Facilitated as instructor of the Center for BioMedia, with the STEP program at Rensselaer Polytechnic Institute. Creative components were added to the traditional science class. Interested teens, from the Troy Unified School District, participated in activities for 2 weeks. (2007)
The STEP program (Science, Technology Entry Program) encourages students from underrepresented or disadvantaged backgrounds to learn more about scientific exploration and assists in future educational planning.
The particpants included students from grades 8 through 11. The sessions for the 8th and 9th grade students were held at the Center for BioMedia. The sessions for the 10th and 11th grade students were held at RPI with an additional field trip to the Darrin Fresh Water Institute at Lake George.At the CBM, there was a mix of science and art in the classroom activities. Learning about current science issues, laboratory safety, collecting clean specimens, and imaging will be helpful as the students advance their science education in secondary schools. The students exercised the practices of problem solving, laboratory methods and basic biotechnology that were later included in some of their final art pieces.
CLICK IMAGE FOR DETAIL: DNA NECKLACE DNA is an abbreviation for deoxyribonucleic acid, otherwise known as "code of life." The codes are unique to each living being and how they function. Students learned the basic structure and chemical make-up of the double helix molecule. The function of genes and expressed inheritance were discussed in relation to each person's physical characteristics. The class also extracted their own DNA from cheek cells to see the actual strands of DNA, which were made into necklaces.
USING MICROSCOPES Using a microscope well takes practice. Everyone smeared a sample of their cheeks cells onto a glass slide and compared them to other cell slides they prepared. Drawings of the cells helped in remembering the shapes and structures of animal and plant cells.
MICROPROPAGATION: VENUS FLY TRAP PLANTS & DWARF ROSES With this exercise, students learn about basic biotechnology and its effect on farming crops and growing plants. Students performed clean laboratory techniques as they separated young Venus Fly Trap Plants into separate test tubes that would further grow into more plants. Discussed were the advantages and disadvantages of using controlled environments or using genetically modified organsims for growing crops and plants for human use.
MAMMALIAN ANATOMY Dissecting the cow eye helps us learn about the structures and functions of our own eyes. Suprisingly, there is little difference in shape and parts between the animal and human eye. But, the ways we perceive colors and objects through our brain are very different from the way animals see the world. Dissecting a pig, sheep heart and sheep kidneys allowed us to see how organs are interact within the body. Groups of organs are called a system that works together to perform a function. Students explored the cardiac, respiratory, digestive, and renal systems. They also learned proper dissection technique and safety.
FRUIT FLY STUDY Fruit Flies were studied under the microscope or magnifying glass to see the different stages of life. Seen were the egg, larval, pupae and adult stages. There are similarities and differences between mutant flies that occur naturally in the environment. Students were able to identify gender, size differences and eye color pigmentations through filter paper smears.
OWL PELLET STUDY Owl vomit can be fun! These cleaned and sterilized specimens were used to investigate what the average barn owl eats. Birds who eat prey cannot fully digest the animal and must regurgitate the fur and bones. With the aid of a skeleton and bone chart, students identified the mystery meal. Afterwards, they created curious art pieces they designed themselves.
LAKE GEORGE FRESHWATER STUDY RPI works to boost high school students' interest in scientific subjects News article for: The Times Union - Troy, NY
BOLTON LANDING -- Shakira Canty and Mylasia Frazier leaned over the side of the bobbing pontoon boat counting the meters of line they were letting out into Lake George.
At the end of the line was a secchi disc, a white device used to determine the clarity of the water. Attached to the disc was a tube the two friends used to collect water samples.
"Now go back to 8 meters," said Canty, 16, a Troy High School student.
"This is fun," said Frazier, 15, a student at Lansingburgh High School.
Canty and Frazier poured their water sample into a tube. Inside, they could see plankton and other tiny creatures swimming.
"I didn't think they were going to be in there swimming," Canty said.
Canty and Frazier are two of 13 secondary school students participating in the Science Technology Entry Program at Rensselaer Polytechnic Institute, which helps disadvantaged students learn about science. Seeing the organisms up close on their first trip to Lake George was part of the adventure Canty, Frazier and the other students recently experienced through the program. Students from Troy High School, Lansingburgh High School, Catholic Central High School and Albany Academy participated.
The students spent last week living in the RPI dorms. Their trip to RPI's Darrin Freshwater Institute was part of an effort to encourage them to pursue careers in science.
They learned about taking water samples, working in the water chemistry lab and identifying plankton.
"This is probably the first time in the Adirondack Park for most of the students," said Sandra Nierzwicki-Bauer, director of the Darrin Freshwater Institute.
RPI alum Julia Reodica of the Center for BioMedia said the students were excited.
"This is a first-time experience for them. They've expanded their scientific vocabularies," Reodica said.
"They're really excited to be here to experience using what they've learned," Reodica said.
Davin Herring, 15, a student at Lansingburgh High School, said he enjoyed his first trip to Lake George in the Adirondacks.
"It's a great experience. I learned a lot," Herring said. "I like science a lot."
Written by Kenneth C. Crowe II, (518) 454-5084, e-mail at kcrowe@timesunion.com.
