ATTENTION COLLEGE INSTRUCTORS:
Have you used EHP Science Education lessons to teach any of your college-level (community, undergraduate, or graduate) science classes? If so, would you be interested in sharing your experiences with us?
We are writing an article about the use of EHP Science Education lessons at the college level and are looking for college instructors to interview for the article. If you are interested, contact Stefani Hines at shines@salud.unm.edu. Please respond by December 12, 2008.
EHP Science Education Program
The EHP Science Education Program offers high-quality science and interdisciplinary lessons based on selected news and research articles published in Environmental Health Perspectives, the leading environmental health science journal. Lessons advance critical basic skills through the context of engaging, current environmental health topics.
Lessons are aligned with National Science Education Standards in biology, chemistry, environmental science, geology, and physical science, and are targeted at students in high school and undergraduate college. All lessons and corresponding articles can be downloaded here FREE.
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Students read a short article about electronic waste (e-waste) and review data on e-waste management in the United States. Then they create different types of graphs to present the e-waste data and evaluate which graph type best represents the data.
Objectives: By the end of this lesson students should be able to
- describe the purpose of graphing data
- differentiate among types of graphs
- list the qualities of a good graph
- formulate principles outlining when it is appropriate to use different types of graphs
EHP Article:
Keeping Apace with e-Waste
Environ Health Perspect 116:A380 (2008)
http://www.ehponline.org/docs/2008/116-9/forum.html#beat
Students explore the difference between in vitro and in vivo experiments as well as the advantages and disadvantages of each. They read an article about two new in vitro tests for a chemical's potential to cause blindness or eye damage. Then they explore one of those tests-the bovine corneal opacity and permeability (BCOP) assay-more in depth to learn more about scientific thinking and processes.
Objectives: By the end of this lesson students should be able to
- list advantages and disadvantages of the in vitro ocular safety assays described in the article
- define in vivo, in vitro, cornea, opacity, and permeability
- explain specific elements of a scientific research protocol (the BCOP assay)
- identify questions that may help them better understand or critically analyze the specific elements of the protocol
EHP Article:
The Sprawl of Food Deserts
Environ Health Perspect 116:A335 (2008)
http://www.ehponline.org/docs/2008/116-8/forum.html#thes
