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Nancy SerrellDirector of Science and Technology OutreachDartmouth College, Office of the Provost6068 Blunt Alumni Center, Room 309Hanover, NH 03755Telephone: (603) 646-9756Fax: (603) 646-3733E-mail: Nancy Serrell Sara RiordanScience Outreach Coordinator

Dartmouth College, Office of the Provost

6068 Blunt Alumni Center

Hanover, NH 03775

Telephone: (603) 646-0397

Fax: (603) 646-3733

E-mail: Sara Riordan

Dartmouth College, Office of the Provost

6068 Blunt Alumni Center

Hanover, NH 03775

Telephone: (603) 646-0397

Fax: (603) 646-3733

E-mail: Sara Riordan

Faculty and their graduate students work with the Dartmouth Center for the Advancement of Learning (DCAL) to develop inquiry-based science 'modules' related to their research. Ideally, these modules are 1-2 hours in length and incorporate hands-on activities. Training through DCAL is available on the development of effective inquiry-based modules. Once a module is developed it is published on the Dartmouth Outreach website and Nancy Serrell, Director of Outreach, will connect researchers with K-12 teachers in the area who might be interested in adopting the module or having a graduate student or faculty member visit their classroom to present the module.

**Chemical Reactions**developed by Ana Posada, Ph.D. candidate, Microbiology

**Overview:** This module introduces students to the chemical and physical changes that occur when a chemical reaction has taken place. Students will observe several reactions before being asked to determine which of two experiments leads to a chemical reaction.

**Domino Tilings and Fibonacci Numbers**developed by Megan Martinez, Ph.D. candidate, Mathematics, and Ilene Kanoff

**Overview:** This lesson is an exploration into the mathematical world of tiling. It is an incredible fact that the number of domino tilings of a 2 x n rectangle is precisely the Fibonacci numbers. Students will work in groups to construct the tilings of 2 x n rectangles with dominoes. They will then conjecture how many tilings there are of an arbitrary 2 x n rectangle and work to explain why their conjecture is true.

**Glacier Flow**developed by Rebecca Williams, Ph.D. candidate, Engineering

**Overview:** The focus of this activity is to understand the different aspects of glacier flow and the material parameters that affect flow velocity. This module is appropriate for students studying calculus.

**Hand Washing and Hygiene Activity**developed by Maarten Buitendijk, Ph.D. candidate, Microbiology

**Overview:** Bacteria and other microorganisms are everywhere around us, and the discovery of the importance of hygiene and hand-washing was a key advancement in public health in the 19th and early 20th century. With this experiment students will learn to visualize microorganisms on growth plates, and learn about the importance and efficacy of various hand washing techniques.

**Characteristics of Living Organisms**developed by Laurel Symes, Ph.D. candidate, Ecology and Evolutionary Biology

**Overview:** This activity focuses on how we distinguish things that are living from those that are not living. Students are encouraged to imagine a new species and to use the six characteristics of life to justify that the organism that they imagine is alive.

**Math and Music**developed by Megan Martinez, Ph.D. candidate, Mathematics and Alex Barnett in conjunction with Ilene Kanoff

**Overview:** This lesson is an exploration into the mathematical world of music. Students will learn about the relationship between pitch, frequency, and period. Students will then apply their knowledge by constructing their own set of pan pipes.

**The Number Devil**developed by Megan Martinez, Ph.D. candidate, Mathematics and Ilene Kanoff

**Overview:** This lesson focuses on incorporating reading, writing, critical thinking, and independence into the math classroom. Students will work in groups to read an assigned chapter from the mathematical fiction book, *The Number Devil, *by Hans Magnus Enzenberger. Students will then be responsible for the math concepts covered in their assigned chapters, will compose a writing piece detailing the math, and create a technology presentation to share this information with the other students.

**The Search for the Best Ice Cream**developed by Molly Carpenter

**Overview:** This module explores the concepts of freezing point depression, heat transfer, hydrogen bonding, and material science while asking the question, "why does ice cream have a smooth, soft consistency, while frozen water or milk is hard?"

**Building Motions in Earthquakes,**developed by Vicki V. May, Instructional Associate Professor, Thayer School of Engineering at Dartmouth College; Adapted from:*FEMA Seismic Sleuths and SDSC TeacherTech Science Series*

**Overview: **During an earthquake, buildings move – or oscillate. If the frequency of this oscillation is close to the natural frequency of the building, resonance may cause severe damage. This lesson encourages students to observe how the mass, stiffness, and height of buildings affect their motion and how buildings respond to resonant motions.

**Thinking Like Plants and Pollinators**, developed by Zak Gezon, Ph.D. candidate, Ecology and Evolutionary Biology, with Sue Jukosky and Rebecca Irwin

**Overview:** About 90% of flowering plants rely on bees and other animals for reproduction through pollination. Pollinators, in turn, benefit from plants by receiving food in the form of nectar and pollen. This "win-win" relationship between plants and pollinators is called a mutualism. This lesson encourages students to understand mutualisms from the POV of both plants and pollinators, and gain an intuition for the effects that human disturbance can have on plant- pollinator interactions.

**Exploring the Stroop Effect,**developed by Sergey Fogelson, Ph.D. candidate, Psychological and Brain Sciences, and Rick Schluntz; Adapted from: http://www.ithaca.edu/faculty/stephens/stroopi.html

**Overview: **Mental operations can come into conflict with each other. For example, it is exceedingly difficult to both remember a list of 15 words and count backwards from 500 in multiples of 7. This is because distinct mental processes (remembering, computing a number) can share mental resources. This lesson explores a similar kind of mental conflict directly, by replicating a famous psychological effect discovered by John Ridley Stroop.

**From DNA to Protein**, developed by Jessica Day, Ph.D. candidate, Biochemistry

*Supporting materials:* Worksheet for From DNA to Protein

**Overview:** In this lesson students will become more familiar with the processes of transcription and translation by performing these tasks with puzzle-like pieces that represent DNA, RNA, tRNA, and amino acid molecules.

**The Pasta Model of the Bone**, developed by Justine Hutchinson, Ph.D. candidate, Pharmacology and Toxicology; adapted from*NIH**Looking Good, Feeling Good: From the Inside Out Lesson 2: What Makes Bones Strong?*

*Supporting materials: Pasta-Bone Model Worksheet*

**Overview: **This lesson includes a hands-‐on exploration of the structure and function of bone.

**Introduction to Light**, developed by Michael Mastanduno,Ph.D. candidate, Engineering; adapted from*Kahn Academy*

**Overview: **Students will use a slinky and a microwave to explore the properties of waves (frequency and wavelength) and have a general understanding of electromagnetic radiation.

**The Brain Game**, developed by Olivia Kang, Ph.D. candidate, Psychological and Brain Sciences

**Overview:** Our brains are essential for everything that we do, from seeing, to moving, to thinking. This exercise was developed to help students differentiate between the main regions of the brain, and use group- collaboration and critical thinking to discover what kinds of functions these regions are responsible for.

**Using Light to Explore the Cosmos,**developed by Seth Cohen, Ph.D. candidate, Physics and Astronomy, and Gary Wegner

*Supporting materials*: Spectroscopy Lab Helium spectrum Hydrogen spectrum Neon spectrum Nitrogen spectrum Oxygen spectrum

**Overview:** Astronomers can't go out and do experiments on the stars; the only tool we have to learn about the universe is light. Through this activity, students will discover how astronomers use light to determine what astronomical objects are made of.