in projectiles
 * Collect and analyze data
 * Develop graphs and mathematical models for horizontal and vertical motion (position, velocity, and acceleration)
 * Planning Documents:**
 * Reflective Questions:**
 * 1) Everyone was able to collect data and get it into Excel; many students were working with Excel for the first (serious) time.
 * 2) It took quite a bit of time for students to adapt to Excel and learn its quirks, leading to extra time delays and eventually requiring a diminished expectation of completed work.
 * 3) For future versions of the project, I'd like to work together more explicitly with a math class, and would prep with a more explicit Excel workshop. That said, I'd also like to offer a second option with a completely different goal of building a projectile launcher and getting the building team to successfully hit a target.


 * Chemistry of the Pinhole **
 * Kip Kuhn & Russ Hopkins**
 * Chemistry and Photography**
 * Essential Question:** How can you create a surreal image without using a lens?
 * Objectives:**
 * Understand pinhole camera design
 * Produce a working pinhole camera
 * Develop prints from a pinhole camera
 * Understand positive image
 * Understand the chemistry of development process
 * Understand how light, photons, and wavelength are related to pinhole photography


 * Planning Documents:**


 * Reflective Questions:**


 * 1) **What went well with the project?** All the students were able to build working pinhole cameras and produce multiple pinhole images based on a theme.
 * 2) **What did not go well?** It took longer to complete the project than anticipated.
 * 3) **What will we change next time?** We will build in more time so students are not rushed in the end.

=**Topographic Maps**=
 * Kirt Wackford**
 * Human Ecol****ogy**
 * Essential Question:** How can we construct a topographic map?
 * Objectives:**
 * Gain experience with project planning, budgeting, and implementation
 * Use internet sources to gather relevant information
 * Understand Scale and Maps
 * Practice teamwork and division of labor
 * Develop skill at three dimensional crafting


 * Reflective Questions:**
 * 1) **What went well with project?** Students were largely self-directed once they understood the process. Students worked well in teams and many took pride in results.
 * 2) **What did not go well?** Students did not look beyond product to deeper meaning. Project took so long that students began to lose interest.
 * 3) **What will I change next time?** I would like to collaborate with Outdoor Skills or 3D modeling classes.

=**Patterns of Spatial Distribution**=
 * Kirt Wackford**
 * Human Ecol****ogy**
 * Essential Question:** How can we measure patterns of spatial distribution?


 * Objectives:**
 * Understand patterns of spatial distribution
 * Gain experience in experimental design
 * Gain experience in data collection
 * Understand simple methods of data analysis
 * Gain experience in writing a scientific paper


 * Reflective Questions:**
 * 1) **What went well with project?** Students collected and analyzed a great amount of data.
 * 2) **What did not go well?** No icicles to be found on campus this year. We switched to a more theoretical start that students found less interesting. We ran out of time at the end of the quarter just short of producing a quality journal article. It was difficult to motivate students to be rigorous in their data collection.
 * 3) **What will I change next time?** Assess interest level of students before starting on such a long project.

Phlebotomy, Blood Typing and the Genetics of Human Blood

 * David A. Roth, PhD**
 * Cell and Molecular Biology; Human Anatomy & Physiology; College Preparatory (General) Biology**
 * Kaci Hardy, RN - Nurse, WA Wellness Center**

Using the following format, please add your PBL content.
 * 1) **Driving/Essential Question:** What are the molecular bases, and clinical applications of genetic blood typing?
 * 2) **Objectives:**
 * Learn about "Informed Consent" in the US for Medical Procedures;
 * Gain clinical experience in sterile procedures to draw blood via the fingerstick method (phlebotomy);
 * Understand analyses and interpretations of Eldoncard blood typing clinical kits;
 * Learn how to follow oral and written instructions;
 * Trouble-shoot and analyze clinical results from blood typing kits;
 * Gain experience in consultation with patients/healthy volunteers regarding results and interpretations;


 * Planning Documents attached:**




 * Reflective Questions:**
 * 1) **What went well with project?** At least 42 students from 4 different classes learned how to draw blood and perform clinical testing using genetic analysis kits.
 * 2) **What did not go well?** There were too many students for only 2 instructors**;** and too many healthy donor/volunteers for the number of newly trained technicians.
 * 3) **What will I change next time?** Either limit the number of trainees and donors, or expand the training staff (if possible). More training sessions and clinical appointments are also warranted.

eCyberMission: Competitive STEM (Science, Technology, Engineering and Mathematics) Program
Project: Pre-heating cold water to save energy while taking a warm shower
 * David A. Roth, PhD**
 * Cell and Molecular Biology; Human Anatomy & Physiology; College Preparatory (General) Biology**
 * James Taylor, MA - Chair, Mathematics**

Using the following format, please add your PBL content.
 * 1) **Driving/Essential Question:** How can we save energy and diminish heating costs by pre-heating cold water before mixing with hot water in the common shower?
 * 2) **Objectives:**
 * Learn about heat exchange;
 * Gain engineering experience in developing and testing candidate materials and prototype devices;
 * Learn how to collaborate, exchange ideas, and troubleshoot early ideas and inventions;
 * Understand the strategic and practical needs for data collection, analyses and interpretations of physical information;
 * Learn how to follow protocols and written instructions;
 * Trouble-shoot and extend/expand product development;
 * Gain experience in written and oral presentations to a panel of expert judges;


 * Planning Documents attached:**




 * Reflective Questions:**


 * 1) **What went well with project?** The 4 8th graders learned a lot about engineering and product development, and won the Utah State Champion award ($500 each), then finished as a top 4 team in the NW region of 27 states.
 * 2) **What did not go well?** The final presentation/interview was rushed and too short, which limited our team's ability to impress the panel of judges in a 5 minute teleconference.
 * 3) **What will I change next time?** We will expand the project to develop a final product that can be sold, then installed in both new and existing showers, at a reasonable cost, to increase both energy and financial savings to the consumer.