Science education.

Chair: Chris Snyder, USM Gulf Coast Research Laboratory

Vice-chair: Michael Carley, USM Gulf Coast Research Laboratory

THURSDAY MORNING

Hunter Henry Ballroom B

8:00 EMERGING INFECTIOUS CURIOSITY IN HIGH SCHOOL SCIENCE STUDENTS

Susan A. Bender, Jim Hill High School, Jackson, MS 38204

From the National Science Standards, teachers are asked to "Select Science content and adapt and design curricula to meet the knowledge, understanding, and abilities and experiences of students. Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners, and enable students to have significant responsibilities for the learning of all members of the community. Research and current population demographics suggest that the percentage of the United States population that is comprised by members of a minority group is steadily increasing, and that female and minority students are choosing not to pursue careers or academic majors in the Sciences. One way to engage students in inner city high schools, is through the use of Emerging Infectious Disease Activities. These activities, allow students to assume the roles of physicians, patients, and public health experts to investigate a cluster of patients with similar symptoms reporting to different hospitals within the same area with a potentially life threatening emerging infectious disease and the increased likelihood of this infectious agent causing a widespread outbreak. The development of this teaching module is sponsored by a grant from the Howard Hughes Medical Institute presented to the Base Pair Program at the University of Mississippi Medical Center, Project Director, Dr. Rob Rockhold.

8:15 A REVIEW OF THE CENTRAL GULF COAST REGIONAL OCEAN SCIENCES BOWL KNOWN AS THE HURRICANE BOWL

Sam Clardy, Gulf Coast Research Laboratory's J.L. Scott Marine Education Center (MEC), Ocean Springs, MS 39564

The Central Gulf Coast Regional Ocean Sciences Bowl is one of 25 regional competitions held throughout the country. This bowl is an ocean science academic competition for high school students. Teams are comprised of four to five high school students and a coach. The winners of the 25 regional competitions are invited; at no expense to the team, to the national competition to be held April 28-30, 2007 in Stony Brook, New York. The focus of this presentation is to provide information about the regional competition, known as the Hurricane Bowl, and to encourage participation in this academic event that instills the Essential Principals and Fundamental Concepts of ocean literacy to all participants.

8:30 ESTABLISHMENT OF A VOLUNTARY COLLEGE EXERCISE PROGRAM

Johnny L. Mattox, Blue Mountian College, Blue Mountain, MS 38610

Mississippi ranks first in the number of obese citizens and physical exercise programs in some school systems have been discontinued due to inadequate funding. Therefore, it is important that students develop a regular exercise program voluntarily. The benefits of regular aerobic exercise are well-documented and numerous, including lowered blood pressure and heart rate, improved respiratory efficiency and lung function, increased bone density, improved mental well-being, and reduced stress levels, among many others. A program of walking/running has been established at Blue Mountian College. Members of the student body, faculty, and staff meet each week on Thursday at 4:00 p.m. to participate. Members of the program call themselves the BMC "Road Scholars". Students at the college are introduced to the program the first week of the school year during the Freshman Experience. The program is described and they are strongly encouraged to become a participant. Participants have indicated that the program is meeting a degree of success in improvement of their lifestyles. It is also possible that the program will benefit retention efforts by the college since student involvement in extracurricular activities seems to result in an enhanced feeling of belonging to the college community. Therefore, at present, the college plans to continue this program indefinitely.

8:45 RURAL BIOMEDICAL INITIATIVE (RBI): RURAL STUDENTS BECOMING CONFIDENT SCIENTIFIC THINKERS

Cindy Cook (1)*, Jeff Stokes (2), Susan A. Bender (3), Rob Rockhold (4), (1) Puckett Attendance Center, Puckett, MS 39151, (2) Murrah High School, Jackson, MS 39202, (3) Jim Hill High School, Jackson, MS 39204, and (4) University of Mississippi Medical Center, Jackson, MS 39216

The RBI incorporates aspects of the urban Jackson Public School District's science enhancement programs, Base Pair and SOAR, to acclimate rural students to opportunities offered in medical and scientific domains. Puckett Attendance Center in Rankin County is the first rural school in Mississippi to adopt the accredited Biomedical Research course, which combines rigorous, inquiry-based elements of Base Pair at Murrah High School and from SOAR at Jim Hill. In 2006-07, Puckett High School enrolled students into Biomedical Research, based on interest. When polled initially, 70% declared interest in a medical-related career, 20 % in a science-related career and 10% were undecided. The students engaged in lectures and laboratory studies, in areas of Forensics, Medicine and Health, Environmental and Molecular Sciences. Classes addressed academic and laboratory demands required by each discipline. Monitoring of student progress showed that 64% of students progressed at an above average rate (36% performed at an average rate). When students were polled again following exposure to the curriculum, 80% declared interest in a medical-related career and 20% in a science-related career. This initiative exposes rural students to career opportunities in biomedicine while challenging them with realistic career demands. (supported by Howard Hughes Medical Institute)

9:00 Break

9:15 IS IT A CRIME WHEN SCHOOL IS MAKING ME SICK

Timothy E. Fizer and Susan A. Bender*, Jim Hill High School, Jackson, MS 38204

From the National Science Standards, teachers are asked to "Select Science content and adapt and design curricula to meet the knowledge, understanding, and abilities and experiences of students. Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners, and enable students to have significant responsibilities for the learning of all members of the community." From the Mississippi State Science Framework," students will communicate the results of their investigations in oral, written, and graphic form." These skills will be developed and enhanced from the sharing of knowledge among their peers and students will develop and appreciation for the sacrifices and scientific skills necessary to pursue careers in Epidemiology and Microbiology. Using basic Microbiological topics, I believe that I have achieved these goals. As a student in the Student Oriented Academic Research Program (SOAR), I have learned that even the simplest things in life can make one ill. I have acquired the skills and developed the techniques required to culture and grow the bacteria and fungi that lie dormant in my school. It is my hope that as I share my knowledge with other students in my building and other high school students around the state that they will be inspired to seek careers in advanced science fields. My research has been sponsored by my teacher, and by a grant from the Howard Hughes Medical Institute presented to the Base Pair program at the University of Mississippi Medical Center, Dr. Rob Rockhold, Project Director.

9:30 YES, VIRGINIA, THERE ARE NUMBERS THAT ARE NOT RATIONAL NUMBERS

Myron Henry, Sherry Herron*, Michelle Green, and Shauna Hedgepeth, University of Southern Mississippi, Hattiesburg, MS 39406

The 2006 Southern Miss Summer Mathematics Institute [(SM)[.sup.2]I] consisted of 24 middle school teachers. One session featured the set of real numbers and was introduced though a Thanksgiving B.C. cartoon by Johnny Hart. The cartoon had a B.C. ant next to a pumpkin with [pi]p = (22/7) inscribed on the pumpkin. The B.C. ant concluded, "A Pumpkin Pi!" About half of the teachers thought the equation was correct. The session continued with an analysis of terminating and repeating decimals. The session on the next day was entitled "Yes, Virginia, there are numbers that are not rational numbers." Toward the end of the discussion on irrational numbers, one participant asked why "Yes, Virginia" to introduce the session. Fewer than half of the participants were aware of the 1897 editorial "Yes, Virginia, there is a Santa Claus" by Francis P. Church that responded to Virginia O' Hanlon's question, "Is there a Santa Claus?" The surprising (?) number of participants who thought [pi]p= (22/7) and who were unaware of the editorial prompted the lead project director to pen a "Yes Virginia" parody on irrational numbers. This presentation highlights the mathematics "path" to this parody and the use of technology to foster learning mathematics concepts. The Institute was funded by the U.S. Department of Education and administered through the Mississippi Department of Education.

9:45 DEVELOPING A GUIDE BOOK FOR DEER ISLAND, MISSISSIPPI

Michael Carley, Gulf Coast Research Laboratory's J.L. Scott Marine Education Center (MEC), Ocean Springs, MS 39564

The purpose of this project is to research and develop a guide book for Deer Island. Deer Island, a 674 acre landmass which lies just off the mainland coast of Biloxi, MS, is managed under the authority of the Mississippi Department of Marine Resources Coastal Preserves Program. The island is utilized by the public for numerous outdoor experiences including camping, beachcombing, and fishing. The guide book will serve to inform the public about the geological and archeological history of the island as well as document the common flora and fauna. This guide book is funded through the Mississippi Department of Resources Tidelands Trust Fund.

10:00 THE MEDICINE WHEEL GARDEN AS AN INTEGRATED PROJECT FOR CROSS CURRICULUM EDUCATION

Sherry Herron*, Candice Carter, Brandi Deroche, Leslie Jones, Marlissa Leavitt, Douglas Magomo, Jill D. Maroo, Betsy Sullivan, Tommy Sumrall, Anita Waltman, and Nina Ye, University of Southern Mississippi, Hattiesburg, MS 39406

The University of Southern Mississippi's Inter-tribal Society recently built a Medicine Wheel Garden which quickly evolved into a multi-disciplined educational tool that provides a hands-on, non-conventional arena for learning. A medicine wheel garden is circular in shape and divided along cardinal directions into quadrants which can have multiple meanings. The project idea has been introduced to area schools which have adapted the concept to fit their individual interests. The project provides an excellent opportunity to teach across the curriculum and to integrate disciplines, as well as lending itself to community involvement. Over fifteen groups at USM have been involved in the physical development of the Medicine Wheel Garden. Students in science and mathematics education are developing curriculum materials and activities applicable to lower, middle, and high school. Curriculum ideas related to core subject areas, vocational programs, technology programs and the arts--all of which apply to the tech-prep program in K-12 education--will be shared.

10:15 Break

10:30 MIDDLE SCHOOL MATHEMATICS AND SCIENCE FEATURING APPLICATIONS TO HURRICANES AND OTHER NATURAL DISASTERS

Sherry Herron*, Myron Henry, Lida McDowell, Shelia A. Brown, and Sharon Walker, University of Southern Mississippi, Hattiesburg, MS 39406

Forty-eight in-service teachers of science or mathematics from middle schools mostly located in South Mississippi participated in a full-day, two-week summer institute that featured concepts of mathematics and science motivated by applications emerging from natural disasters (especially hurricanes). Teachers participated in Maury Project activities that had been developed for a teacher enhancement program on oceanography through funding from the American Meteorological Society. During a field trip to Deer Island, teachers collected debris and analyzed debris components. They also studied the path and impact of Hurricane Katrina using middle school mathematics and science concepts and through cell sheet and spreadsheet applications. Teachers utilized a SMART Board, tablet PC, projector, digital camera, and TI-84 graphing calculator during the institute to enhance science and mathematics understanding. Teams consisting of one mathematics teacher and one science teacher from the same school received this equipment package for classroom instruction in their schools. Funding for this Mathematics and Science Partnership (MSP) program (which continues through the school year) is from U.S. Department of Education. The MSP program is administered by the Mississippi Departments of Education. Presenters will describe instructional strategies and data and curriculum materials developed during and for the summer institute as well as ongoing interactions with teachers during the current school year.

10:45 CREATING AN EDUCATIONAL PODCAST FOR THE GULF COAST RESEARCH LABORATORY

Jessica Sherman (1), and Chris Snyder (2), (1) Mississippi Gulf Coast Community College, Gautier, MS 39553, National Aeronautics and Space Administration, Stennis Space Center, MS, 39522, and (2) Gulf Coast Research Laboratory's J.L. Scott Marine Education Center (MEC), Ocean Springs, MS 39566

The Internet has become the most commonly used research tool in the world. Increased use has led to the need for methods of disseminating current information to interested parties. Video podcasts are emerging tools designed to meet this need. Video podcasts are short, informational segments formatted for easy distribution via the Internet and designed for playback on portable media players. This project involved the development of a template for the production of video podcasts for use in the J. L. Scott Marine Education Center's Sea TV program. The initial phase of the project involved researching existing podcasts, establishing a standard format for use in the Sea TV Program, and identifying an appropriate topic for the pilot broadcast. Once the topic was identified, production of the video segment began with an interview of Gulf Coast Research Laboratory (GCRL) personnel and gathering of necessary graphics and materials. After the production of the segment was completed, broadcast of the video podcast on the Internet was coordinated with both the GCRL Public Information Office and The University of Southern Mississippi Website Design Team. The result was a professionally constructed podcast, which is available to viewers worldwide.

11:00 RESTORATION OF FOSSIL COLLECTIONS FOR J.L. SCOTT MARINE EDUCATION CENTER (MEC) PROGRAMS

Jason Darden (1) and Sam Clardy (2), (1) Mississippi Gulf Coast Community College, Gautier, MS 39533, National Aeronautics and Space Administration, Stennis Space Center, MS 39522, and (2) Gulf Coast Research Laboratory's J.L. Scott Marine Education Center, Ocean Springs, MS 39566

This project was designed to restore the fossil collections that were damaged or lost at the J.L. Scott Marine Education Center (MEC) as a result of Hurricane Katrina. In addition to fossils previously owned by the MEC, the collection also contains specimens obtained by various donations and purchases. The internship included research to properly identify and label the fossils according to both their common and scientific names using Linnaean taxonomy. Once the fossil collection was completed, the collection was organized and displayed in an exhibit for the use in the MEC's Project Marine Discovery classrooms. The collection will be used as part of a hands-on experience in programs and workshops conducted on-site.

11:15 TECHNOLOGY AND SCIENCE EDUCATION ISSUES IN THE NEW MILLENIUM

Prince Showi (1*), James Ejiwale (2), and Mudlagiri B. Goli (1), (1) Mississippi Valley State University, Itta Bena, MS 38941 and Jackson State University, Jackson, MS 39217

We have heard so much about integrating technology into our existing curriculum, but we are still struggling to adopt it. There are couples of issues to address in order for integration to be successful. First, you should determine what you want the technology to do for you. Technology can address the learning problems, because real influences of technology are too great to be ignored. Since the 21st Century, technology and science education have grown rapidly and made education relatively easy and unique and technological tools enable us to imagine ways of assessing the quality of an educational experience on a national or international level. Second, as we complete the 20th century and prepare for the 21st century, it is important to realize that our world is far different form one which existed a hundred years ago. In the 19th century, a largely agricultural workforce existed along side an emerging industrial economy powered by muscle, water and steam. In this short presentation, attempt will be made to look into the different aspects of technology issues and the way to incorporate it in to the university curriculum.

11:30 CENTRAL GULF OF MEXICO OCEAN OBSERVING SYSTEMS (CenGOOS) K-12 PROGRAM DEVELOPMENT

Kylie Williams (1*), Tami Wells (2), Stephen Howden (3), Conrad Johnson (4), Sharon Walker (2), 1 Mississippi Gulf Coast Community College, Gautier, MS 39553, (2) University of Southern Mississippi, GCRL, J.L. Scott Marine Education Center, Ocean Springs, MS 39564, (3) University of Southern Mississippi, Marine Science, Stennis Space Center, MS 39529, and (4) University of Southern Mississippi, Center of Higher Learning, Stennis, MS 39529

This project is a collaborative effort which "Bridges the Gap" between scientist and educators by developing ocean observation classroom activities for students (K-12). Real-time and near-real time ocean observing systems data was integrated into curricula that pursue the National Science Standards, Mississippi Science Standards, and the Ocean Literacy Essential Concepts and Fundamentals. This curricula development has significantly (p=0.01) expanded the knowledge of both formal (pre-service and in-service) and non-formal educators in observation system technology. The foci of the curricula includes; physical, chemical, geological and biological oceanography, remote sensing, acoustics and cartography. Physical and chemical data collected in situ from a research vessel platform coupled with data collected from ocean observing instruments provide data for virtual reality program activities in the classroom. The deliverables for this project are linked to the CenGoos, Gulf of Mexico Alliance (GOMA) and the Gulf Coast Ocean Observing System (GCOOS) networks and are utilized as teaching tools for classroom instruction and teacher workshops in Louisiana, Mississippi, and Alabama via a remote virtual reality classroom developed by the University of Southern Mississippi, Gulf Coast Research Laboratory, Marine Education Center.

11:45 Divisional Business Meeting

THURSDAY AFTERNOON

Hunter Henry Ballroom B

1:15 THE MISSISSIPPI STATE UNIVERSITY "CHALLENGE X" EXPERIENCE

Amanda McAlpin*, David Oglesby, and Marshall Molen, Mississippi State University, Mississippi State, MS 39762

Mississippi State University is currently one of 17 North American universities participating in Challenge X. Challenge X is a four year student design competition sponsored by the US Department of Energy and General Motors. Students are challenged to redesign a 2005 Chevrolet Equinox to decrease fuel consumption and harmful emissions while maintaining or exceeding stock vehicle performance. The first year of the competition focuses on modeling and simulation of the new vehicle powertrains. The selected powertrain is then built and implemented in the second year of the competition. The third and fourth years focus on refinement and consumer acceptability aspects of the vehicle. Throughout the project, students are required to follow a reduced version of the General Motors Vehicle Development Process. Besides the technical aspects of redesigning and implementing an automobile powertrain, the teams are also required to conduct media and community outreach and K-12 educational events. Challenge X provides invaluable hands-on and teamwork experience to all disciplines of engineering, business, education and communication students.

1:30 DESCRIPTION FOR 3-D LEARNING AND BEYOND: DIRECTION, DEVELOPMENT, DELIVERY

Rodney W. Beasley, Mississippi State University, Mississippi State, MS 39762

With a fast changing and challenging world facing our present students, education must keep up the pace to help them prepare for the 21st Century. Therefore, the changing business and professional communities are relying on teachers to prepare students for the workforce. Are professional educators meeting these expectations? With the need for better weather forecasts, environmental solutions, medicine, space programs, and disaster planning, science education at the secondary and post-secondary levels may be the only answer. Science education must merge with career-technical practices to help spark students' interest. In other words, science educators must combine the rigor/relevance framework with differentiated instruction to help recruit students into the scientific and engineering fields of study. Many studies have shown an increase in self-esteem among both male and female students by making the science curriculum relevant and by implementing differentiated instruction. The 3D Learning: Science and Beyond workshop will give teachers activities to help apply rigor and relevance with differentiated instruction to provide students with a foundation in scientific and technical knowledge. Applied activities will be included to help teachers present science as a positive experience which in turn may increase test scores and self-esteem. Thus, these practices can help bring Mississippi to the forefront of science education, and prepare students to make significant contributions in the fields of science and engineering. To reduce teachers' anxiety about high-stakes testing, revisions and teaching strategies to the 2006-2007 subject area testing program will be presented. Materials and equipment will be distributed. Come join the fun!

1:45 TEACHING BIOINFORMATICS: STRATEGIES AND MATERIALS

Sherry Herron*, Jessica McNeil, and Tasha Thames, University of Southern Mississippi, Hattiesburg, MS 39406

Mississippi EPSCoR (NSF 05-589) funded the 3-day summer Bioinformatics Workshop for High School and College Instructors. Held at the Mississippi E Center, seventeen educators experienced curriculum materials developed through The Human Genome Project and units on human evolution from the DNA Dolan Learning Center at Cold Spring Harbor. Computer-based, wet-lab, and modeling activities experienced during the workshop will be described; pre and post test results and evaluations will be presented. Current work focusing on sickle cell curriculum materials will also be described.

2:00 MONTASTREA ANNULARIS AS A CORAL REEF HEALTH INDICATOR AT HALF MOON CAYE, BELIZE

Mallory Blakeslee* and Aimee T. Lee, University of Southern Mississippi, MS, 39406

This study utilizes Montastrea annularis in order to determine the fitness of a coral reef ecosystem in Belize, Central America. M. annularis was chosen because it is the most abundant type of coral in the sample area. Therefore, its presence will directly relate to the health of the overall ecosystem. Sample sites were determined by using a random numbers chart, then the presence or absence of the coral at each site was recorded. Ten samples were taken at four sites on a barrier reef off the coast of Belize. Using a barrier reef allows researchers to compare between them and inland reef systems. This study indicates the overall health of the system sampled to be good; however, there are no previous data with which to compare. This study provides a base line for future studies.

2:15 BECOMING MORE ACQUAINTED WITH "HANDS-ON" OCEAN-RELATED LESSON PLANS AND OCEAN LITERACY STANDARDS

Sharon Walker, University of Southern Mississippi, Hattiesburg, MS 39406

This presentation will feature recently developed ocean and coastal processes lesson plans, aligned with State, National, and Ocean Literacy Standards. These lesson plans will focus on hurricanes and their subsequent environmental impacts on coastal and inland communities, specifically on marshes and wetlands, oceans and human health, and oyster reefs. Special emphases will be provided on the Essential Principles and Fundamental Concepts of Ocean Literacy. These Essential Principles include: 1) the Earth has one big ocean with many features; 2) the ocean and life in the ocean shape the features of the Earth; 3) the ocean is a major influence on weather and climate; 4) the ocean makes the Earth habitable; 5) the ocean supports a great diversity of life and ecosystems; 6) the ocean and humans are inextricably interconnected; and 7) the ocean is largely unexplored. Resource materials will be provided to attendees, as well as professional development opportunities for informal and formal educators.

2:30 Break

2:45 PROBLEM-SOLVING IN INTRODUCTORY PHYSICS COURSES: A COMPARISON BETWEEN ONLINE AND TRADITIONAL METHODS

Abu Khan, Jackson State University, Jackson, MS 39217

This study investigated the effectiveness of implementing online technology in problem-solving assignments. Instructors frequently encounter the questions whether online assignments serve the purpose of problem-solving, and whether traditional method of in-class problem-solving is better than online methods. Undergraduate students of introductory physics courses (N=239) at Jackson State University over past six years were assigned problem-solving tasks using both traditional classroom and online methods. In traditional method, each student took 11 quizzes over a semester. Students were given 4 problems in each 50-minute open book and open class-note quiz. Discussion with fellow students was prohibited. In online method, students were given 11 assignments (10 problems per assignment) that were picked up and submitted online within a week. Students had access to texts, class-notes, online resources including solution hints kept on WebCT platform. Problems assigned in-class and online were of similar degree of difficulty, and were worth 10% of students' final grade. When compared, no difference in student performances between the two methods was found. However, from separate analysis, algebra-based physics students (N=98) were found to perform better in traditional method compared to online method (t=3.36, p<0.001). Calculus-based physics students (N=141) were found to perform better in online method (t=3.67, p<0.001). More familiarity of these students with computer use may explain the observed difference. Results suggest that online methods can be effectively implemented in problem solving assignments.

3:00 A CRITICAL EVALUATION OF PUBLIC OPPORTUNITIES TO LEARN GEOBIOLOGY AT THE MISSISSIPPI PETRIFIED FOREST IN FLORA, MS

Renee Clary* and James H. Wandersee, Mississippi State University, Mississippi State, MS 39762 and Louisiana State University, Baton Rouge, LA 70803

Field trips to outdoor informal science education sites offer experiential opportunities for students that enhance or support classroom education as well as increase students' motivation to learn (Wandersee & Clary, 2006). In order to identify the onsite interpretive materials and features that comprise the best teaching opportunities for geobiological concepts at Mississippi Petrified Forest, a registered National Landmark and the only petrified wood site east of the Mississippi River, the authors performed a critical analysis of data they collected via site visits and an in-depth content analysis (Neuendorf, 2001) of the Flora trail guide brochure. They used the onsite interpretative materials from the comparable Petrified Forest of Calistoga, CA as a benchmark. The analyses determined (1) the design elements at Flora that are most effective for presenting integrated geology-biology concepts; (2) the opportunities to learn from the trail brochure that will aid science instructors in utilizing this informal educational site wisely; and (3) suggestions for teachers who wish to customize a brochure for a Flora site visit, and/or design activities that would support integrated science education within their biology and earth science/geology student populations.

3:30 THE ROLE OF OCEAN OBSERVING SYSTEMS IN K-12 EDUCATION: EXPLAINING THE CONCEPTS, DEVELOPING THE CURRICULA AND APPLYING THE TECHNOLOGY

Tami Wells (1*), Sharon Walker (1), Stephen Howden (2), and Marcus Jarrett (3), (1) Gulf Coast Research Laboratory-J.L. Scott Marine Education Center, Ocean Springs, MS 39564, (2) University of Southern Mississippi, Stennis Space Center, MS 39522, and (3) Department of the Navy, Stennis Space Center, MS 39522

The need for advanced ocean literacy in our society has never been more critical than it is today. Decades of science education research has well documented the need to improve the instruction and intellectual capacity of science and mathematics in K-12 students. Ocean Observing Systems, both atmospheric and from ocean platforms, have provided technological support to teachers delivering challenging curricula in meeting the standards of the Ocean Literacy Essential Principles and Fundamental Concepts. The Central Gulf Coast Ocean Observing System (CENCOOS), Gulf Coast Ocean Observing System (GCOOS), Gulf of Mexico Alliance (GOMA), and the Naval Oceanographic Office (NAVOCEANO) have established the ability to engage ocean monitoring systems and scientific research with educators (informal and formal) to enhance the ocean sciences education framework. The statistical impacts of professional development programs for precollege teachers document positive correlations between pre- and posttests. Technology resources, teacher workshops, curricular development and concepts of Ocean Literacy are recognized and discussed.

3:45 MISSISSIPPI SCIENCE FRAMEWORK AND NATIONAL SCIENCE EDUCATION STANDARDS BASED PROGRAMS AT J. L. SCOTT MARINE EDUCATION CENTER

Shelia A. Brown* Gulf Coast Research Laboratory's J.L. Scott Marine Education Center (MEC)*, Ocean Springs, MS 39566

The J.L. Scott Marine Education Center provides a variety of educational programs for public and private school groups K-12, teacher workshops and institutes, as well as the general public. Programs are structured to fulfill the Mississippi Science Framework Standards, National Science Education Standards and the Ocean Literacy Essential Principles and Fundamental Concepts (2005). Programs may include mini-lectures, "hands-on" activities, arts and crafts, live animal encounters, and field trips to local habitats. The composition of these programs will be provided and evaluation data presented.

4:00 TECHNOLOGICAL ENHANCEMENTS TO J.L. SCOTT MARINE EDUCATION CENTER'S SEA TV PROGRAM

Chris Snyder, Gulf Coast Research Laboratory's J.L. Scott Marine Education Center, Ocean Springs, MS 39564

J.L. Scott Marine Education Center's (MEC) Sea TV program has been bringing an "eyes-on" educational experience to Mississippi classrooms for the past four years. Sea TV, a cooperative effort of the MEC and Mississippi Public Broadcasting, utilizes video conferencing technology, live animals and the Internet to bring coastal habitats and marine science into K-12 classrooms statewide. Post Katrina enhancements and advancements in Internet technology have been incorporated into the existing program to improve the educational and entertainment valve of the program. Enhancements and new programming techniques are fully detailed and demonstrated in a visual presentation highlighting the use of technology in the classroom.

6:00 Poster Session 

Location: Bost Auditorium North

Posters may be set up between 4:00p and 4:30p

ENHANCING HANDS ON SCIENTIFIC EXPERIENCES OF SECOND GRADE STUDENTS VIA THE SCIENTIFIC METHOD

Mariel Fountain (1), and Kim M. Everett (2), (1) Mississippi Gulf Coast Community College, Gautier, MS 39533, National Aeronautics and Space Administration, Stennis Space Center, MS 39522, (2) Gulf Coast Research Laboratory's J.L. Scott Marine Education Center (MEC), Ocean Springs, MS 39564, and Oak Park Elementary School, Ocean Springs, MS 39564

The purpose of this project was to enhance usage of the scientific method by second graders in the gifted program of Oak Park Elementary School in Ocean Springs, MS. One or two sub units from the following topics were selected: Density, Chemistry, Crime lab, Forensics, and Physics. Prior to each experiment, an informal discussion was used to determine prior knowledge by the students. After each experiment, informal questions and answers revealed increased knowledge on the subject. A lab report work sheet was compiled for each experiment including materials, hypothesis, procedures and results.

INTRODUCING ENGINEERING THROUGH A PROJECTSBASED COURSE TO HIGH SCHOOL STUDENTS AND TEACHERS, AND PROVIDING COLLEGE STUDENTS INTERESTED IN ENGINEERING THE OPPORTUNITY TO MEET ENGINEERING PROFESSORS AND STUDY SIX DISCIPLINES OF ENGINEERING

Maxine Woolsey* and Marni Kendricks, University of Mississippi, University, MS 38677

Introduction to Engineering is a projects-based course developed to include basic mathematical engineering concepts, lectures by engineering professors, and hands-on projects where students, working in groups of three, follow the engineering process to construct prototypes representing six disciplines of engineering. The course provides opportunities for high school and college students to experience chemical, civil, electrical, geological, mechanical engineering, and computer science at the University of Mississippi, with engineering professors, during fall and summer semesters. Students participate in the teaching classroom, or via distance learning or interactive streaming video. Teachers facilitating or teaching Intro to Engineering participate in a two-week summer workshop to meet engineering professors and learn content and techniques for teaching engineering. The course, in its present format, was first taught to high school and college students during the fall of 2005. Eighty six high school students representing 26 high schools and 23 college students have completed the course. Results from post evaluation surveys show 60 percent of students completing the surveys confirmed they want to continue studying engineering as a college major, 40 percent also included the discipline of engineering they want to study, and 40 percent indicated they do not want to major in engineering. Textbooks and project materials are available through Ole Miss Engineering.

EXCITING AND INCREDIBLE CRYPTOGRAPHY

Anil Sharma* and Dana Taylor, Mississippi Valley State University, Itta Bena, MS 38941

The field of cryptography is intriguing and continues to develop. It involves linguistic and mathematical techniques for securing information. Earlier forms of cryptography involved identifying patterns in language; however, modern forms utilize results in advanced mathematical fields such as number theory and discrete mathematics. Cryptography is concerned with encryption and decryption of information. Most recently, cryptography has such diverse applications as computer security authentication, electronic voting, and electronic money such as the Electronic Funds Transfer.

THE HISTORY OF STUDENT RESEARCH AT THE GULF COAST RESEARCH LABORATORY (GCRL)

Kim Dearman (1*) and Joyce M. Shaw (2), (1) Mississippi Gulf Coast Community College, Gautier, MS 39533, National Aeronautics and Space Administration, Stennis Space Center, MS 39522 and Gulf Coast Research Laboratory, Gunter Library (2), Ocean Springs, MS 39564

The Gulf Coast Research Laboratory (GCRL) has hosted numerous student scientists over its long history. From Spring Break research experiences to several years of postdoctoral study, both undergraduate and graduate students have used the laboratories, research vessels, and library materials of GCRL as they explored the coastal estuaries and marine waters of Mississippi. This project involves documenting the history of student research at GCRL. A comprehensive list of students, the work they published, and "where are they now" information will be compiled. Former students will be contacted and asked to provide personal stories about their most important memories of GCRL. This project continues nearly a decade of work devoted to documenting the history of the Gulf Coast Research Laboratory.

CREATING AN ARTIFICIAL BOG TO TEACH STUDENTS ABOUT CARNIVOROUS PLANTS

Samantha Mowrey (1) and Michael Carley (2), (1) Mississippi Gulf Coast Community College, Gautier, MS 39533, National Aeronautics and Space Administration, Stennis Space Center, MS 39522, and (2) Gulf Coast Research Laboratory's J.L. Scott Marine Education Center, Ocean Springs, MS 39564

In this project, information was collected to educate K-12 students about carnivorous plants found in coastal Mississippi. Research about the habitats and growth habits was initiated in order to create the most suitable environment for growth. After designing the appearance of the exhibit, the plants were located and, when necessary, permission obtained to transplant them to the prepared soil bed at the Marine Education Center. The plants are maintained as a live exhibit, in order to display and teach students about the carnivorous plants growing naturally in Southern Mississippi.

TEACHING SECOND GRADERS ABOUT SCIENTIFIC CONVENTIONS AND EXPERIMENTATION

Tiffany Nunnery (1) and Denise Wilson (2), (1) Mississippi Gulf Coast Community College, Gautier, MS 39533, National Aeronautics and Space Administration, Stennis Space Center, MS 39522, (2) Gulf Coast Research Laboratory's J.L. Scott Marine Education Center and Aquarium (MEC & A), Ocean Springs, MS 39566-7000, Magnolia Park Elementary School, Ocean Springs, MS 39564

The purpose of this program was to teach second graders how a scientific convention progresses. This was achieved using a material called Oobleck. Oobleck is a mixture of cornstarch, water and food coloring. The unit was implemented on three days. The first day, the children were read Dr. Seuss's Bartholomew and were introduced to the properties of Oobleck. Through experimentation, students discovered that Oobleck is squishy and gooey; yet hard and firm when pressure is quickly applied. The students described their findings on the properties of Oobleck in writing. The second day, the students were instructed on the workings within a scientific convention and were required to develop written descriptions of their newly acquired knowledge. These descriptions were utilized to determine their comprehension of a scientific convention. The last day was a creative writing and comprehension day. The children completed worksheets to explain what they learned and wrote a story about landing on and taking off a planet covered in Oobleck. Using their newly acquired knowledge about the substance, the children designed a rocket ship that would not stick in Oobleck.

ADDRESSING THE NEED FOR APPROPRIATE SCIENCE COURSES FOR GRADUATE SECONDARY EDUCATION PROGRAMS

Larry Hanshaw, University of Mississippi, University, MS 38677

Appropriate graduate science courses are essential components of the curriculum needs of practicing science teachers and graduate science education students who are earning degrees at any institution. This report identifies and discusses key reasons related to problems with the availability of appropriate science courses here and proposes a potential solution to this dilemma that incorporates the following elements: (1) on-line science courses to address the appropriate content needs of practicing science teachers who are enrolled in our graduate programs, (2) a high school-based laboratory option for practicing science teachers, (3) a discussion of cost issues and the use of online courses as a viable proxy to off-set needed evening-hours science courses and faculty, and (4) a discussion of university-school partnerships (and other stakeholder-partnerships) needed to facilitate the proposed solution. Education faculty concerned with graduate programs at other institutions may benefit from the discussion of the issues analyzed in this paper.

INTERGRATING POLYMER SCIENCE INTO MIDDLE/HIGH SCHOOL CURRICULUM

Toby Richey*, Tasha Thames*, Sarah E. Morgan, and Jeffrey S. Wiggins, University of Southern Mississippi, Hattiesburg, MS 39406

A new and innovative way to introduce students to the fascinating world of polymers was a topic of study through the National Science Foundation sponsored RET (Research Experience for Teachers) at the University of Southern Mississippi. This was designed to broaden students' limited knowledge of polymers beyond "plastics." A variety of activities were presented to expand students' perception of polymer science and instruct teachers on how to integrate this exciting field into any science curriculum. These activities were implemented by two Northeast Jones Middle/High School teachers: one a seventh grade science teacher and the other a ninth grade biology teacher. The students performed activities ranging from making nylon, slime, and shrinky dinks to evaluating super absorbent polymers in diapers. The benefit of these activities was to show students that polymers are a part of their every day life. As students' knowledge of polymers increased it enabled them to take conceptual knowledge to a real-world understanding. Impact of the activities was assessed through surveys and content examinations. This work was supported primarily by the RET program of the National Science Foundation under Award Number EEC-0602032.

EDUCATING ELEMENTARY SCHOOL STUDENTS ON CHEMICAL PROPERTIES

Jessica McCool (1) and M. Flowers (2), (1) Mississippi Gulf Coast Community College, Gautier, MS 39533, National Aeronautics and Space Administration, Stennis Space Center, MS, 39522, (2) Gulf Coast Research Laboratory's J.L. Scott Marine Education Center (MEC), Ocean Springs, MS 39564, and Oak Park Elementary School, Ocean Springs, MS 39564

The purpose of this project was to expose a group of elementary school students in the gifted program at Oak Park Elementary School in Ocean Springs, MS to a presentation on basic chemistry concepts. Through the presentation, students were introduced to the chemical and physical properties of five ordinary white powders: salt, sugar, plaster, cornstarch, and baking soda. Students tested reactions of each substance to water, heat, iodine, and vinegar. The students were taught to make careful observations, and determine the presence of a powder in a mixture through the use of indicators. The gifted students were able to identify the unknown substances by close personal observations and the chemical characteristics of each powder allowing them to develop experimental skills.

DEVELOPING A CROSS CURRICULUM SCIENCE REFERENCE GUIDE FOR ELEMENTARY LEVEL STUDENTS FOCUSING ON THE ASPECTS OF SCIENCE

Brittany Johnson (1), James Gladden (1), Adelle Register (2), (1) Mississippi Gulf Coast Community, Gautier, MS 39533, National Aeronautics and Space Administration, Stennis Space Center, MS 39522, (2) Gulf Coast Research Laboratory's J.L. Scott Marine Education Center, and Pecan Park Elementary School, Ocean Springs, MS 39564

This project was designed to introduce higher order thinking skills in elementary level students by analyzing and interpreting concepts of science. This was achieved by developing a cross curriculum science reference guide with hands-on activities and experiments focusing on the important aspects of physical sciences and life sciences. The students' knowledge and understanding of the topics before and after the lesson was measured using a pre and post assessment. This project helped the students develop a better appreciation of the science that surrounds them in their daily lives.