I presented my first presentation; the topic was environmental engineering with a focus on water quality engineering. This presentation was about me and what I do. My goal was to convey how engineers use science and engineering to provide water that protects human health and the environment. My main concern was being too technical. I needed to be able to explain what I do without using a lot of technical terms. Somethings the students didn't understand because they haven't learned it yet, so I was able to expose them to some terminology that they will learn later in biology.
I think the presentation went well, although next time I need a demonstration. The students were paying attention and asking questions. I started off explaining how I arrived at graduate school and why. The students asked questions about how I paid for college and graduate school, why I came to Michigan (from California), and how I became interested in this field.
Monday, October 20, 2008
Monday, October 13, 2008
Science in everyday life
I want the students to see how the science that they are learning relates to their lives. Next week I'm giving a presentation on my research, biological wastewater treatment; drinking water treatment and wastewater treatment is not something that most people think about but it is very important to our health and the way we live our lives. Hopefully I'll be able to convey this during my presentation.
Monday, October 6, 2008
Work ethic
I've been interacting with the two classes of biology for three weeks now; some students are doing well while others are not. The difference between the two groups of students is that those who are doing well are making a sincere effort and doing their work.
From many of the students who aren't doing well, I hear that the class is boring or that they don't like the subject; it is not that they cannot do the work, they choose not to do it. All students in Michigan need to pass biology to graduate from high school; however, that doesn't seem to be enough motiviation to get these students to do the work that need to do to pass the class...
This mentally is different from the one that I had in high school. I didn't like my high school bio class either, but I still earned an A in the class because my goal was to attend UC Berkeley or UCLA. I needed to do well, B or better, in all my classes to reach my goal; I knew this when I started high school. It doesn't seem like the students are thinking about their long-term goals when the decide not to do their work. Right now I'm wondering how do I reach the students who aren't turning in their assignments.
How can I convince a student that failing a class because he/she doesn't like it only hurts the him/her?
From many of the students who aren't doing well, I hear that the class is boring or that they don't like the subject; it is not that they cannot do the work, they choose not to do it. All students in Michigan need to pass biology to graduate from high school; however, that doesn't seem to be enough motiviation to get these students to do the work that need to do to pass the class...
This mentally is different from the one that I had in high school. I didn't like my high school bio class either, but I still earned an A in the class because my goal was to attend UC Berkeley or UCLA. I needed to do well, B or better, in all my classes to reach my goal; I knew this when I started high school. It doesn't seem like the students are thinking about their long-term goals when the decide not to do their work. Right now I'm wondering how do I reach the students who aren't turning in their assignments.
How can I convince a student that failing a class because he/she doesn't like it only hurts the him/her?
Friday, October 3, 2008
First Week
9/15/08 (Day 1)
My day started bright and early at 7:20 am for first and second period biology. There was a quiz today on classroom policies; most of the students were not prepared. Then a review of the hydrologic cycle, river flow paths, hurricanes, and floodplains. The students have been learning about the scientific method, and last week went out to the nature area to make observations. Several of the students in first period were tired, while the students in second period had more energy. Some students are already showing patterns of excessive absenses and/or tardies.
9/17/08 (Day 2)
The students are learning the scientific method, and today they started "testing a hypothesis" or doing experiments. This was a simple lab; measure the mass of a rubber stopper, paper clip, air inside a balloon, 40 ml of liquid A, and 40 ml of liquid B using a triple beam balance and graduated cylinder. Some of the students progressed through the lab quickly while others struggled with the balance. A few of the students, in both classes, were bored with the lab and wanted to do cool experiments (e.g., dissections). None of the groups finished all of the measurements.
9/19/08 (Day 3)
The students went to the nature area to collect soil samples to measure the moisture content of the soil. Some of the students didn't want to participate; they let their lab partner(s) do all the work. Some of the students in second period weren't paying attention to the instructions; their was lots of side conversations. One of the students was upset because his lab partners didn't help him take measurements outside or collect the soil sample.
General Impressions
Most of the students are in ninth grade, so they're making the transition from middle school to high school. This biology class is a project/lab based course; however, some of the students haven't taken an interst in the labs yet. They say they are bored, and they complain about having to make measurements (mass and volume) or get their hands dirty. They don't see the point of these beginning labs, and they don't want to take the time to learn basic lab skills. They'll soon learn that these beginning labs are leading to their class projects, which will hopefully spark their interest in the labs that they're doing.
My day started bright and early at 7:20 am for first and second period biology. There was a quiz today on classroom policies; most of the students were not prepared. Then a review of the hydrologic cycle, river flow paths, hurricanes, and floodplains. The students have been learning about the scientific method, and last week went out to the nature area to make observations. Several of the students in first period were tired, while the students in second period had more energy. Some students are already showing patterns of excessive absenses and/or tardies.
9/17/08 (Day 2)
The students are learning the scientific method, and today they started "testing a hypothesis" or doing experiments. This was a simple lab; measure the mass of a rubber stopper, paper clip, air inside a balloon, 40 ml of liquid A, and 40 ml of liquid B using a triple beam balance and graduated cylinder. Some of the students progressed through the lab quickly while others struggled with the balance. A few of the students, in both classes, were bored with the lab and wanted to do cool experiments (e.g., dissections). None of the groups finished all of the measurements.
9/19/08 (Day 3)
The students went to the nature area to collect soil samples to measure the moisture content of the soil. Some of the students didn't want to participate; they let their lab partner(s) do all the work. Some of the students in second period weren't paying attention to the instructions; their was lots of side conversations. One of the students was upset because his lab partners didn't help him take measurements outside or collect the soil sample.
General Impressions
Most of the students are in ninth grade, so they're making the transition from middle school to high school. This biology class is a project/lab based course; however, some of the students haven't taken an interst in the labs yet. They say they are bored, and they complain about having to make measurements (mass and volume) or get their hands dirty. They don't see the point of these beginning labs, and they don't want to take the time to learn basic lab skills. They'll soon learn that these beginning labs are leading to their class projects, which will hopefully spark their interest in the labs that they're doing.
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