- Apr 2024
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the origin of these oscillations is unknown
Learning Standard (Table 10-1 Section 2)
Learning is defined as the combination of both knowledge and practice, not separate content and process learning goals: Core ideas in the framework are specified not as explanations to be consumed by learners. The performances combine core ideas and practices. The practices include several methods for generating and using evidence to develop, refine, and apply scientific explanations to construct accounts of scientific phenomena. Students learn and demonstrate proficiency with core ideas by engaging in these knowledge-building practices to explain and make scientifically informed decisions about the world.
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- Mar 2024
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measurement
Learning Standard (K.MD)
Describe and compare measurable attributes. The authors used measurements to compare cell density and morphology throughout the experiment.
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segment is isolated
Learning Standard (7.SP)
Use random sampling to draw inferences about a population. The authors isolated a segment from the bioreactor to further measure and study the cells within it.
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measurement
Learning Standard (K.MD)
Describe and compare measurable attributes. The authors used measurements to compare the oscillations seen in cell growth throughout time.
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six simultaneous experiments
Learning Standard (W.7)
Conduct research projects to answer questions. The authors use six experiments to receive accurate data.
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- Feb 2024
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The results presented here demonstrate that
Common Core State Standards Statistics and Probability S-IC.6 Evaluate reports based on data.
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Thermal transfer in nerves occurs mainly through conduction
Physics 2 Essential Knowledge 4.C.3: Organisms use feedback mechanisms to maintain their internal environments and respond to external environmental changes.
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- May 2023
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www.scienceintheclassroom.org www.scienceintheclassroom.org
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By contrast, Lst1 acted exclusively in ER-phagy.
A conclusion summarized by the authors based on experiments that have been done to distinguish the bulk autophagy and selective autophagy that happened in various organelles, and only ER-phagy is required by Lst1 coat protein.
To draw a conclusion which exclusively functional in one particular experiment, the designs of various experiments are needed in order to rule out other possibilities.
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By contrast, Lst1 acted exclusively in ER-phagy.
A conclusion summarized by the authors based on experiments that have been done to distinguish the bulk autophagy and selective autophagy that happened in various organelles, and only ER-phagy is required by Lst1 coat protein.
To draw a conclusion which exclusively functional in one particular experiment, the designs of various experiments are needed in order to rule out other possibilities.
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- Apr 2023
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tanyerilab.net tanyerilab.net
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This versatile system enables direct visualization and quantitative analysis of diverse biological processes of the intact lung organ in ways that have not been possible in traditional cell culture or animal models.
Constructing Evidence and Designing Solutions (SEP6) and RST.11-12.7/8- The authors used previously-known concepts of anatomy, biology, and micro devices to design a lung-on-a-chip that is proven to model the alveolar-capillary interface more realistically than any other available technology. http://www.corestandards.org/ELA-Literacy/
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Specifically, the lung mimic device reconstitutes the microarchitecture of the alveolar-capillary unit, maintains alveolar epithelial cells at an air-liquid interface, exerts physiologically relevant mechanical forces to the entire structure, and enables analysis of the influence of these forces on various physiological and pathological lung functions, including interactions with immune cells and pathogens, epithelial and endothelial barrier functions, and toxicity and absorption of nanoparticulates across this critical tissue-tissue interface.
"Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms." RST.11-12.2
The authors summarize their work by stating that the 'basic' functions of the human alveolar-capillary interface are reconstituted in their lung-on-a-chip device. Most importantly, their work demonstrates that mimicking the lungs in this way and improving on their work in the future can lead to even more realistic 3D models for drug testing. http://www.corestandards.org/Math/
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Nanoparticles have been previously shown to induce lung inflammation by stimulating pulmonary epithelial cells to produce proinflammatory cytokines and by causing endothelial cells to express ICAM-1 and recruit circulating leukocytes
Learning Standard: IST-3.A.1 Cells communicate with one another through direct contact with other cells or from a distance via chemical signaling— a. Cells communicate by cell-to-cell contact.
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- Feb 2023
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tanyerilab.net tanyerilab.net
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membrane
Describe the processes that allow ions and other molecules to move across membranes. Learning Objective: ENE-2.J
Read more at: https://apcentral.collegeboard.org/media/pdf/ap-biology-course-and-exam-description.pdf
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permeability
Explain how the structure of biological membranes influences selective permeability. Learning Objective ENE-2.C
Read More at: https://apcentral.collegeboard.org/media/pdf/ap-biology-course-and-exam-description.pdf
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How sites on the ER are targeted for ER-phagy is unclear. We reasoned that the cytosolic machinery that recognizes and binds to ER-phagy receptors may play a role in marking specific sites on the ER where autophagy will occur. Because COPII coat subunits are known to participate in membrane-budding events at the ER (1), we investigated whether coat subunits play a role in sequestering ER domains into autophagosomes during ER-phagy.
Key question raised by the authors, how the dispersed site throughout the ER are recognized by the selective autophagy receptors to deliver the cargo for degradation.
The authors hypothesized that, COP11 coat proteins which involved in membrane-budding at the ER, could involve in ER-phagy.
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autophagosomes
What are the differences between proteasome and autophagosome?
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By contrast, Lst1 acted exclusively in ER-phagy
A conclusion summarized by the authors based on experiments that have been done to distinguish the bulk autophagy and selective autophagy that happened in various organelles, and only ER-phagy is required by Lst1 coat protein.
To draw a conclusion which exclusively functional in one particular experiment, the designs of various experiments are needed in order to rule out other possibilities.
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- Dec 2022
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www.scienceintheclassroom.org www.scienceintheclassroom.org
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positive feedback loops
AP Biology Essential knowledge 2.C.1.b: Positive feedback mechanisms amplify responses and processes in biological organisms. The variable initiating the response is moved farther away from the initial set-point. Amplification occurs when the stimulus is further activated which, in turn, initiates an additional response that produces system change.
Link https://secure-media.collegeboard.org/digitalServices/pdf/ap/10b_2727_AP_Biology_CF_WEB_110128.pdf
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cell cycle
AP Biology Essential knowledge 3.A.2.a: The cell cycle is a complex set of stages that is highly regulated with checkpoints, which determine the ultimate fate of the cell.
Link: https://secure-media.collegeboard.org/digitalServices/pdf/ap/10b_2727_AP_Biology_CF_WEB_110128.pdf
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interphase
Essential knowledge 3.A.2.a.1: Interphase consists of three phases: growth, synthesis of DNA, preparation for mitosis.
Link: https://secure-media.collegeboard.org/digitalServices/pdf/ap/10b_2727_AP_Biology_CF_WEB_110128.pdf
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- May 2022
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www.scienceintheclassroom.org www.scienceintheclassroom.org
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Besides, we expect that the sensitivity and detection limit of the sensor can be further improved by choosing GMI materials with a higher GMI ratio and by varying the thickness of the PDMS membrane through optimization of the polymer magnet and the fabrication method.
This idea ties well to the Next Generation Science Standards Disciplinary Core Idea ETS1.B: Developing Possible Solutions.
The authors here describe a way to test various physical models to improve the sensing capability of their tactile sensor. It is important to understand the creative process of developing a new design to solve an engineering problem, whether it is using physical models and/or computers. In this specific case, the researchers propose that testing a variety of different physical factors, such as various magnetic materials, PDMS thicknesses, and fabrication processes, can help optimize the tactile sensor's efficiency.
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- Apr 2022
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www.scienceintheclassroom.org www.scienceintheclassroom.org
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Although some soft robots driven by magnetic fields, humidity, or heat or light sources can have fast instantaneous running speeds, slow responses and a bulky setup to generate the external power, such as the magnetic field, are among the limitations.
Next Generation Science Standards Disciplinary Core Idea ETS1.B: Developing Possible Solutions
"The creative process of developing a new design to solve a problem is a central element of engineering." (page 206). Various actuation methods have been designed and tested to ensuring the fast motion of this soft robot
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25-μm-thick adhesive silicone and 25-μm-thick PET
The adhesive silicone and polyethylene terephthalate (PET) substrate attributes to the deformable body of the soft robot.
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The unimorph structure uses an 18-μm-thick PVDF film
This insect-scale soft robot prototype is built using a curved piezoelectric PVDF unimorph structure that flexes when voltage is applied to it, creating forward movement of the robot. The polyvinylidene difluoride (PVDF), a piezoelectric material, periodically bends when driven with AC voltage.
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type of structure can be fabricated
Learning Standard: Scientific Investigations Use a Variety of Methods (NS1). New technologies advance scientific knowledge. (HS-LS1-2). Without technologies such as photolithography or advanced microscopy the devices and methods utilized in this paper would not be possible.
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Typical uses of microfluidic devices (e.g., chemical analysis in the field) require that these systems be inexpensive and simple to operate; microfluidic components that operate with pressure flow and few moving parts are desirable.
Learning Standard: Constructing Evidence and Designing Solutions (SEP6). This standard states that there is a range of possible engineering solutions and the best is dependent upon the design requirements and the criteria used for evaluation. The authors list the design requirements of microfluidics as inexpensive, easy to operate, with few moving parts.
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The ability to generate transverse flows in microchannels makes it possible to design steady chaotic flows for use in microfluidic systems. A mixer based on patterns of grooves on the floor of the channel is shown schematically in Fig. 2A; we refer to this design as the staggered herringbone mixer (SHM)
Learning Standard ETS1.C: Optimizing the Design Solution. The authors optimized the mixing design by changing the mixing elements to a staggered herringbone pattern.
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It is difficult to mix solutions in microchannels.
Learning Standard ETS1.A: Defining and Delimiting an Engineering Problem. This standard requires students to accurately recognize and define an engineering problem. In this paper the authors are addressing a difficult problem, mixing fluids at the microscale.
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- Mar 2022
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www.scienceintheclassroom.org www.scienceintheclassroom.org
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sturdiness of cockroaches
Constructing Evidence and Designing Solutions (SEP6):
The engineers designed a soft robot by mimicking principles of animal locomotion such as speed, utility and sturdiness.
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However, small-size arthropods outperform larger animals in terms of their relative moving speeds.
Crosscutting Concepts: Scale, Proportion, and Quantity
It is important to recognize the correlation between different speed and energy measurements with changes in scale and proportion. Here, an arthropod will outperform a larger animal in terms of moving speed (expressed in body length per unit time) due to its small size.
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The scaling trend from the tested robots shows that miniaturization with higher resonant frequencies could further increase the relative speeds, but precision fabrication, the requirement of powering wires, and untethered operations could be the key challenges in pursuing smaller-scale robots.
Common Core State Standards English Language Arts-Literacy: Key Ideas and Details: RST.11-12.1.
The authors discuss the pros and cons of miniaturizing a robot to make it faster.
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Again, we note that although the morphology and motion of our robot do not mimic any specific animal, small runners, such as cockroaches (41) and desert ants (44), also use aerial phases to attain their fastest speeds.
Constructing Evidence and Designing Solutions (SEP6):
The knowledge that arthropods use the aerial phase to achieve high speeds was leveraged in order to ensure the fast movement of this soft robot.
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Galloping is used by some rapid running mammals, where back bending increases stride length and allows the recovery of stored elastic energy (63)
Crosscutting Concepts: Structure and Function
The movement patterns exhibited by the hind legs of certain mammals, like horses, have aided in their high running speeds.
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we introduce a fast and ultrarobust insect-scale soft robot for potential applications in environmental exploration
Next Generation Science Standards Disciplinary Core Idea ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World
"How do science, engineering, and the technologies that result from them affect the ways in which people live? How do they affect the natural world?" (page 212)
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www.scienceintheclassroom.org www.scienceintheclassroom.org
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The LC oscillation circuit was composed of a circuit in which an inductor (L) and a capacitor (C) were applied in parallel.
LC circuits is an important topic on the AP Physics C guidelines that falls under the Electricity and Magnetism section. The LC oscillation circuit in this tactile sensor plays a huge role in converting pressure loads into digital signals.
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Human skin perceives pressure stimuli on touch, which are subsequently transformed into physiological responses; these responses are transferred to the brain via the nervous system (1–4).
This topics directly aligns with the AP Biology Essential knowledge 3.E.2. This standard focused on the detection, transmission, and integration of external and internal stimuli throughout the nervous system and how responses are produced based on them.
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- Feb 2022
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www.scienceintheclassroom.org www.scienceintheclassroom.org
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general strategies for controlling flow in microfluidic devices should not depend on inertial effects, because these only become important for
ETS1.A: Defining and Delimiting an Engineering Problem
What is a design for? What are the criteria and constraints of a successful solution?
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The diagrams in Fig. 3, A to C, show the experiments we used to characterize mixing.
ETS1.C: Optimizing the Design Solution
How can the various proposed design solutions be compared and improved?
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- Nov 2021
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www.science.org www.science.org
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This study in T. scripta supports a critical role for the chromatin modifier KDM6B in eliminating a repressive mark from Dmrt1, a key gene responsible for male sex determination
AP Biology Learning Objective LO 3.19,21:
The student is able to describe the connection between the regulation of gene expression and observed differences between individuals in a population.
The student can use representations to describe how gene regulation influences cell products and function.
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To investigate the functional role of Kdm6b in sex determination of T. scripta,
AP Biology Learning Objective LO 3.5-6:
The student can explain how heritable information can be manipulated using common technologies.
The student can predict how a change in a specific DNA or RNA sequence can result in changes in gene expression.
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However, the molecular mechanisms underlying this phenotypic plasticity have remained elusive.
Next Generation Science Standards HS-LS4.1:
Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
AP Biology Learning Objective LO 2.42:
The student is able to pose a scientific question concerning the behavioral or physiological response of an organism to a change in its environment.
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notable model
AP Biology Learning Objective LO 1.25:
The student is able to describe a model that represents evolution within a population.
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but no sex correlation was observed across these species
AP Biology Learning Objectives LO 1.16:
The student is able to justify the scientific claim that organisms share many conserved core processes and features that evolved and are widely distributed among organisms today.
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Further interspecies comparative experiments considering the broader jumonji family of proteins will be required to unravel this puzzle.
Next Generation Science Standards HS-LS4.1:
Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
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- Sep 2021
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www.scienceintheclassroom.org www.scienceintheclassroom.org
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Although these introduced birds on O‘ahu are the only dispersers of native plants, they disperse a much higher proportion of seeds from invasive plants; therefore, their presence is a “double-edged sword” for conservation
Connects to Learning Standards, A Framework for K-12 Science Education, Disciplinary Core Ideas: LS2.C Ecosystems Dynamics, Functioning, and Resilience:
"Anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species."
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We also estimated robustness (stability to species loss) of each network as the rate of secondary extinction expected under the simulated loss of network partners,
Connects to Learning Standard, Vision and Change for Undergraduate Biology Education Core Competencies and Disciplinary Practices: VC3 Ability to use modeling and simulation:
"Use mathematical modeling and simulation tools to describe living systems."
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Furthermore, the structure and stability of the novel networks were similar to native-dominated communities worldwide
Connects with Learning Standards, A Framework for K-12 Science Education, Crosscutting Concepts: Scale, proportion, and quantity:
"In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance."
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- Jun 2021
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www.scienceintheclassroom.org www.scienceintheclassroom.org
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silicon can also be used to optimize and repurpose the pharmaceutical properties of bioactive molecules
AP Essential Knowledge Enduring Understanding 1.C
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The crystal structure of wild-type Rma cyt c
AP Chemistry Science Practice 1: The student can use representations and models to communicate scientific phenomena and solve scientific problems.
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Reactions performed in triplicate.
AP Chemistry Science Practice 4: The student can plan and implement data collection strategies in relation to a particular scientific question.
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carbene insertion
Common Core ELA - Literacy RST 11.12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades
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enzymatic carbon–silicon bond formation
Common Core ELA Literacy RST 11.12.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.
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accelerate chemical transformations
AP Chemistry Essential Knowledge 4D: Reaction rates may be increased by the presence of a catalyst.
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www.scienceintheclassroom.org www.scienceintheclassroom.org
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Improving waste management infrastructure in developing countries is paramount and will require substantial resources and time. While such infrastructure is being developed, industrialized countries can take immediate action by reducing waste and curbing the growth of single-use plastics.
This paper connects to Vision and Change Core Competencies and Disciplinary Practices 6 by presenting the ecological consequences of marine plastic pollution in a societal context.
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By applying a range of conversion rates from mismanaged waste to marine debris, we estimated the mass of plastic waste entering the ocean from each country in 2010, used population growth data (13) to project the increase in mass to 2025, and predicted growth in the percentage of waste that is plastic.
The authors developed a model to represent a large-scale system. Next Generation Science Standards: Connects to Practice 2: Developing and using models https://ngss.nsta.org/practices.aspx?id=2
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Plastics in the marine environment are of increasing concern
This paper connects to Vision and Change Core Competencies and Disciplinary Practices 3 and 4 by using modeling and emphasizing the interdisciplinary nature of science.
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- Mar 2021
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www.scienceintheclassroom.org www.scienceintheclassroom.org
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Like the leopard tortoise shell, the corner decreased the applied
Stability and Change: Crosscutting Concepts: The tortoise has evolved to be able to reorient itself if flipped over. This allows the species to survive over time.
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Inspired by the self-orienting leopard tortoise (Stigmochelys pardalis)
Constructing Evidence and Designing Solutions (SEP6): Using the shape and behavior of the toroise, the engineers were able to design their device to function in their desired way
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- Feb 2021
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www.scienceintheclassroom.org www.scienceintheclassroom.org
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In anatomy, our devices could simulate fluid vessels and muscle motion for realistic modeling or training
Next Generation Science Standards Disciplinary Core Idea ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World
"How do science, engineering, and the technologies that result from them affect the ways in which people live? How do they affect the natural world?" (page 212)
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electric fields
AP Physics 2 Learning Standard: "Essential Knowledge 2.C.1: "The magnitude of the electric force F exerted on an object with electric charge q by an electric field E is F = qE. The direction of the force is determined by the direction of the field and the sign of the charge, with positively charged objects accelerating in the direction of the field and negatively charged objects accelerating in the direction opposite the field. This should include a vector field map for positive point charges, negative point charges, spherically symmetric charge distributions, and uniformly charged parallel plates" (page 33).
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nervous systems
AP Biology Essential knowledge 3.E.2: Animals have nervous systems that detect external and internal signals, transmit and integrate information, and produce responses.
AP Biology: Curriculum Framework 2012–2013, (page 62 and page 90): https://secure-media.collegeboard.org/digitalServices/pdf/ap/10b_2727_AP_Biology_CF_WEB_110128.pdf
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- Jul 2020
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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This is consistent with the multiple roles of Dishevelled in different pathways
When compared to past research, the resulting effects of the silencing of Smed-dvl-1(RNAi) and Smed-dvl-2(RNAi) are similar to previous results.
See the Nature of Science in the Next Generation Science Standards.
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As part of a systematic effort to define the roles
Using the process of science to identify and evaluate possible explanations for a natural phenomenon.
Click here to learn more about the process of science: https://media.hhmi.org/biointeractive/click/understanding-science/#/intro/4
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providing tumor lines
Science is collaborative.
Vision and Change Core Competency #5: Ability to communicate and collaborate with other disciplines. The Nature of Science and NGSS (#7): Science is a Human Endeavor.
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model systems
Scientists often use models to represent complex systems. See NGSS Cross Cutting Concepts and Science and Engineering Practices (#2) and AP Science Practices (#1).
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- Apr 2020
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www.scienceintheclassroom.org www.scienceintheclassroom.org
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Here we report a directly documented example from its origin to reproductive isolation.
As a well documented case of natural selection, mechanisms of evolution are clearly described among finches on the Galápagos islands. Learn more with these activities from HHMI BioInteractive. https://www.biointeractive.org/classroom-resources/natural-selection-and-evolution-darwins-finches
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proof of concept
Proof of concept is testing a design idea or an assumption, or demonstrating the functionality of a concept or a theory to prove its practical potential. While not all research projects end with a finished product or a breakthrough, they lay the foundation and demonstrate feasibility for future work.
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To accomplish this, we developed a substantially improved second generation
This exemplifies the idea that research and learning can sometimes take multiple tries to perfect an idea.
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- Mar 2020
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www.scienceintheclassroom.org www.scienceintheclassroom.org
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Hence, the rate of drug release could be modified by altering the drug loading and the type of polymer.
Inferring results from experiments
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Fig. 1 Concept and in vitro characterization of an oral, long-acting contraceptive.
CCSS.MATH.CONTENT.HSS.ID.B.6: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
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mechanical integrity and function of collagen
The demonstration of the mechanical integrity is important to the overall function of the model. If the heart cannot withstand the stresses from normally bodily functions, it will not serve as a good replacement in a human body.
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- Feb 2020
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www.scienceintheclassroom.org www.scienceintheclassroom.org
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Together, these data provide an unprecedented opportunity to assess the biotic recovery of a terrestrial ecosystem following the KPgE.
The authors collaboratively planned their investigation to produce data to serve as the basis for evidence, and in the design, decide on the types of data, and the accuracy of the data to produce reliable measurements, and to consider the precision of the data.
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This dietary shift is correlated with a three-fold increase in maximum mammalian body mass compared to Pu1 faunas (Figs. 1 and 4 and figs. S8 and S9).
The authors developed a model based on evidence to illustrate the relationships between systems and between components of a system.
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This concept proposes that global ecological succession following mass extinctions is intrinsically paced by the interactions of the biosphere and geosphere, both of which may be knocked out of equilibrium
Most of the species that have ever lived on Earth did not go extinct during one of the five great mass extinctions. Typically, extinctions occur in small bursts and are followed by a long period of speciation. Since mass extinctions occur on a grand scale, they provide much information about the pacing and duration of change during their aftermath. The re-evolution of species and ecosystems on such a large scale provides an explanation for the pattern and timing of both ecological and evolutionary change observed in the fossil record.
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Hence, an orally administered long-acting contraceptive could improve patient adherence in the population that prefers pills.
Constructing Explanations and Designing Solutions (SEP6): Evaluate a solution to a complex real world problem, based on scientific knowledge, student generated sources of evidence, prioritized criteria, and trade off considerations.
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Further pharmacokinetic-pharmacodynamic studies (experiments and/or simulations) evaluating efficacy and safety may aid in identifying lead formulations for clinical translation.
The Common Core English and Language Arts Standards: RST.11-12.4: Determine the meaning symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
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These interventions enable spacing of pregnancies, which can help support the health of both the infant and the mother.
National Health Education Standards SM-7: students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
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After establishing the sublithospheric origin for our diamonds, we measured helium isotopes of the fluid inclusions.
The helium isotopes were measured from the fluid inclusions using mass spectrometry. Mass Spectrometry is a specialized technique, which is used to determine relative abundances of isotopes from a sample. See Essential Knowledge 1.D.2 in the AP Chemistry Course and Exam Description.
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We combined these data
Here, the authors have brought together several batches of data, where each batch represents the relative abundances of isotopes present in fluid inclusions inside diamonds, like helium, Pb-Sr, trace-elements, and carbon isotopes. After collecting this data, they have plotted them in multiple graphs to highlight comparisons between them. This is very common in scientific research and requires training in data analysis and graph plotting. This is also recommended in the Science Practice 5 of AP Physics 2 Course and Exam Description.
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- Sep 2019
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www.scienceintheclassroom.org www.scienceintheclassroom.org
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This prompted us to use nanodiamond as an additive
The Nature of Science and the Next Generation Science Standards:
NS3-Scientific knowledge is open to revision in light of new evidence.
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- May 2019
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www.scienceintheclassroom.org www.scienceintheclassroom.org
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previous observations that some ZI cells project to the PVT (13, 14),
This shows that science builds on the replication of studies to increase confidence in findings. Further, science advances by current studies building on those from the past.
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We asked whether the PVT may be a critical target for ZI regulation of food intake.
The authors showed that ZI GABA neurons send input to the PVT. They then assessed through further experimentation whether these PVT neurons are involved in food intake. Thus, they have used scientific questioning and evidence to build on their model of how the ZI controls feeding behavior.
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In spite of the uncertainty of many of the experimental data, there are certain codes which have been suggested in the past which we can now reject with some degree of confidence.
Science is a way of knowing.
Science is both a body of knowledge that represents a current understanding of natural systems and the processes used to refine, elaborate, revise, and extend this knowledge.
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If the code does indeed have some logical foundation, then it is legitimate to consider all the evidence, both good and bad, in any attempt to deduce it. This is not true if the codons have no simple logical connection.
Scientific knowledge is open to revision in light of new evidence.
Scientific argumentation is a mode of logical discourse used to clarify the strength of relationships between ideas and evidence that may result in revision of an explanation.
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From such work it appears that, with minor reservations, each polynucleotide incorporates a characteristic set of amino acids. Moreover, the four bases appear quite distinct in their effects. A comparison between the triplets tentatively deduced by these methods with the changes in amino acid sequence produced by mutation shows a fair measure of agreement. Moreover, the incorporation requires the same components that are needed for protein synthesis and is inhibited by the same inhibitors. Thus, the system is most unlikely to be a complete artifact and is very probably closely related to genuine protein synthesis.
Scientists often make models to describe something cumbersome and complicated. In the experiments above, the scientists used synthetic RNA as a model for natural genetic material.
In this paragraph, Crick is assuring us that the results are not an "artifact" of the model: Synthetic RNA is fundamentally the same as natural RNA.
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though a small multiple of 3, such as 6 or 9, is not completely ruled out by our data.
Scientific knowledge is open to revision in light of new evidence.
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This brings us to our first question. Do codons overlap? In other words, as we read along the genetic message do we find a base which is a member of two or more codons?
Science addresses questions about the natural and material world.
Great scientists tend to think in terms of questions which guide their discoveries. Good questions keep us curious, objective, and goal-oriented.
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in response to a letter of
Science benefits when scientists communicate and collaborate across disciplines.
Science would make little progress without the exchange of ideas, especially across different disciplines. Here George Gamow, a theoretical physicist, shares his ideas about the genetic code with Linus Pauling, one of the pioneers of quantum chemistry.
http://scarc.library.oregonstate.edu/coll/pauling/dna/corr/sci9.001.43-gamow-lp-19531022.html
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simulations
NGSS-Science and engineering practices
Practice 2: Developing and using models
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- Apr 2019
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environmental benefits
Next Generation Science Standards Disciplinary Core Ideas:
ESS3.D Global Climate Change
Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.
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Friction
AP Physics 1
Dynamics: Essential Knowledge 3.C.4
Contact forces result from the interaction of one object touching another object and they arise from interatomic electrical forces. These forces include tension, friction, normal, spring, and buoyant. (See page 23)
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The temperature and velocity range for maintaining stable superlubricity is further backed by theoretical simulations (tables S2 and S3)
Common Core State Standards English Language Arts-Literacy
RST.11-12.8
Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
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- Feb 2019
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science-sciencemag-org.ezproxy.neu.edu science-sciencemag-org.ezproxy.neu.edu
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To align moral algorithms with human values, we must start a collective discussion about the ethics of AVs
Next Generation Science Standards Disciplinary Core Idea ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World
The student may consider how manufacturing, research, consumer preference, and governmental regulation can impact the widespread adoption of a technology.
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- Dec 2018
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www.scienceintheclassroom.org www.scienceintheclassroom.org
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We advocate the inclusion of phenology into predictive models integrating evolutionary history to identify species groups that are either resilient or sensitive to future climate-change scenarios, and understand how phenological mismatches can affect community dynamics, ecosystem services, and conservation over time.
"Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs"<br> This paper constructs an argument on how plants phenology changes due to the warming climate and how they adapt to these changes. Link: https://www.nextgenscience.org/pe/k-ess2-2-earths-systems
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science.sciencemag.org science.sciencemag.org
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popular fungal barcode
AP Biology Standards EK1.A.4: Molecular, morphological, and genetic information of existing and extinct organisms add to our understanding evolution. Biochemical and genetic similarities, such as DNA nucleotide and protein sequences, provide evidence for evolution and ancestry.
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a symbiosis
Next Generation standard LS2.A: Interdependent Relationships in Ecosystems
AP Biology Standards EK2.D.1: All biological systems from cells and organisms to populations, communities, and ecosystems are affected by complex biotic and abiotic interactions involving exchange of matter and free energy.
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These data suggest that the gall-inducing form of Cyphobasidium completes its life cycle entirely within lichens.
AP Biology Standards EK4.B.2: Cooperative behavior within or between populations contributes to the survival of the populations, i.e. mutualistic relationships.
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phylogenomic tree
AP Biology Standards EK1.B.2: Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be tested.
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analysis placed the basidiomycete as sister to Cystobasidium minutum (class Cystobasidiomycetes, subphylum Pucciniomycotina) with high support
AP Biology Standards EK 1.B.2: Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be tested.
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mRNA transcriptome sequencing
AP Biology Standards EK 1.B.1: DNA and RNA are carriers of genetic information through transcription, translation, and replication.
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genetically distinct strain of the basidiomycete
AP Biology Standards EK1.A.4: Biochemical and genetic similarities, such as DNA nucleotide and protein sequences, provide evidence for evolution and ancestry.
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- Oct 2018
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science.sciencemag.org science.sciencemag.org
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failed to reveal
NGSS Nature of Science: Scientific Investigations Use a Variety of Methods and Scientific Knowledge is Open to Revision in Light of New Evidence
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showed no correlation
Next Generation Standards LS3.B Cross cut: Cause and Effect
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these organisms form stratified, often leafy or shrubby body plans (thalli) that resemble none of the symbionts in isolation, a feature thought to be unique among symbioses
Next Generation Standards LS1.A: Structure and Function LS2.A: Interdependent Relationships in Ecosystems
AP Biology Standards EK2.D.1: All biological systems are affected by complex biotic and abiotic interactions.
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www.scienceintheclassroom.org www.scienceintheclassroom.org
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has not been developed. We report the design and demonstration of a device
A Framework for K-12 Science Education: Disciplinary Core Ideas, Practice ETS1.A: Defining and Delimiting an Engineering Problem.
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- Sep 2018
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www.scienceintheclassroom.org www.scienceintheclassroom.org
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for image search, the tag of an elephant image will be more similar to the tag of another elephant image than to the tag of a skyscraper image.
Common Core State Standards English Language Arts-Literacy, RST 11-12.6: Students should be able to explain why the authors provided this example in the paper, specifically addressing how it adds to the reader's understanding of the research.
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This led us to conjecture that the fly’s circuit produces tags that are locality-sensitive
AP Science Practices, Practice 6: The student can work with scientific explanations and theories.
Students should be able to articulate the authors' reasoning that led them to develop this theory. Looking at the results of the paper, students may also list specific conclusions that support or refute this theory.
https://apcentral.collegeboard.org/courses/resources/science-practices
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The tag for an odor is computed by a three-step procedure
AP Science Practices, Practice 1: The student can use representations and models to communicate scientific phenomena and solve scientific problems.
Looking at the model in Figure 1A, students should be able to provide a verbal explanation of what the diagram is showing and what each shape and symbol represents.
https://apcentral.collegeboard.org/courses/resources/science-practices
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Similarity search—for example, identifying similar images in a database or similar documents on the web—is a fundamental computing problem faced by large-scale information retrieval systems.
A Framework for K-12 Science Education: Disciplinary Core Ideas, Practice ETS1.A: Defining and Delimiting an Engineering Problem.
After reading and engaging with the article, students should be able to define:
- What a similarity search is
- What the limitations are with traditional LSH algorithms
- How the fly algorithm helps improve similarity searches
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may also appear in other brain regions and species
AP Biology Practices Essential Knowledge 1.B.1: Students should be able to discuss how this statement supports the idea that "Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today."
http://media.collegeboard.com/digitalServices/pdf/ap/10b_2727_AP_Biology_CF_WEB_110128.pdf
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Our goal was to fairly compare two conceptually different approaches for the nearest-neighbors search problem
A Framework for K-12 Science Education: Science and Engineering Practices, Practice 7: Students should be able to evaluate whether the authors of this study accomplished their goal, citing specific evidence from the paper to support their argument.
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Imagine that you are provided an image of an elephant and seek to find the 100 images—out of the billions of images on the web—that look most similar to your elephant image.
Common Core State Standards English Language Arts-Literacy, RST 11-12.6: Students should be able to explain why the authors provided this example in the paper, specifically addressing how it adds to the reader's understanding of the research.
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- Aug 2018
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www.scienceintheclassroom.org www.scienceintheclassroom.org
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Our results demonstrate that evolution on ecological time scales can increase the speed of advance in spreading populations, and markedly so in the most patchy landscapes.
NGSS Disciplinary Core Ideas, Learning Standard 2: Ecosystems: Interactions, Energy, and Dynamics
The study looks into how evolution of one species impacts the ecosystem around it, thereby impacting the organisms around it. This goes back to the idea that organisms living in the same area interact and can determine the survival or decreased success of the other. The rapidly spreading species competes with other organisms in the area for resources, effecting the success of its surroundings.
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These evolutionary changes reflect the combined effects of selection and drift.
NGSS Disciplinary Core Ideas, Learning standard 4: Biological Evolution: Unity and Diversity.
The evolution of the spreading species is evident in Figure 3 as it shows the changes in allele frequency due to the changing environmental conditions (larger gaps).
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evolving populations spread 11% farther than nonevolving populations
NGSS Disciplinary Core Ideas, Learning standard 4: Biological Evolution: Unity and Diversity.
LS4.C: Adaptations Evolution leads to more fit and adapted species for specific environments.
In this study, this phenomenon leads to the superior expansive and competitive ability of the evolving population over the non-evolving population.
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- Jul 2018
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www.scienceintheclassroom.org www.scienceintheclassroom.org
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It is widely cited that 80% of marine debris originates from land; however, this figure is not well substantiated and does not inform the total mass of debris entering the marine environment from land-based sources.
The article connects to the Learning Standards, Common Core: Statistics and Probability (Construct viable arguments and critique the reasoning of others).
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The inclusion of the economic cost of implementation, as well as socio-cultural, environmental, and other factors that affect infrastructure development or behavioral change, would improve the evaluation of mitigation strategies
This paper connects to the English Language Arts Standards 11-12.1. It analyzes the problem of plastic waste in the ocean and explains the method used to estimate which countries likely generate most of the waste. The authors describe the sources of uncertainty in their estimates, and this paper also identifies strategies for reducing the amount of plastic waste entering the ocean in the future.
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- Jun 2018
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science-sciencemag-org.ezproxy.neu.edu science-sciencemag-org.ezproxy.neu.edu
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study three
Common Core State Standards CCSS.ELA-LITERACY.RST.11-12.9
The student may synthesize information from different experiments into a coherent understanding of participants' attitudes towards the morality of a self-driving car's action versus buying a car programmed in a specific way.
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- Mar 2018
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www.scienceintheclassroom.org www.scienceintheclassroom.org
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[Mount Evans and Niwot Ridge combined (16)] indicate increased species diversity
Next Generation Science Learning Standard 3LS4-2- Biological Evolution: Unity and Diversity https://www.nextgenscience.org/pe/3-ls4-2-biological-evolution-unity-and-diversity
This learning standard focuses on how characteristics can play into natural selection as well as evolution. This paper highlights how climate change is causing natural selection to favor bumble bees with shorter tongues.
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- Aug 2017
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www.science.org www.science.org
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To test learning and memory
Next Generation Science Standards: Connects to Practice 2: Developing and using models
The authors developed and used an animal model to study how different levels of tau might interact with amyloid-β to cause the symptoms of Alzheimer’s disease.
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Therefore, we determined the effect of reducing endogenous tau expression on cognitive deficits in
This paper illustrates the Science Practices standards (SP.1-SP.4).
The authors take observed phenomena, note that they have yet to be fully explored, and carefully form testable hypotheses about their role in the development of Alzheimer’s disease.
In their study, the researchers combine knowledge from earlier research using mouse models to study the molecular basis of the disease with two main observations:
(1) Tau is known to build up in Alzheimer’s disease patients, and
(2) a higher than normal level of tau protein results in a higher risk for developing the disease.
They hypothesize that changing the level of tau will result in less severe disease symptoms, which they carefully test in well-designed experiments, choosing powerful methods to collect and analyze data and to control for as many variables as possible.
Finally, they incorporate their findings into a general model for tau working together with amyloid-β to cause the symptoms of Alzheimer’s disease.
http://apcentral.collegeboard.com/apc/public/repository/cbscs-science-standards-2009.pdf (Page iii)
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- Apr 2017
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www.scienceintheclassroom.org www.scienceintheclassroom.org
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In most vertebrate appendages, the density of innervation is lower than in salamanders, and Singer suggested that this is a primary determinant for the loss of regenerative ability, for example in mammals (9, 39). This hypothesis now seems unlikely because there are other variables apparently curtailing regeneration
Connects to Next Generation Science Standards Science and Engineering Practice 6: Constructing explanations (for science) and designing solutions (for engineering).
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Limb regeneration occurs in various species of salamander and offers important insights into the possibilities for regenerating a complex structure in adult vertebrates
Connects to AP Science Practice 1:
The student can use representations and models to communicate scientific phenomena and solve scientific problems.
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- Jan 2017
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www.science.org www.science.org
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The fabrication of these microlattices is enabled by projection microstereolithography
Can you, based on the procedure described in the text, explain how the different microlattices are manufactured?
The Common Core English and Language Arts Standards
• 11-12.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
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- Sep 2016
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scienceintheclassroom.org scienceintheclassroom.org
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To test learning and memory
Next Generation Science Standards: Connects to Practice 2: Developing and using models
The authors developed and used an animal model to study how different levels of tau might interact with amyloid-β to cause the symptoms of Alzheimer’s disease.
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Therefore, we determined the effect of reducing endogenous tau expression on cognitive deficits in transgenic mice expressing human amyloid precursor protein (hAPP)
This paper illustrates the Science Practices standards (SP.1-SP.4).
The authors take observed phenomena, note that they have yet to be fully explored, and carefully form testable hypotheses about their role in the development of Alzheimer’s disease.
In their study, the researchers combine knowledge from earlier research using mouse models to study the molecular basis of the disease with two main observations:
(1) Tau is known to build up in Alzheimer’s disease patients, and
(2) a higher than normal level of tau protein results in a higher risk for developing the disease.
They hypothesize that changing the level of tau will result in less severe disease symptoms, which they carefully test in well-designed experiments, choosing powerful methods to collect and analyze data and to control for as many variables as possible.
Finally, they incorporate their findings into a general model for tau working together with amyloid-β to cause the symptoms of Alzheimer’s disease.
http://apcentral.collegeboard.com/apc/public/repository/cbscs-science-standards-2009.pdf (Page iii)
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www.scienceintheclassroom.org www.scienceintheclassroom.org
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Both approaches represent potentially powerful strategies to treat anxiety disorders by manipulating traumatic memories within fear circuits
Next Generation Science Standards
ETS2.B: Influence of engineering, technology, and science on society and the natural world.
This is good example of how basic research can translate into real-world applications.
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Does extinction depend on endogenous BDNF levels in the IL mPFC or its inputs
Next Generation Science Standards Practice 1: Asking Questions and Defining Problems
The authors clearly state the question that they want to answer, followed by a description of the experiments used to answer it.
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enhance extinction via direct application of BDNF to the IL mPFC
Next Generation Science Standards Practice 2: Developing and using models
This is something that cannot be directly tested in humans, so the authors must develop a model to test their hypothesis.
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- Jun 2016
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scienceintheclassroom.org scienceintheclassroom.org
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plays an important role in
The article connects to NGSS 8 practices for science and engineering Practice 8 and Science practices for AP Biology Practice 7 by explaining why the coagulation process is important in water treatment and relating it to the knowledge of the disinfection process.
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The emission of hydrogen sulfide
The article connects to English Language Arts Standards 11-12.2 by summarizing how sulfide causes sewer corrosion.
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scienceintheclassroom.org scienceintheclassroom.org
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After DNA damage, many cells appear to enter a sustained arrest in the G2 phase
AP Biology Essential knowledge 3.A.2.a.2: The cell cycle is directed by internal controls or checkpoints. Internal and external signals provide stop-and-go signs at the checkpoints.
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Inhibition of Cdc25C prevents the removal of inhibitory phosphates from Cdc2, a protein kinase that complexes with mitotic cyclins and is required for mitotic entry (8
AP Biology Essential Knowledge 3.A.2.a.3: Cyclins and cyclin-dependent kinases control the cell cycle.
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cannot traverse the nuclear membrane and therefore can enter the nucleus only during mitosis (13)
AP Biology Essential Knowledge 2.B.3: Eukaryotic cells maintain internal membranes that partition the cell into specialized regions.
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scienceintheclassroom.org scienceintheclassroom.org
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A question that arises from our work relates to aging-associated changes in the balance of positively and negatively acting circulating factors.
The Next Generation Science Standards, LS1.C: Organization for Matter and Energy Flow in Organisms
Guiding question: How do organisms obtain and use the matter and energy they need to live and grow?
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This phenomenon of vascular remodeling in the Het-O mice extended to other neurogenic areas such as the hippocampus (fig. S7, A and B) and also to non-neurogenic areas such as the cortex
The Next Generation Science Standards, LS1.D: Information Processing
Guiding question: How do organisms detect, process, and use information about the environment?
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local source of signaling molecules secreted from endothelial cells (1) as well as by delivering systemic regulatory factors
The Next Generation Learning Standards, Crosscutting Concept 2: Cause and Effect
http://www.nap.edu/openbook.php?record_id=13165&page=88
The Next Generation Science Standards, LS1.A: Structure and Function
Guiding question: How do the structures of organisms enable life's functions?
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- May 2016
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www.science.org www.science.org
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Figure 4 shows the location of these material properties on the stiffness versus density material selection chart, together with other recently reported ultralight materials for comparison
What do you think about the material properties achieved by the proposed objects? Do they satisfy the criteria indicated as desired in the introduction of the article?
Next Generation Science Standards, Science and Engineering Practice 4: Analyzing and interpreting data
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To study how the loading direction and lattice orientation of an octet-truss lattice affects its E-ρ scaling relationship
What experiment can you propose to answer this question?
AP Biology Science Practices:
• Practice 3: The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. • Practice 4: The student can plan and implement data collection strategies appropriate to a particular scientific question.
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The power n of the scaling relationship between relative material density and the relative mechanical property depends on the material’s microarchitecture
According to what you have read so far, can you explain the goal of the present study?
Next Generation Science Standards Science and Engineering Practice 1: Asking questions (for science) and defining problems (for engineering)
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scienceintheclassroom.org scienceintheclassroom.org
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which should not happen according to Mendelian inheritance of a recessive allele
Connects to Essential knowledge 3.A.1 in AP Biology Course Description.
http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2117.html
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scienceintheclassroom.org scienceintheclassroom.org
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We subsequently conducted an extensive industry survey in Australia, comparing sulfate data in drinking water with and without sulfate addition during water treatment.
The paper connects to Vision and Change Core Competencies and Disciplinary Practice Competency 6 while showing students how science could be connected to society even in the process of data collection.
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Although the technical challenges of reducing sulfate in sewage seem simple, institutional barriers may prevent a shift toward a whole-of-water-cycle optimization strategy. Given the increasing complexity and interdependence of the urban water systems, including recent trends in local water reuse, water-sensitive urban design, and low-impact development, the development and consistent application of novel, system-wide integration tools are essential to an overall optimization strategy.
The paper connects to the English Language Arts Standards 11-12.6 as it analyzes the problem of sewer corrosion and explains the main sources of high sulfide concentrations with the designed experiments and modeling. Moreover, it identifies the importance of an integrated urban water management system as an issue that remains unresolved.
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Although integrated urban water management and total water-cycle planning are firmly anchored in many policies developed by various levels of governments, in reality, individual subsystems—such as drinking water production and sewer and/or wastewater management—are often considered separately and optimized to generate locally maximized benefits (or least cost) without taking into account the existing connections across the water cycle.
The article connects to the Learning Standards, Common Core: Statistics and Probability (Construct viable arguments and critique the reasoning of others) :
The paper critiques the current division in drinking water production and sewer/wastewater management in the decision-making process and encourages the implementation of a water cycle approach that integrates these governmental subsystems.
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Sulfide-induced concrete sewer corrosion costs billions of dollars annually and has been identified as a main cause of global sewer deterioration.
This paper connects to NGSS 8 practices for science and engineering Practice 1 and Science Practices for AP Biology Practice 3 by describing the problem that sulfide is the main reason for sewer corrosion globally.
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As much as 52% of the sulfate present in the sewage of the monitored area is contributed by the addition of aluminum sulfate as coagulant in the drinking water production, with a net contribution of 9.2 mg S/liter (Fig. 1and fig. S1).
The paper connects to Learning Standards Common Core:Statistics and Probability (Make inferences and justify conclusions from sample surveys, experiments, and observational studies) : Figures 1 and 2 demonstrate results from gathered data and surveys explaining that aluminum sulfate has a major role as a sulfate source in sewer corrosion.
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- Apr 2016
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scienceintheclassroom.org scienceintheclassroom.org
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measles epidemics
Vision and Change Core Competencies and Disciplinary Practice. Competency 4: Ability to tap into the interdisciplinary nature of science
This paper relies heavily on the data collected by national public health organizations, previous observations and research, and the ability of biostatisticians and mathematicians to analyze the data in new and creative ways.
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30.9 months
Common Core: Statistics & Probability: Calculate expected values and use them to solve problems
The authors have calculated the length of immunomodulation in this paper and used it as a model to understand the impact of measles on childhood infectious disease mortality, students have been able to follow that process in this paper.
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Our data provide an explanation
Vision and Change Core Competencies and Disciplinary Practice. Competency 1: Ability to apply the process of science Students who read this article are being shown how scientists gather and analyze data to test a hypothesis and come to conclusions. They are then asked new questions based on those conclusions and evaluating the results.
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reductions in infectious disease mortality after measles vaccination can last throughout the first 5 years of life (5–10), which is much longer than anticipated by transient immunosuppression
NGSS 8 practices for science and engineering/Science practices for AP biology. Practice #6 The student can work with scientific explanations and theories
This paper deals with a topic which has been well researched in the past, in order to understand this work students must understand the previous theories and how the authors theory of using high-income country data provides a new explanation on previous observed phenomenon
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To assess the underlying immunological hypothesis (Fig. 1D) using population-level data, we required that
English Language and Standards (Science & Technical Subjects) 11-12.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or preforming technical tasks; analyze the specific results based on explanations in the text.
This article requires students to follow a process which analyzes data based on 4 stages of testing to evaluate a conclusion
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scienceintheclassroom.org scienceintheclassroom.org
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InDrosophila, we found that MCR mutations efficiently spread from their chromosome of origin to the homologous chromosome, thereby converting heterozygous mutations to homozygosity in the vast majority of somatic and germline cells
Connects to Essential Knowledge 3.A.1 of AP Biology Course Description.
http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2117.html
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According to Mendelian inheritance, all F1 female progeny of such a cross should have a y+ phenotype
Connects to Essential Knowledge 3.A.3 of AP Biology Course Description.
http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2117.html
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- Mar 2016
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scienceintheclassroom.org scienceintheclassroom.org
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The information content of the presented data sets, which are publicly available, provides a transparent, sound, and consistent basis on which to quantify critical environmental issues, including
In this paragraph, Hansen and colleagues structure information to show how public global imaging data sets such as Landsat data can be used to address environmental, economic, and social issues.
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The converging rates of forest disturbance of Indonesia and Brazil are shown in Fig. 3
Hansen and colleagues use linear models (y=mx+b) to test whether the trends in forest loss in Indonesia and Brazil are both significant through time. What did they find?
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Acknowledgments:
Science is collaborative and support from scientific research can come from many different sources. Check out which organizations helped to fund this research.
Gordon and Betty Moore Foundation
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scienceintheclassroom.org scienceintheclassroom.org
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Future research
Connects to Vision and Change Core Competency #1: ability to apply the process of science.
The authors look beyond their own conclusions and consider additional questions that should be investigated in the future.
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inform public policy
Connects to Vision and Change Core Competency #6: ability to understand the relationship between science and society.
The authors relate their findings to the link between psychological research and public policy.
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nonrandomized groups (e.g., cultures, nations, and religious groups)
The experiments in this article also use nonrandomized groups (i.e., participants cannot be randomly assigned to be a member of the Democratic or Republican party).
How might you run a similar study using randomized groups? What would this add to our understanding of happiness?
This connects to Science Practices for AP Biology Practice 3: The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.
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it is possible that ideological happiness differences may simply be an example of conservatives’ stronger tendency to evaluate the self favorably.
Connects to NGSS Practice 1 (Asking questions [for science] and defining problems [for engineering]) and Practice 3 (Planning and carrying out investigations).
How would you design a study to evaluate this idea? How do the researchers go about testing their hypotheses?
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- Jan 2016
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scienceintheclassroom.org scienceintheclassroom.org
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We were particularly interested in factors that can influence whether such training procedures produce transient or persistent effects. Because pervasive stereotypes in the media and broader culture could function to regenerate a bias that is momentarily reduced (14), maintaining the benefits of training is crucial for the ultimate usefulness of potential bias-reducing interventions.
Connects to English Language Arts Standards Science & Technical Subjects Grade 11-12 11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
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Connects to Vision and Change Core Competencies and Disciplinary Practice Competency 6: Ability to understand the relationship between science and society
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how much training is needed to make implicit benefits persist for long periods of time and transfer to explicit benefits in interpersonal interactions? To what extent do persistent benefits depend on repeated training, the nature of other waking activities after training, and repeated memory reactivation during sleep?
Connects to Vision and Change Core Competencies and Disciplinary Practice Competency 1: Ability to apply the process of science
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within-subject analysis of variance (ANOVA), F1,39= 15.453, P < 0.001, ηp2 = 0.284
Connects to Common Core: Statistics & Probability Model with mathematics
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Connects to Common Core: Statistics & Probability Interpret linear models
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Connects to Common Core: Statistics & Probability Summarize, represent, and interpret data on two categorical and quantitative variables
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For example, documented policing errors have repeatedly shown the potential harm of racial profiling
Connects to Vision and Change Core Competencies and Disciplinary Practice Competency 6: Ability to understand the relationship between science and society
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- Oct 2015
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sitc.isoveradev.com sitc.isoveradev.com
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dolor parturient blandit
LearningStandards
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local.sitc.org local.sitc.org
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vitae a per vivamus
LearningStandards test
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local.sitc.org local.sitc.org
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Here
Standards
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