Long-transport aerosol monitoring, trace metals analysis, organic aerosols analysis, ultrafine particle detection.
Air pollution, chemistry, metallurgy.
Tuesday and Thursday I spent the whole time either setting up for Plant Jeopardy or leading the game with the students. The jeopardy game was used as a review of all the plant topics we covered before we go on to the next topic of weather. The students really enjoyed the game and were energetic about science the whole time. Towards the end on Thursday they got a little out of control so we had to cut the game short for independent science review. Plant Jeopardy was such a success I will use this same review technique at the end of the weather module.
The edible cell project was a success! During the school's open house, several parents applauded the project. Mrs. Raska was able to take pictures of the student's edible cells and had them posted in the classroom for all the parents to see. Many of the students seemed to procrastinate completing the project till the night before it was due. For these students, the project was a little more difficult yet still enjoyable. They were still talking about it several days afterwards.
It is difficult to get them excited about memorizing base pairs. And trying to get to the exciting stuff about the applications of these facts isn't possible when they are too busy being teenagers. But when it is possible to do something fun, I can catch some of their interests. Some of the students were really into the problem-solving aspect of the virus activity. I think that slowly they are warming up to the idea of thinking and working with me. Even though some remained uninterested the majority of students participated. I feel like they are becoming more comfortable asking me things that they are just generally curious about, which is really helping me have an opportunity to share real information with them. It is still very discouraging if I get no response, but typically at least one group will provide a job for me.