Vernier Technology at the Greenwood Summer Institute

Our goal for the Greenwood Summer Institute was to immerse ourselves in Vernier technology in order to better understand how we can fully implement its use within the science department. Vernier manufactures interfaces, sensors and software for scientific data collection.

Last year, several groups of students used the LabQuest 2 and various probes and sensors in their classes to collect authentic scientific data. We quickly realized the huge potential that this technology has to change our science classrooms, but we needed additional time to research applications, practice using the equipment and plan solid curriculum connections. The Summer Institute gave us this opportunity and proved to be an incredibly productive week.

We began our investigation by exploring all of the basic and advanced functions of the LabQuest 2 interface, the Logger Pro data analysis software, and the Chrome Vernier Graphical Analysis App. We discovered numerous functions and useful tips that we are now able to share with both our students and fellow colleagues.

From there, we aimed to identify course-specific activities in the Vernier resources that could be modified to suit our needs as a department. Based on the current curriculum and requests from teachers, we ran trial experiments to determine the feasibility of using these activities in our classes (see images). In all cases, the results were incredibly exciting.

We now have a deeper understanding of how this technology allows students to collect rich data which aids in their understanding of the concepts being studied in class.

The technology can provide enrichment opportunities for students and give teachers the tools to enable a more personalized program in terms of student-designed experiments.

An introductory workshop was provided for the Science Department during our August Professional Development week. We will continue to offer training for teachers to learn and expand their skills during our designated IT workshops as part of our Wednesday morning Professional Development Model.

Stay tuned for details of how this technology is being used in our classes in upcoming blog posts!

Julie Way
Science Teacher

Creating Student-Centred Lessons in Grade 11 Biology

In June, the Biology team met in order to create a personalized, blended approach for the Grade 11 Biology (SBI3U) course.

We began by developing a structured learning cycle for each daily lesson:

• Each lesson begins with a question of the day. This is meant to engage students and to develop their thinking and inquiry skills.
• Next, students complete an exploration of the lesson concepts. This is an opportunity for students to show their understanding.
• Finally, students complete an exit card to test their understanding of the subject matter.

By creating a predictable, student-centered lesson structure, we have been able to re-evaluate the focus of our lessons. Students can refine their critical thinking skills and lines of questioning while building a deep understanding of course concepts.

The learning cycle encourages students to engage, reflect, and explore course concepts rather than simply memorizing important pieces of information.

Making Connections Through Outdoor Education

Grade 11 Regional Geography students built
connections between their fall Outdoor Education
experience and the classroom by exploring
a West Coast ecosystem.

This year, we had the opportunity to build more explicit connections to the Grade 11 Outdoor Education experience in British Columbia. After immersing themselves in one of the ecosystems of the West Coast, Grade 11 Biology students came back to the classroom and applied their experiences to the first unit of the course (the Diversity unit), which focuses on West Coast ecology.

This revised approach to the Biology curriculum would not have been possible without dedicated time to focus on an entire course. The week in the Summer Institute allowed us to collaborate, explore resources in depth, and debate the value of different learning activities, choosing those that will best meet our students’ needs.

Having this opportunity has allowed us to ensure each lesson is focused on student engagement and will support the development of investigation skills that are essential for students to be successful beyond Greenwood.

Nancy Clarke and Vanessa Floras
Science Teachers

Greenwood's Grade 7 Climate Change Revolution

Recently, Grade 7 students completed a unit of work focused on gaining a better understanding of the key issues related to climate change. 

Having watched the documentary Revolution by acclaimed Toronto filmmaker Rob Stewart, students were tasked with orchestrating a public awareness campaign focused on an environmental issue of their choice. The aim of this task was to raise the environmental consciousness of the students, as well as develop their ability to learn, interpret and synthesize geographical information and data.

Students were challenged to select one of the global issues presented in the film, choosing from:

• Climate change
• Deforestation
• Overfishing
• Ocean acidification
• Saving human life

Once they had made their selection, students had to conduct further research on their topic and then generate a public awareness campaign using a minimum of three communication outlets.

This project was differentiated based on students’ interest. Students were then able to further personalize their project by choosing the manner in which they communicated their message. While all students had to demonstrate the ability to explain the concept of sustainability and defend their point of view, they were able to show this in a number of ways. Some students created visual advertisements and others redesigned the poster for Revolution to reflect a focus on their issue.

For a period of time surrounding the project, the Greenwood community was made aware of these issues while students lobbied for support through petitions and utilized their social media accounts to spread the word online. Students also contacted politicians across Ontario directly to share their concerns. They even received a response from the Office of the Prime Minister, thanking the students from Greenwood for their intelligent communication about their environmental concerns.

Ultimately, the Grade 7 students developed their ability to locate and record geographical information and present and defend a point of view. They not only improved their awareness of environmental sustainability, but also raised the consciousness of the Greenwood community in regards to these important issues.

As climate change looks likely to impact future generations more significantly than previous generations, this foray into social activism (with support from Mr. Harper himself, no less!) was a valuable exercise that will hopefully encourage the students to engage further, as active global citizens.

Samuel Clark
Teacher, Social Studies, Health & Physical Education

Students Showcase Findings at Annual Climate Change Fair

Each year, Grade 10 Science students have the opportunity to explore a topic of particular interest to them that relates to climate change. Their task is to design their own research project and apply what they have learned to a new situation. With this open-ended project template, we are able to personalize learning and help students discover areas of scientific interest, while guiding their exploration of such topics.

The opportunities for discovery are limitless. One student chose to extensively study the effects of global warming on the country of Tanzania, which has been severely affected by extreme droughts and floods. The student had the opportunity to then travel to Tanzania, where she could witness these issues firsthand and speak with the people who are being affected. Through photography, she documented dried-up river beds, as well as animals and locals suffering from food and water scarcity.

The significance of these experiences was evident. In her own words, "In Tanzania, I was able to apply my knowledge and get an incredible chance to learn how [climate change] is affecting these people...From this experience, I will rethink many of the things that I do at home that contribute to global warming because I can appreciate who is facing the consequences."

Depending on individual strengths and interests, some students were encouraged to design, conduct and analyze experiments to support a particular hypothesis related to climate change. Through controlled experimentation, one student analyzed the effects of deforestation on atmospheric temperatures. She found that environments exposed to high levels of greenhouse gases remained cooler in the presence of vegetation, thus illustrating the role that plants play in regulating climate change. Another student investigated the effects of carbon dioxide on rising sea levels. She designed a laboratory procedure to effectively demonstrate that atmospheres rich in carbon dioxide are able to rapidly melt ice, thereby contributing to rising sea levels.

In the end, students were able to explore topics of interest while developing scientific reasoning and research skills. The project concluded in a Climate Change Fair, during which the Grade 10 students showcased their topics and findings.

Caroline Ferguson
Teacher, Mathematics and Science

Design Projects Add Creativity and Individuality in Physics Class

Each year in Grade 11 Physics, students build a multitude of contraptions, machines and gadgets to allow them to manipulate a real-world application of the theories they are learning. Physics teacher Emma Seaborn explains how these projects add creativity and individuality to the class.

Design projects are intended to let the students show their creativity in science and are also a great way to analyze the kinematics, forces or other physical components of machines. At the end of every unit, the class tests out their designs as a group, analyzes the findings, compares results and decides how we might build a better machine, slingshot or instrument.

The design project for the winter term was a whole-class Rube Goldberg machine. (Not sure what a Rube Goldberg machine is? Here's a great example.) Personalization is embedded within the project, as every student is responsible for one section of the machine. They can choose to make something simple, like a pattern of dominoes, or extend themselves to make something a bit trickier, like a pulley system.

Students must work collaboratively with the entire group to determine the order in which the components will run, and how to piece the machine together. This is an excellent opportunity for leadership within the classroom and students have plenty of space for creativity and individuality within each section.

When the whole machine comes together, students are very excited to see it in action, and with any luck, the whole thing runs from start to finish as planned. As a class, we then analyze the energy transfer in the machine and have a discussion about how to improve the design.

Students are already looking forward to building their very own instrument for our next design project!

Check out this video of one of last year's machines.

Vernier Technology Takes Science Learning to a Whole New Level

Science teacher Julie Way explains how the implementation of the Vernier LabQuest 2 technology is providing Greenwood science students with unique opportunities to extend and enrich their learning.

Using probeware to measure temperatures inside three different
toy cars to compare the heat released from different road surfaces.

New to the Science Department this year, this interface is a stand-alone tablet that connects to various probes and sensors used to collect and analyze data. A wireless connection allows students to share their data so that it can be further analyzed on their own personal computers. The use of probeware enables students to deepen their understanding of abstract concepts and allows them to design and carry out experiments in ways not previously possible.

The LabQuest 2 has already been used at various grade levels for a wide range of experiments.

Grade 9 Physical and Chemical Properties: Temperature Probes

Earlier this year, while investigating physical and chemical properties, Grade 9 students used temperature probes to explore what happens when water boils and freezes. The heating and cooling curves visible on the display helped students understand that temperature remains constant during a phase change.

Our initial exploration of boiling and freezing points led to an extension activity for several students who in turn designed an experiment to explore the effect of salt concentration on the boiling point of water. Having sensitive temperature probes and the ability to save and export data allowed the students to fully experience the scientific method at work. The students compared initial trials and continued to modify the experimental design until a suitable plan was established. Even more valuable than coming up with a final conclusion was the process of reviewing the results and critically analyzing their experimental design.

Grade 10 Climate Change Project: Temperature Probe

As part of the climate change project in Grade 10 Science, one student chose to use the temperature probes and the LabQuest 2 to compare the amount of heat released from three different road surfaces.

Comparing the heat absorbed by different road surfaces
(asphalt vs. cement)

Her experiment was left running for the entire winter holiday, set to record the temperature every minute over this period of time; thus, she was able to collect a huge amount of data. A significant variation in the temperatures from the different surfaces was noted. This type of experiment would not be possible without this new technology.

Grade 12 Physics: Magnetic Field Sensors

The Grade 12 Physics class recently studied gravitational, electric and magnetic fields. Using the Magnetic Field Sensors, the LabQuest 2 and a Slinky, students were able to investigate how the magnetic field varies inside and outside a coil of wire when an electric current passes through it. This investigation also led to an interesting discussion of how the Earth's magnetic field might affect the data being collected.

Electromagnetism and magnetic field strength are abstract concepts that can be difficult to grasp, but the ability to accurately measure this invisible field and display it on a graph significantly helps students deepen their understanding.

As the Greenwood Science Department continues to explore the diverse range of Vernier applications, it becomes clear that the benefits to student learning and engagement are vast.

For more information on the LabQuest 2 and the Vernier Connected Science System, click here.

Extending Learning Through a Unique Field Trip

On Tuesday, December 2, the Grade 12 Exercise Science and Grade 12 Biology classes traveled to the University of Guelph to visit the Human Anatomy and Exercise Physiology laboratories. 

In the Human Anatomy Laboratory, our students had the privilege to learn human anatomy using body donors. Studying the structures of the human body in this environment is unsurpassed by any other learning tool. Students explored the structures and functions of the muscular-skeletal system, the nervous system, the cardio-respiratory system, and the urinary/reproductive systems. This field trip challenged students academically by teaching them the anatomy of the human body in real form, rather than studying diagrams in a text book.

At each station, students investigated and were verbally tested on the anatomical properties of each human system mentioned above. For example, in the urinary/reproductive station, students could observe the location of the kidneys in the human body and how the ureters attach to the bladder. In female specimens, they could also make the connection between the bladder and the uterus and why pregnant women need to urinate often!

Students made real life connections such as these at each station, which were led by fourth-year Human Kinetics students who created a safe learning environment and gave our students an idea of the academic depth needed at the postsecondary level.

The specimens in the Human Anatomy Laboratory have come from people who have graciously donated their bodies for the betterment of science and education and thus granted us an immeasurable privilege. We would like to extend our utmost thanks for this learning opportunity they provided for us.

After the Human Anatomy Laboratory, we traveled to the Exercise Physiology Laboratory to learn about three physiology tests: the maximal oxygen uptake (VO2Max) test, the maximal anaerobic power (Wingate) test, and a body composition test. Students had the choice to complete any of these tests, which are normally completed by third-year Human Kinetics students.

In the VO2Max Test, students ride on a bike while progressively increasing the intensity and measuring ventilation and oxygen and carbon dioxide concentration of the inhaled and exhaled air. VO2Max is reached when oxygen consumption remains at a steady state despite an increase in workload.

The Wingate Test is used to measure peak power and anaerobic capacity. These two values are important indicators in sports that require quick, all-out efforts, such as a hockey shift, a football game or the sprints needed in Ultimate Frisbee.

These tests challenged students both physically and academically, as they were able to take what they learned in the classroom and apply it to real life situations. Students actively completed at least one of the three tests. Also, the University of Guelph post-graduate students demonstrated the knowledge and interest needed to succeed at the post-graduate level.

Carla DiFilippo
Director of Athletics

Personalized Extensions in Grade 7 and 8 Science

The core skills that science students need to develop are effective scientific inquiry and problem-solving. In Grade 7 and 8 science, we focus on helping students to build those skills. 

To ensure all students push their personal limits, they are challenged through individualized extensions. Opportunities to do so are provided on a variety of scales and embedded into the program to ensure each student is consistently and appropriately challenged.

During labs, students have extension opportunities that expand their critical thinking skills and help them connect the material to other subjects. In our Grade 8 "Systems in Action" unit, students are investigating the mechanical advantage of pulleys. Students have the opportunity to extend their learning by building increasingly complex pulley systems with various mechanical advantages. They may also link their learning to math by creating a graph comparing the actual and ideal mechanical advantages.

In Gr. 8 "Systems in Action," students can extend their learning
through integrated mathematics .

In the classroom, students can challenge themselves when completing practice problems. In the same Grade 8 "Systems in Action" unit, some students are extended by being given more difficult challenge questions to complete when determining the work and mechanical advantage of various systems. The challenge questions are designed to push the students' conceptual understanding and may require more advanced computational skills. The focus of these questions is on different practice, not more practice.

Personalized choice in projects allows students
to communicate their understanding using their
individual strengths

Science is also personalized through a choice in projects. To convey their knowledge of cell organelles and their appearance during the Grade 8 cells unit, students are given the choice to build an edible cell model or write a creative story that incorporates cell organelles. This choice between written and visual expression allows students to communicate their understanding of cell organelles using their individual strengths.

Extension opportunities are also delivered on a larger scale to ensure each student is consistently challenged. Last year, a Grade 7 student demonstrated a keen interest in science and the ability to quickly learn new concepts and scientific skills. To ensure she remained challenged, she was given the opportunity to learn Grade 8 Science that same year. A self-paced program was developed for her, in which she had reduced work for Grade 7 Science to allow her time to focus on the Grade 8 curriculum as well. This individualized approach gave her the opportunity to explore a subject she was passionate about on a deeper level, develop time management skills and foster independent learning skills.

Elysia Jellema

Teacher, Science and Mathematics

Meeting All Students’ Needs in Grade 8 Science

When students come into the classroom with varying levels of prior knowledge, it can be tough to keep everyone engaged. Science teacher Vanessa Floras explains how she customizes her Grade 8 science class to ensure that all students are invested in their learning.

The Grade 8 science curriculum includes a number of broad topics. As a result, students have varying levels of prior knowledge when it comes time to approach new concepts.

During our 'Cells' unit, we focus on the concepts of osmosis and diffusion. After some short introductory direct instruction, students work through the rest of the lesson at their own pace. Students select the degree of difficulty appropriate to their level of understanding and complete the problems based on their ability at the time. Students end with an exit card that allows them to synthesize the core concepts from the lesson and demonstrate their learning.

In the second class, students are put into groups based on their understanding from the previous lesson, in combination with the results from their exit card. In these groups, they develop a lab procedure that investigates the concept of diffusion. Students select from a list of options, or can submit a proposal for a concept of their own design.

Over the course of two classes, students design, execute and write their labs. This offers them ownership over their learning while performing an experiment that will solidify their understanding of core concepts.

Students have responded well to this flexible style of learning. Many have expressed that they were more invested in the results of their lab, gaining a deeper understanding of the theory as a result.

Personalized Learning in Senior Biology

Science becomes even more exciting than usual when it speaks to the individual student’s interest. The Science Department at Greenwood offers choice in topic and/or format for many assignments. This allows students to select what intrigues them the most, and then convey this heightened level of engagement with a quality end product.

Many students were so intrigued by their study
of bacteria in Grade 11 Biology that they have
chosen to extend this activity beyond class time
for their own enrichment.

This year, we began the Grade 11 Biology course with the Diversity Unit so that we could create an overarching theme of classification for all of the units in the course. This also provided a jumping-off point for students to discuss their unique outdoor education experiences. (All Grade 11s go on a sea kayaking or hiking trip in British Columbia in the fall).

Using their own photos, students presented a researched organism native to BC during the first class back to school. We use this experience to help each student understand taxonomy before focusing on specific examples from each kingdom.  

Students then chose a source of possible contamination that could be a home for bacteria. Using petri dishes to collect and grow bacteria, students were trained to create pure plates of their selected bacteria as well as determine the identity of the bacteria. Some of the students were so intrigued by their discovery they have opted to extend this activity beyond class time for their own enrichment.

The Grade 12 Biology course includes a unit on Homeostasis (the ability of the body to maintain equilibrium). What better way to learn about the body’s innate ability to handle change than to use yourself as a test subject? Each student in this course collects data on themselves for a period of one week before developing a procedure that will promote greater self-awareness and (ultimately) a healthier lifestyle. 

This personal discovery gets documented in a formal scientific report representative of a university-quality report. With scheduled editing dates, students divide this extended lab into manageable chunks with multiple opportunities to receive timely advice on ways to develop their analytical skills.

Nancy Clarke
Science Instructional Leader