HHMI Science Education Scholars: The First Two Years Dr. Kathy Winnett-Murray (Biology) Dr. Joanne L. Stewart (Chemistry) Kellia Poll (Elem Ed-Sci Comp)

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.

What the Sci Ed scholars DO.

Student research/curriculum development projects

Joint “in-service-style” workshop program

Partner Jennifer Soukhomme,Zeeland H.S.

Joint outreach activities.

Black River School “Birds”Program - 2005

Water Festival, ODC, 2006

Photos by Stephanie Allen

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

Nov. 2005 at GVSU’s Regional Science Update Seminar

Jamin Dreyer

Hilary Cason

Melissa DeYoung

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 Beginning

(Chelated Cu complexes and copper sulfates)

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

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Results Cont.

Control

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Control Type

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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?