Investigating Science through Teacher Active Research

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Investigating Science through Teacher Active
Research Department of Earth Sciences,
University of North Carolina at
Wilmington Science and Math Education Center,
University of North Carolina at Charlotte
  INTRODUCTION
  LABORATORY ACTIVITIES
  NC-INSTAR ACTIVITIES

Project INSTAR is a science teacher institute
focused on earth systems science education and
technology training in coastal marine
environments. The Institute, developed by a team
of scientists and educators, began in 1998 at the
University of Miami's Rosenstiel School of Marine
and Atmospheric Science.  The projects mission
is to enhance the geoscience knowledge of middle
school and high school teachers throughout the
southeastern United States by offering
laboratory, field, and technology training in
coastal marine science themes.  By working with
scientists, the goal of INSTAR is to bridge the
gap between the research community and educators
in public schools. Teachers can directly use the
activities, lessons, and materials back in their
classrooms. Providing 3 graduate credits, the
first NC- INSTAR took place in Wilmington, NC
during July 22-29, 2001 and included 11
participants.
NC-INSTAR participants applied the scientific
method to actively examine water quality and
coastal management issues in southeastern NC. 
The program combined intensive field and
laboratory components designed to integrate
biological, chemical, geological, and
geographical approaches and methodologies.   
  FIELD ACTIVITIES Participants spent two days
in the field collecting data. The first day
focused on a study of water quality and land use
in the Bradley Creek watershed. On the second
day, participants examined coastal management
issues on Wrightsville Beach.

In the laboratory, participants performed tests
to measure phosphorus, nitrate, and turbidity of
water samples.
DAY 1 BRADLEY CREEK
Participants used GPS to determine the latitude
and longitude of sampling sites in the watershed.
Sites were then located on maps. Water
velocity was measured with current meters.
Physical properties of the water such as
temperature, dissolved oxygen, pH, and salinity
were measured with the Hydrolab DataSonde.
Each participant also measured salinity with a
hand-held refractometer and collected water
samples for laboratory analyses.
ARCVIEW was used to integrate disparate data,
create buffers, quantify land cover classes,
create maps and to examine the effect of land use
on water quality.
EXAMPLE RESULTS
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NC-INSTAR 2001 participants and instructors.
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INSTAR is coordinated by Ms. Genevieve Healy
(UNCC) and assisted by Kara Core. Instructors
for the Institute were Dr. Joanne Halls and Dr.
Lynn Leonard from UNCW and Tom and Karen Booker
of the Charlotte-Mecklenburg School District.
UNCW graduate students, Jason Minton and Kim
Nelson, were teaching assistants for the program.

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Laboratory and field data for Bradley Creek were
integrated using GIS.
DAY 2 WRIGHTSVILLE BEACH
COURSE REQUIREMENTS
Participants used GPS to determine the latitude
and longitude of beach profile sites. Profiles
were located on topographic maps.

• All NC-INSTAR participants were expected to
  attend all 7 day and evening sessions of the
  Institute between July 22-29, 2001.  Participants
  were housed in the UNC-Wilmington dormitories. 
  One follow-up day will also be required during
  the fall 2001 semester (exact dates and locations
  to be announced). Specific course requirements
  are listed below
• Homework assignments
• Research report
• PowerPoint poster presentation
• Portfolio of lessons, activities, and student
  work
• Each participant was expected to contribute
  materials for inclusion in a NC Project INSTAR
  Resource Guide and CD-ROM, and the Project INSTAR
  website.

Field data were used to construct topographic
profiles in EXCEL.
Topography of the beach at each site was measured
using beach profiling techniques.
Core samples were collected, split, and
described. Additional samples were collected for
laboratory analyses.
Cores were split and described in the field.
Descriptions included attributes such as color,
grain size, sorting, and composition.