Science Fairs and Goldberry Science Journal Articles







Science Fair Ideas

Biology, Environmental, Earth Sciences

Field of Ideas

You can do it! 

Follow the links to great idea's for environmental and earth science fair projects!  Don't delay! 

Environmental Science Project Ideas!  9-12 

http://www.sciencebuddies.org/science-fair-projects/Intro-Environmental-Science.shtml

Earth Science Project Ideas!  9-12

http://www.education.com/science-fair/earth-space-science/

Ms. Goldberry's Fascinating Science Projects and Journal Articles

Participating in Science Fairs will help you develop inquiry based learning skills that will enhance projects throughout your university years, and professional life!   The following are some projects I've been fortunate to assist with, or develop.  

1.     Weber River Cottonwood & Riparian Understory Research Project: Adams, R., Goldberry, S. et al. 2010

Hybridization among dominant tree species correlates positively with understory plant diversity¹   http://www.amjbot.org/content/early/2011/09/27/ajb.1100137.abstract

 







2.   Ogden River Restoration Project:  Goldberry, S.A., Young, C. 2010

http://www.slideshare.net/ShaunnaGoldberry/weed-bmp-ogden-river-restoration-project-2010current

 3.   "Slow the Flow" Evaluting Ten Years of Water Conservation Legislation in Utah.  Goldberry, S.A., Summers, L.  2011 

http://www.slideshare.net/ShaunnaGoldberry/slow-the-flow20121-15813565

Level III Project Descriptions

LEVEL III Replacement Projects:

Even the penguins are dancing for joy! 

Everyone has the opportunity to make up one entire unit of missed work, by completing a Level III project. 

What is a Level III Project?

Level III projects are a way for you to show that you clearly understand an Earth Science/or Environmental Science process that we have learned this semester.   Everyone is a composite of different intelligences:  Naturalistic, Linguistic, Musical, Logical, Spatial, Intrapersonal, Interpersonal and Kinesthetic.  Gardener, a dedicated research- educator and other’s scientist have studied this for many years. 

LEVEL III Projects Q & A

What do I have to do?

1. Choose a rubric. These have been k-mailed to you, and are also located within your doc-share tab.

2. Read the directions on the rubric of your choice.

3. If you choose one of the following projects: You must scan each page and submit as images within a power point. 

A board game

A Children’s Book

A Short Story

A Comic Strip

4.  If you choose to create a model, you must take a photograph of YOU wonderful YOU, holding your creative genius!  It may not just be your hands.  This is to document it was your original work.   

May I submit more than one Level III project?   Generally only one Level III project will be accepted per student.  However, if you make this request, it will be reviewed by your instructor and Biology Department on an individual basis. 

Is this extra-credit work?  No.  The Level III projects are replacements for assignments or tests from any units prior to the one we are currently working on in Earth Science and Environmental Science.

How many points is the LEVEL III assignments worth?  They are equal to 100 points.

What are my Learning Goal choices from each UNIT?
EARTH SCIENCE Level III:  Learning Goal Choices

Level III Project UNIT Choices	Unit Learning Goals
Unit 1	Spheres as Earth Systems
	Topographical Maps
	Why Study Earth Science?
	Earth System Interactions
Unit 2	Pangaea and Continental Drift
	Plate Tectonics
	Moving Plates
	Structure of the Earth Interior
	Volcanoes and Earthquakes
	Mountain Building
Unit 3 & Unit 4	Three Kinds of Rocks
	Rocks and their Composition
	The Rock Cycle
	Earth History
	The Fossil Record
	Earth's History in Rocks/Geological History
Unit 5 & 6	Layers in Earth's Atmosphere
	Barometers
	The Sun and Earth's Energy
	Solar Radiation
	Wind Patterns What is Weather Cloud formation and Identification How Storms Form

ENVIRONMENTAL SCIENCE LEVEL III Learning Goal Choices:

Level III Project UNIT Choices	Unit Learning Goals
Unit 1	Earth as an Environmental System
	Easter Island and Resource Use
	Science of Remote Sensing & Applications
	Water and Empires
	The Scientific Method
Unit 2	Earth System and Lithosphere
	Interaction of Earth's Spheres
	Earths Major Ecosystems and Biomes
	Individuals and Populations
	Energy Flow in Ecosystems
	Principles of Population Growth
Unit 3	Soil as a Resource
	Water as a Resource
	Forests as a Resource
	Classification of Resources
	Case study on World Fisheries
	Fossil Fuels and Alternatives
Unit 4	Air Pollution: Sources and solutions
	History of Acid Rain
	Hazardous and Solid Waste
	Biodiversity & Extinction
	Global Climate Concerns
Unit 5	Not included this semester

Soil Nutrients and Your Health

May 2-3, 2012

Academic Goal:   Students will analyze local soil samples and calculate the C.E.U's (Cation-Exchange-Unit) and pH.   

Essential Question:  How does the soil quality impact the nutritional quality of food crops?

Lab Experiment:  Inquiry questions:  Hypothesize about the CEU's present in local soil samples.  Using local soil samples students will quantify the amount of CEU's present. 

Cation exchange capacity
Cation exchange capacity (CEC) is a measure of the total amount of exchangeable cations (positively charged ions) a soil can adsorb. Nutrient cations in the soil include positively charged ions such as calcium (Ca⁺²), magnesium (Mg⁺²), potassium (K⁺), sodium (Na⁺) and hydrogen (H⁺). In soil tests, CEC is reported in milliequivalents (meq) per 100 grams of soil. The exchangeable cations in the soil are in equilibrium with those in the soil solution (water in the soil). As plants remove nutrients (cations) from the soil solution, they are replenished from the adsorbed cations, which are then available for plant uptake (Figure 4). http://extension.missouri.edu/p/MG4

HOMEWORK:   Learning Goal II:  (Please refer to portfolio sheet on assignment.  Topics to choose from include:  Soil ecology, soil habitat, soil mycorrhizae desert habitats, soil restoration, soil pollution.  EBSCO SITE:  http://pioneer.uen.org/k12/

Lab Summary:   CEU and Soil pH Lab

 

Human Anatomy with Tape-Man

April 20, 2012

Leonardo di Vinci Human Anatomy 

Leonardo di Vinci Anatomical Illustrations

 http://www.leonardo-da-vinci-biography.com/images/leonardo-da-vinci-anatomy.4.jpg

Academic Goal:    Distinguish between the main organ systems of Homo sapiens.

Biology Today:         Create a labeled illustration of our class mascot, "Organ Bob,' utilize the      following information from text and hand-outs. (Please refer to example posted below).   Use the multimedia link from your biology text to observe some interactive diagrams:  

     Structure of Blood Vessels (326.0K)

Circulatory System (540.0K)

Kidney Filtration (578.0K)

    Food Movement Through the Esophagus (547.0K)

    Peristasis (547.0K)
   

Time for Digestion (11.0K)

Home work and Essential Questions: 

Describe the differences between the somatic and autonomic nervous systems.

Describe the flow of blood through the human body:  superior and inferior vena cava, right atrium, right ventricle, pulmonary arteries, lungs, pulmonary arteries, lungs, pulmonary veins, left atrium, left ventricle, aorta, and body.

1) Skeletal System: Chapter 32.  Label the following axial and appendicular skeleton:   

Axial = Skull and associated bones, sternum, ribs, vertebral column.  

Appendicular=clavicle, scapula, humerus, ulna, radius, carpal bones, metacarpal bones, phalanges, pelvic girdle, femur, patella, tibia, fibula, tarsal bones, metatarsal bones, phalanges.

2) Respiratory System:  Chapter 34.  Label the following:  nasal cavity, pharynx, larynx, trachea, bronchiole, bronchus, lungs, diaphram.

3) Circulatory System: Chapter 34.  Label and indicate the flow of oxygenated and non-oxygenated blood.   Label:  Left atrium. left pulmonary arteries, left pulmonary veins, mitral valve, aortic valve, left ventricle, inferior vena cava, right ventricle, tricuspid valve, right atrium, right pulmonary veins, right pulmonary arteries, pulmonary valve, superior vena cava.

4) Digestive System:   Chapter 35.  Label the following.   Tongue, teeth, salivary glands, pharynx, esophagus, stomach, liver, gallgladder. pancreas, large intestine, small intestine, appendix, and rectum.

5) Muscle System:   Chapter 32.  Label and define:  Smooth, Cardiac and Skeletal Muscle. 

6)  Integumentary System:   Chapter 32.  Label and define a cross-section of skin:   Epidermis, dermis, subcutaneous layer, nerve, vein, artery, muscle, sebaceous gland, capillary, hair shaft, sweat pore, sensory receptor, and free-nerve-ending.

7)   Nervous System:  Chapter 33.  Label:   A single neuron including:   dendrite, nucleus, cell body, axon, and axon endings.   Human brain:   hypothalmus, skull, cerebrum, cerebellum, medulla oblongata spinal cord, pons and brain stem.  Peripheral Nervous System:  cerebellum, vertebra, spinal cord, and spinal nerves.

NOTE:   Reproductive and endocrine system will be discussed later.   

EXAMPLE of HOMEWORK:


BIOLOGY LITERATURE: 




A stunning book, and one that I highly recommend.