A strong STEM is critical to ‘blossom’

MLHS Science Department adds LabQuest 2 hand-held data collection devices, probes

 

Science is more than a school subject, or the periodic table or the properties of waves. It is an approach to the world, a critical way to understand and explore and engage with the world, and then have the capacity to change that world . . . — President Barack Obama, March 23, 2015.

In a world that’s increasingly more complex, success is driven not only by what one knows – but by what one does with what he or she knows.

All young people should be prepared to think deeply and to think well so that they have the chance to become innovators, educators, researchers, scientists and leaders who can solve the most pressing challenges facing the nation and the world – both today and tomorrow. To that end, it is more important than ever that youth are equipped with the knowledge and skills to tackle and solve tough problems, gather and evaluate evidence and also be able to make sense of that information.

These skills are accumulated by students by studying science, technology, engineering and math – subjects that are collectively known as STEM.

Unfortunately, not enough youth have access to quality STEM learning opportunities, and too few students see these subjects as springboards for careers.

The Science Department at Mountain Lake Public High School (MLHS), comprised of teachers Jaime Banks and Jayme Fast, know it is critical that, in order for students to “blossom” – they need a strong STEM. The duo have added 10 LabQuest 2 devices and supporting equipment as part of their students’ classroom curricula with the support of a pair of grants from the Remick Foundation and the Mountain Lake Area Foundation (MLAF). Future equipment update needs will be backed by the Mountain Lake Public School (MLPS) School Board.

The LabQuest 2 units are hand-held data collection devices made by Vernier. According to Fast, “They allow students to digitally collect a wide variety of data types, i.e. temperature, force, acceleration, oxygen and carbon dioxide quantities, motion, speed, current, etc. We also now have 15 different types of data collection sensors on inventory for our students to use.”

Fast was able to make a small purchase of Vernier equipment last school year for her college physics class. She had utilized this hands-on equipment in the previous district in which she had taught, and knew first-hand the impact they have on students. Prior to the addition of LabQuest 2, all of the students’ data collection capabilities were analog.

Each LabQuest 2 unit features wireless connectivity with Wi-Fi and Bluetooth, a high-resolution touch screen with both portrait and landscape orientations and are compatible to Windows and Macintosh computers. They have real-time graphing and live sensor data display. Included is a built-in periodic table, stopwatch, scientific calculator, etc., along with sensors such as GPS (Global Positioning System), microphone, accelerometers and relative light sensors. The devices have fast data collection of 100,000 samples per second. Each unit has a rechargeable, high-capacity battery.

Different probes that are utilized with each device can monitor and/or measure temperature, pH, carbon dioxide, colorimeter, conductivity, oxygen, relative humidity, magnetic field, turbidity, current, motion, force, etc.

“These devices allow students to manipulate digital graphs, extrapolate relationships, compare results and digitally share results to cell phones, computers, iPads and Chrome books,” explains Fast.

Total cost for the devices and accompanying probes was $8,362.

The Remick Foundation provided $6,362 for the equipment. Four members of the Remick Foundation were in Fast’s chemistry classroom of junior class students Friday afternoon, September 30, to get a first-hand look at how the devices and probes work as the students conducted a LabQuest 2 “Scavenger Hunt” and a pH Investigation. Several senior class physics students also participated by presenting additional demonstrations. On hand were foundation members Howard Davis, Lynne Kessler, Jean Pike and Lynel Nelson.

The MLAf  added an additional $2,000 to fulfill the need. MLAF members include Chair Wade Nelson, Treasurer Tim Swoboda, Secretary Misty Karschnik and Board Members Vern Peterson, Brian Harder, Sharron Hanson, Joyce Bucklin, Pat Weir and Kris Langland.

 

 

 

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MLHS CHEMISTRY AND Physics teacher, Jayme Fast, second from left, presents an introduction to the handheld LabQuest2 to Remick Foundation members. The Remick Foundation, along with the Mountain Lake Area Foundation (MLAF) responded with funds for a total combined grant of $8,362 for an initial supply of 10 hand-held collection devices and their supporting probes and other equipment. Also on hand are MLHS physics class seniors who provided foundation members with an in-depth explanation of the uses of the equipment. Pictured above, from left, MLHS senior Yahayra Sanchez, Remick Foundation member Jean Pike, Fast, Remick Foundation members Lynne Kessler, Lynel Nelson and Howard Davis and MLHS senior Kalley Rempel. Both Fast and Jaime Banks of the MLHS Science Department include these digital collection devices as part of their classroom curricula. 

 

 

 

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MLHS SENIORS KALLEY Rempel, right and Lexia Peters, second from right, eagerly demonstrates all of the LabQuest 2 uses to Remick Foundation members Lynne Kessler, left and Jean Pike, second from left.

 

 

 

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THIS TRIO OF MLHS juniors are getting their own introduction to the LabQuest 2 by going on a LabQuest 2 “Scavenger Hunt.” From left, Maritza Lopez, Brodie Freeman and Weston Osland.

 

 

 

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BEGINNING THE SCAVENGING by labeling the different areas of the screen.

 

 

 

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OTHERS IN THE chemistry class, including Jeff Wright, standing left and David Hall, seated right, were utilizing the LabQuest 2 unit and a pH probe to complete an investigation on acid rain by determining what impact the temperature of water has on its ability to absorb carbon dioxide to produce carbonic acid. The students were working under the theory that water is able to absorb a large variety of chemicals, leading to it being called a “universal solvent.” In the lab project, students looked at how water absorbs carbon dioxide gas. They did this by observing the pH level (a measure of how acidic or basic water is) of the water sample as carbon dioxide is introduced into it, and then is absorbed, forming carbonic acid and lowering the overall pH level. Results from the investigation pointed the way other gases are being absorbed and also being converted to acidic compounds.

 

 

 

 

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PART OF THAT investigation was introducing the carbon dioxide into the water by blowing into it through a straw for four minutes, with the probe inserted to record all data. In this group, Marta Stoesz, right. was elected to be the designated carbon dioxide volunteer. Checking out the results on the LabQuest 2 are Michael Watkins, left, and Taylor Hudson, center.

 

 

 

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FOUR MINUTES IS a looonnnggg time when you are blowing through a straw Marta Stoesz quickly learned.

 

 

 

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THE LAB QUEST 2 begins monitoring and graphing the results of the insertion of carbon dioxide into the water.
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