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HHMI Science Education Scholars: The First Two Years
Dr. Kathy Winnett-Murray (Biology)Dr. Joanne L. Stewart (Chemistry)Kellia Poll (Elem Ed-Sci Comp)
Hope College
Main goals of the HHMI Science Education Scholar program
Future K-12 teachers will develop the skills and knowledge to be successful science educators through engaging in a combination of science curriculum development and research activities.
Future K-12 teachers will deepen their understanding of the interdisciplinary nature of the sciences.
More outreach…
2005 Girl Scout Twilight Camp
2005 CASA program at ODC
2006 Hope College Science Camps…Camps…and more Camps!
Jointly, they attend and present at professional meetings in science education and science.
Wendy and mentors Dr. Smith/Dr. Stewart
People are everything.
Co-coordinators: Kathy Winnett-Murray wrestling a bird and Don Cronkite trying to muzzle a lamprey!
Science Education Scholars 2005
Hilary Cason (Mathematics Education/Spanish) – Competition for pollinators in an invasive plant (Winnett-Murray).
Melissa DeYoung (Biology/Chemistry) – Neural transporter systems; and pollinator competition in an invasive plant (Chase, Winnett-Murray).
Jamin Dreyer (Biology) – Ectoparasites and nesting birds. (Winnett-Murray)
Wendy Johnson (Chemistry) – Curriculum development project on global climate change and the carbon cycle – High School, Hope Intro. Science Courses & GEMS (Stewart and T. Smith)
Ryan Zietlow (Elem. Ed – Science Comp/GES) – Research and curriculum development (implemented in GEMS 157) – impact of geomorphological events on plant community succession (Zimmerman, Hansen)
Science Education Scholars - 2006
Stephanie Allen (Physics Ed) – Astrophysics Curriculum (HS) (Gonthier)
Christopher Bowen (Elem. Ed.-Science Comp.) – Analysis of Science Camp Objectives (Gugino)
Kerri Driesenga ( Elem. Ed. –Science Comp.) Analysis of Science Camp Objectives (Gugino)
Kellia Poll (Elem. Ed.-Science Comp.) – Toxicity of Copper in Pond Sediment (Peaslee, Winnett-Murray, Murray)
Billy Statema (Chemistry Ed.) – Macatawa Watershed Research and Curriculum (Peaslee)
Jeffrey Weber (Biology Ed.) – Population Genetics of aquatic invertebrates – research and curriculum development (Bio 280) (T. Bultman)
IN-reach! Our teacher-partners: Lynda Smith (Stephensville
HS (Portage, MI)) Melissa Jaeger (Lakeshore MS,
Grand Haven) * Elizabeth Schanhals (Spring
Lake HS) * Carl Van Faasen (Holland HS)* Marguerite Stephens (Black
River) Jamie Krupka (Outdoor
Discovery Center) Travis Williams (Outdoor
Discovery Center)*
* Hope alums!Travis Williams, Executive DirectorOutdoor Discovery Center
Toxicity of Local Pond Sediment on Aquatic Invertebrates
Kellia Poll
HHMI Science Education Scholars Program, 2006
Hope College Biology Department Holland, MI
Previous Work Drs. Greg Murray (Biology), Graham Peaslee (Chemistry and
Environmental Science) and research students worked on local ponds (summer 2005)
Discoveries
New goal– Explore impact of Cu on inverts.
The Effects Algae gone due to Cu treatment Decreased Flora and Fauna Algae may come back
– Copper falls out of suspension
Sediment-dwelling invertebrates may be impacted– More copper continues to be added when
sediment has already reached toxic levels.
Research Project 2006
Hypotheses:
1. Copper, found in local urban pond sediment, will have a negative effect on the survival of H. azteca and C. tentans.
2. As the copper concentration increases in the sediment, the more it will negatively impact the test organisms.
Brief Organism Background
Hyalella azteca– Order: Amphipoda
– Small, crustacean-like organism
– Habitat: Clear, slow moving streams and small bodies of water
– Common test organism
Chironomus tentans– Order: Diptera
– Midge larvae, “Blood worms”
– Habitat: Moist soils/sediments, streams and small bodies of water
*Note: LC50 values for Hyalella ranged from 42-142 μg Cu/L and Chironomus and Hyalella, together, 38.9 μg Cu/L. (Deaver, E. and Rodgers, J. H. (1996); Burton, G. A., Norberg-King, T. J., et. al. (1996))
Sediment Cu concentration results…
9 ponds tested
Found out the sediment placed with the invertebrates was Cu concentrated.
Pond ~Cu concentration (ppm) 2006
Control – ODC3 3
Bay Meadows 6 400*
Waverly Shores Left 300
Blue Heron 200
Waverly Shores Right 30
Winter Oak 30
Pine Wood 20
Waverly Shores Corner 10
Tiffany Shores ?
Results of ICP tests on sediment
(Dr. Peaslee’s research group, 2006)
*Reminder
Methods Set-up sediment toxicity experiment following
ERM’s set-up as reference. (ERM, Environmental Resource Management. Holland, MI 49423)
Ordered organisms– Chironomus tentans – 160 individuals– Hyalella azteca – 160 individuals
Collected sediment – (two ponds at a time)
Added organisms to sediment jars– 10 organisms in each jar– 4 jars per organism species– 8 jars per tank– 4 invertebrate tanks– 2 tanks per pond
Methods cont’ 10 d toxicity test
– Water cycles carry out 4x daily - automatically On d 10, counting/recording, cleaning and set-up for next
test– Recording is based on # individuals found per 10 individuals
added to each jar on Day 0.
Results – to date
*Note: The control, ODC3, was first implemented in the BH-TS toxicity test – the controls were contaminated and were thus not included in this analysis.
BM: 400; WS:300 ppm Cu
PW:20; WO: 30 ppm Cu
BH:200; Control: 3; TS: ? ppm Cu
BM WSPond
0
4
8
12
Pe
rcen
t su
rviv
ors
hip
/10
in
div
idu
als
HaCt
SPECIES
PW WOPond
0
4
8
12
Pe
rcen
t su
rviv
ors
hip
/10
indiv
idua
ls
HaCt
SPECIES
BH Control TSPond
0
4
8
12
Pe
rcen
t su
rviv
ors
hip
/10
indiv
idua
ls
HaCt
SPECIES
Results Cont.
Control
ControlM
IXWSC
WSR
Pond
0
4
8
12
Per
cent
sur
viva
l/ 10
indi
vidu
als
Control Type
0
2
4
6
8
10
12
Per
cent
Sur
viva
l/10
indi
vidu
als
ControlMIX was a treatment where the jars were placed in with a test pond sediment to determine contamination or not. Clearly, there was initial contamination.
WSR:30; WSC: 10 ppm Cu
Organism/Sediment Survival Stats
Pond X2 Df P value Significant/Not
WS vs. BM 0.23 1 ≥ 0.05 Not
PW vs. WO 1.49 1 ≥ 0.05 Not
TS vs. BH 38.04 1 < 0.001 Significant
WSC vs. WSR 63.42 1 <0.05 Significant]
Problems and Triumphs
Automation Searching for
bodies Other organisms
found in sediments
System automated Organisms very
sensitive to Cu Respond to Cu
levels actually in ponds
Discussion This research is important because it:
– Educates– Provides information to homeowners
• The effects of the copper added to “their” pond(s)
– Shows that Cu is impacting the environment in unintended ways
– Demonstrates that invertebrate detritivore populations are among the first to suffer (bioaccumulation)
• Second to follow may be small, then large, fishes.
• 38.9 μg Cu/L (Ha & Ct) vs. 730 mg Cu/kg diet(Lanno, R.P. et al. Maximum tolerable and toxicity levels of dietary copper in rainbow trout Salmo gairdneri richardson). Aquaculture. V: 49:3-4. 257-268 (1985). Retrieved August 7, 2006, http://www.csa.com/partners/viewrecord.php?requester=gs&collection=ENV&recid=1158591.)
Impact on teaching: Curriculum development work I developed my research into a flexible inquiry-based lesson plan
that can be taught at different levels depending on the grade or development level of the students.
I presented my lesson plan in a hands-on workshop for science teachers at the Regional Math and Science Center at GVSU.
Teachers examine the effects of adding copper-based compounds to control algae growth.INTERCHANGE February 2007
"The Pollution in Ponds” lesson plan covers aspects of several Michigan Curriculum Framework Science Benchmarks: 9 Constructing and Reflecting on Scientific Knowledge (Interdisciplinary); 9 Life Sciences; 2 Physical Sciences; and 3 Earth Sciences.
Impact on my professional development
I realized the extensive work and the many people required to develop and follow through with an experiment.
I expanded my knowledge in disciplines other than biology, especially engineering and chemistry. I learned how the sciences are not separate disciplines but interdisciplinary; they feed off each other in multiple ways.
I grew in my ability to think creatively on my feet.
I learned that research can be transformed into an exceedingly fun and learning-rich opportunity for kids.
Acknowledgements
Howard Hughes Medical Institute (HHMI)
– Science Education Scholars 2006
NSF-REU research program
Hope College
– Mentors: Drs. Kathy Winnett-Murray, Graham Peaslee and K. Greg Murray
ERM, Environmental Resource Management
Mr. Bruce Rabe
Dave Daugherty, Hope College Physics Shop
What have we learned?Preparing for a career in science education:
“I had the chance to not only learn about developing curriculum, but also to try it out instantly in a classroom.”
“I received professional advice from practicing teachers and was able to see diversity in their teaching methods.”
Understanding the interdisciplinary nature of science:“I would say that interdisciplinary was the key word this summer. The interdisciplinary workshop….helped me realize that science and knowledge are expanded when disciplines cross and also that learning occurs when links between subjects are made.”
The next steps Increase involvement of science
research students (non-ed) in science education activities.
Develop pathways for science students to move into science education.
Develop a faculty position for a science educator. This person will hold joint appointments in education and one of the science departments and pursue scholarly activity in science education.
Other ideas?