DNA -> Chromosomes-> Genes-> Trait

The next step in the study of biology with my younger students was to translate the DNA into actual traits one can see. Once again the people from the University of Utah provided a great activity, A Recipe for Traits.

Paper strips of symbols represent genetic code for the characteristics of a dog. The students pick the different strips, arrange them like genetic code, and translate the strips into characteristics of a dog, body and head shape, color,etc. Then they draw their dog. This is harder to describe than to do. They are holding up their genetic code, each short colored strip is a gene. They also are showing their drawn dogs. The pictures were taken with Shoshie's phone so they aren't the best. But the kids had fun. And may have learned something. PRM

Science labs, Week 3

Monday's labs were some of the best ever. The kids were all engaged in the material.

The younger kids did the Six Cent Top lab from Teaching Physics with Toys. They made tops and then timed the spins with changes in mass to the tops. We explored rotational motion and inertia.

The teens worked from the TOPS module, Analysis. This is organized in task cards that the pairs work through at their own pace. I made three copies of the cards, one for each group, and laminated them. On some I put the answers on the back of the card and some I left blank to assure that I talked with them about their results.

I love the tone of the cards, gently urging the students to conserve their resources, to reuse materials. Household materials are usually all that is required, for example, we analyzed alum, corn starch, baking soda, salt and sugar. I like the clothespin/paper clip tongs.

We will use more sophisticated equipment later on but I think the TOPS modules are quite good at demonstrating essential chemical lab principles in straightforward ways. They are deceptively simple. PRM

Back to work

Yesterday was the first day of lab with my old and some new kids. This year I took on a younger group as well as the teen group. I spent hours this weekend getting everything together. That was added to the hours I spent months ago picking curricula. And ordering lab equipment.

First I spent an hour with 6 kids, 10 - 14, doing lab activities in Teaching Physics with Toys. I planned to work through the book in order but scrapped that plan Friday when it just seemed illogical to do the first experiment which investigated rotational inertia before doing the second which explored inertia, in general.

They built cars out of K'nex, watched the movement of a marble placed on the car as it resisted a change in its state of motion when a force was applied to the car. I need to remember to take more pictures.

Finally they put a doll on the car and ran it into a wall. Well, except for the creation of foul odors or explosions, not much is more fun than ramming dolls and cars into the wall. Then they simulated seat belts and shoulder belts and rammed the cars a few more times.

Here the doll has been enclosed in a safety cage with wheels to roll down the slide in the playground. One final experiment. An extracurricular activity.

The second hour was spent with 4 teens who were beginning chemistry. We began with the concept of density. I used the TOPS unit #9, Floating and Sinking. Next week I will go over the scientific method, how to formulate a hypothesis, test it and write up the report formally.

I enjoyed getting back in the routine. But two separate labs is a lot of work. At least for now. PRM

Organizationally challenged

I'm not much of a long-term planner. I like a vague plan, an idea of what we want to do in a year, but certainly not daily, or even weekly, lesson plans laid out in the fall. Maybe we would accomplish more if I did plan extensively, and maybe not.

I had to face this issue last week when I posted to the local groups that I had an opening in my 11-14yo science lab. Are we going to dissect? Well, probably. A mammal? I don't know. I have a rodent phobia that includes preserved specimens. I'm not proud of it but I can't deny it either. If the kids are enthusiastic about dissecting, then we'll do it. A fetal pig, perhaps. Since I have taught biology lab twice already, I haven't felt the need to lay it all out again. I did promise to do evolution and natural selection.

I can understand someone else's completely reasonable need to have more specifics laid out. Who wants to waste time taking her child to a class when the teacher, a stranger, may not be adequately organized. I had the moms of former students prepared to provide references that I consistently provided a cool learning experience, even if I couldn't tell you 4 weeks ahead what we would be doing.

But there was such a response to my posting that I didn't have any problem filling the opening. Now there are 6 kids, 2 boys and 4 girls, most of them 12yo. I am really looking forward to working with this group. PRM

Monday morning biology lab

Most Monday mornings, I get up a bit anxious. At 10:30, it is time for biology lab. Six teens, including one of mine, comes into my kitchen and we examine, model, or discover something in biology. My challenge is to find informative and fun stuff to do. There is so much on the web these days that I have largely been able to avoid using any kind of textbook. I also have to keep at least one lab ahead so I can give them material to read before the next lab. Usually I email them web sites to look at before the next lab as well.

They are fun to be around. I really like teens. At least in small groups.

And a large part of my anxiety each Monday am is making my house presentable for company. I have to get the kitchen clean, vacuum the living room for the moms who wait and clean the guest bathroom. It's good to have to do those tasks occasionally as they are often avoided until outside pressure or fear of humiliation supervenes.

PRM