Project-Based+Learning+in+Science

Project-based Learning in Science
Cheryl Hollinger Central York School District WELCOME!!! chollinger@cysd.k12.pa.us

Please visit the Central York PBL wiki to learn more. Central York PBL

Here is another link to help you. I plan on using the Human Genetics Project with my Honors Biology students this semester. [|Collaborative Projects]

Here are some of the projects my students have done in the past few years.

1. In AP Biology, students must research a disease caused by a malfunction in cell to cell communication. It is an activity that involves students working in pairs to create a poster relating to the disease. There are certain criteria that must be met and questions that must be answered. Students receive a rubric prior to the actual project. This project allows the students to apply the information learned in class to a real-world situation - a disease, as well as reinforce the concepts discussed in the content area. Besides creating the poster, students give a short oral presentation on the disease and how it is caused by faulty cell communication via a poster session. I always learn something new during the presentations.

Below you will find the project requirements, rubric and grade sheet used to evaluate the students' work.



2. Another project that my AP Biology students do is what is known as the "Biome Project". This is in lieu of a final exam. Each student chooses a biome (a large geographic area characterized by certain type(s) of biotic and abiotic factors) and then chooses a specific ecosystem within that biome. I suggest they choose a National Park because it will be much easier to find information about the ecosystem. Students are given a schedule of mini-deadlines during the course of the project and they submit completed work. I give them suggestions in order to make the project better. I do not give them a lot of information about the terms and the technology they need to use to complete the project. It is definitely a learning process. Students must contact experts in the field to gain information. They must also learn and apply new technology skills. At the present time, students create an "Ecotourism" Power Point presentation, but I plan on having them create a website in the future. I learn a lot myself and have created an extensive list of places I want to visit in the future! I plan on having students create web pages instead of Power Points or just allow them to convert their Power Point presentations into web pages.





3. Human Anatomy & Physiology students research disorders/diseases of the nervous system as part of our unit on that system. I used to have the students write a research paper, but that was so boring. Each student chooses a disorder and creates an informational tri-fold brochure that we can display at the Susan Byrne Health Education Center during Brain Awareness Week. With all the technological advances at our fingertips, we can modify this project to have students create podcasts about the disorder they choose.

The project requirements are below.

4. Looking for another way to liven things up with unit or chapters you might not find the most interesting to teach or not have the time to teach? This happens often in AP Science classes. Students work in small groups to create a presentation on a human body system. I give them the criteria for the project as well as the questions I want them to answer in their presentation. They must create visuals, handouts for their classmates, and a short quiz. This year I thought it might be a good idea to try something a little different with this project. My AP Biology students created podcasts for various aspects of the immune system. I am working on putting all of the podcasts together so we can post them on the web. There was no grade attached to the project, but the students were very enthusiastic about teaching a lesson and creating a podcast. I am sharing some of the human body systems with you to give you an idea of what we've done.



5. This is project that my colleague Matt Williams created a few years ago. It was a hit with both students and staff! Matt teaches chemistry.

Matt Williams Central York School District LAB PROJECT

A CLEAN DESK IS A JOY FOREVER OR ALL I NEED IS A DIRTY DESK AND A HOMOGENEOUS MIXTURE TO CLEAN IT BY

PROBLEM Graffitti and scribbling are common problems in schools. Somehow this must be cleaned off! Vandals(along with Huns and Visigoths) tend to use a variety of pens, containing different inks. Can we use concepts of solubility and solution chemistry to create an effective yet inexpensive desk cleaner?

CORE QUESTION What is the best combination of household chemicals that can be used to create an effective yet economical desk cleanser to remove a variety of inks?

EXTENDED PIECE OF STUDENT WORK Students will research cleansers and cleaning compounds to decide which are most likely to be effective for a variety of inks. They will use that knowledge to create, design and record concentrations of a 0.5 liter solution of desk cleanser. Tests should be done using 50 ml samples. The final product should be named and promoted using a poster. Finally the product will be showcased for the custodial staff who will make a decision on the best product. Following the showcase teams will do a self-evaluation. An individual quiz on molarity, dilution, % by mass and solubility will be given at the end of this project.

CULMINATING EVENT DESCRIPTION Students will hand in their individual lab report and show their poster including a word processed handout with the name of their product, the cost and it’s ingredients. The ingredient list will include the molarity of each major chemical used and the number of mL of each solution used in their product. The presentation will include a demonstration and oral presentation (sales pitch) for their product to a member of the custodial staff.

SUBJECT AREA STANDARDS - Compare the nature of solute and solvent particles. - Apply solubility rules and the concept of “like dissolves like.” - Define a solution. - Compute and manipulate molarity and % by mass. - Analyze the process of dilution. - Describe the action of a surfactant and its significance in a cleanser.

APPLIED LEARNING STANDARDS A1a Students design and creates a product. A2a,b Students give an oral presentation and a written report. A3a Students gather information. A4a Students self-evaluate. A5a Students participate in self- directed work teams.

INSTRUCTION SHEET 1.) Groups research what types of compounds make good cleansers for various types of inks (ballpoint, overhead markers, magic markers, etc.) The results of this research should be summarized in the introduction of your lab report.

2.) Groups plan and formulate hypotheses on what combination of the substances provided ( vinegar, ammonia solution, baking soda, 91 % isopropyl alcohol(rubbing alcohol), detergent, glycerin and water.)

3.) Students will test individual substances and combinations of substances to find the best solution that removes the most inks.

4.) Students record results in a lab format.

5.) Students calculate molarities of ammonia, alcohol, acetic acid and baking soda in their final solution and clearly show the calculations in their lab report. Students should also calculate the cost of creating 0.5 liters of their solution and show those calculations in their lab report.

6.) Prepare a visually appealing poster with the name of the solution, a logo or some artwork and a slogan.

7.) Prepare a word-processed handout including the name, logo, slogan, molarities and ingredient list (including the volume of each solution added - the recipe) and cost of the product.

8.) Perform an authentic assessment using the substance to clean a desk that has been marked with a variety of inks. Students should try to sell their product. The effectiveness will be judged and evaluated by a member of the custodial staff.

9.) Self-evaluate your performance during this project. Review the math concepts in order to prepare for the quiz.

Critical Information Isopropyl Alcohol (91% C3H7OH by volume) density of C3H7OH = .785 g/mL. Cost = $ .78 /pt.

Isopropyl Alcohol (70% C3H7OH by volume) density of C3H7OH - .785 g/mL. Cost = $ .92 / qt.

Vinegar (5 % acetic acid by mass) density of vinegar = 1.06 g/mL. Cost = $ 1.67/ gallon.

Baking soda (100 % Sodium bicarbonate) Cost = $ .50/lb.

Household ammonia (10.0% ammonia by mass) density of solution = .975 g/mL Cost = $ .97/ 1/2 gallon.

Nail Polish Remover (50.0 % acetone (C3H6O) by volume) density of C3H6O = 0.786 g/mL. Cost = $1.67/ 12.0 fl. ozs.

Non-Acetone Nail Polish Remover (50 % ethyl acetate (C4H8O2) by volume) density of ethyl acetate = 0.895 g/mL. Cost = $ 2.27/ 12.0 fl. ozs.

Borax (100 % sodium tetraborate decahydrate (Na2B4O7. 10 H20)) Cost = $2.67/76 ozs.

Detergent Cost = $ 1.60/38.0 fl ozs.

Water Cost = Free

Sprayer Cost = $.98

6. Carol Roth is another one of my colleagues at CYHS. She teaches Earth & Space Science. Carol decided to have her students creates blogs or podcasts for a unit in her class. She graciously shared an example of student work for us to check out. [|Lower Susquehanna Riverkeepers]

7. Wes LaPila is also a chemistry teacher at CYHS. His students create an Element Children's Book, in which each student chooses an element from the periodic table and writes a children's book about it. Here's the site for it: http://www.ufrsd.net/staffwww/stefanl/Webquest/Atoms/index.htm


 * Notes from discussion on 3/4 - session one.**

PBL makes the teacher a facilitator, not the sage on the stage. Sometimes there is concern with this because content must be "covered" but there are ways to get around that with a well-designed project.

Concerns - management of projects when you "turn the kids loose". Everyone wants to take something home to share.

She shared the pbl-online.org site.

What is PBL? Define it through pbl site. Everyone needs to have an understanding of what it is. Having students design their own learning based on the framework/question that is teacher-designed.

Why should we use PBL? It is real-life. Students will use skills needed for the 21st century. Students are more engaged and interested in this type of learning.

Learn more about PBL at: http://centralpbl.wikispaces.com (please join and contribute ideas)