P2: Assumes varied roles within academic and extracurricular settings.
Example 1: Bubble Inquiry: What is the chemistry behind a bubble...what makes the best bubble?
1) Students watch or read about bubbles from the following sites.
2) Students have "think tank" time to work with bubbles, solutions and various additives, like salt and sugar, to see what happens to the cohesion of the bubble. Students are designing, thinking, researching and collaborating with partner.
3) Students propose (after think tank and background research) an experiment to create the best bubble. Students must also decide on what dependent variable(s) they will be testing. Controls must be explained and monitored.
4) After students carry out experiment, they may tweek or find they need to completely re-evaluate their original plan.
5) Several drafts may be submitted before final.
6) Formal lab report written. See below.
P9: Acts and reflects on global issues.
Example 1: Current article and questions on Helium in the U.S.
1) Students read article about helium shortage in the U.S. and how this connects to Texas and the Helium Act by the U.S. government.
2) Answer questions and reflect on how helium reserves affect industry and how the government controls the majority of production.
3) Class discussion on how we may be directly impacted if no alternative is found to the finite resource of helium.
Example 2: Personal Experience Essay (revamped from previous years)
1) Students choose a topic that they are connected to personally. For example, one student has an aunt with Parkinson's disease or another student volunteered with children with Down Syndrome. They write about their experience, then research about the topic.
2) A day is spent in the library working with Dr. Jones to use the science related databases to find current research and credible resources.