To Smoke or Not To Smoke? It’s Not Questionable!

Hey you! Throw away that cigarette’s butt. Of course, put your cigarette out before tossing it in the ash catcher! It will take you a little time to answer the following questions. As a teenager, do you think youngsters are aware that cigarette smoke inhalation is a completely unnatural behaviour? Are they aware of the lethal mix of substances within cigarette smoke? Do they know how Tobacco production and consumption undermine the achievement of several targets related with Sustainable Development Goals of the Agenda 2030?

Well, on the basis of the results of the project we carried out in the last month, our answer could be summarised in this way: not enough!

We would like to raise students’ interest in Tobacco-related hazards. Not only those that directly affect smoker’s health, but also the ones that threat their families, their communities and people involved in tobacco farming. We would focus on the complexity of the problem rather than provide students with a reductive approach. Our Big Idea is that to find effective and suitable solutions, future scientists should also be able to face complexity.

OUR TEAM

We are a team of teachers from the Upper Secondary School “G. Galilei” in Jesi, a Technical Biotech School in the province of Ancona, in the Marche region. The school community vision is always leading us to contextualise learning in real-life. By means of a well-developed network at both local and international level, we are always provided with riveting opportunities to develop students’ and teachers’ abilities to cope with the challenges we are facing nowadays.

TEACHERS’ TRAINING

It all started in September, when a Professional Development Course to spread the use of Inquiry-Based Science Teaching was organized by the National Association of Science Teachers (ANISN). Under the guidance of two trainer teachers, Chiara Garulli and Luigina Renzi, we enhanced our capabilities to plan and implement our project. We also got the opportunity to deepen our knowledge in the field of Tobacco Hazards inviting experts from the Polytechnic University of The Marche Region. They also provide career guidance. “Professional Go Back to School”, the activity we used, is just one of the many ways to present STEM jobs in Classroom. Teachers can find plenty of resources in the guidelines developed by STEAM-(IT) / Stem Career Advisers Network. Finally, spellbinding ideas to promote active learning where grabbed from the MOOC “Active Learning and Innovative Teaching in Flexible Learning Spaces and the related Guidelines in learning space innovations | Unesco IIEP Learning Portal

INQUIRY BASED LEARNING

Students were asked to solve a problem in group of four. They should prove which kind of cigarette was the most poisonous among several samples available for the comparison. They were provided with an apparatus for cigarette tar extraction, an analytical scale, lab glassware, laboratory oven, dryer, solvents, nicotine standard and other materials to perform Thin Layer Chromatography.

According to the different steps of the Scientific Method, students must form a hypothesis, a prediction based on observations and /or previous knowledge, avoiding any use of web search. The next step was to plan an experiment to prove their prediction right. The two steps were carried out using a think, pair and share activity. Each group should come up with a shared experimental plan. The following plenary discussion was aimed to present groups’ speculation and plan. No feedback was provided in terms of wrong or right answers but, teachers had the opportunity to guide them asking sense-making questions. The discussion helped the groups to improve the experimental plan. The experiments were implemented. Data were collected and analysed. Each group drew its conclusions and summarised the whole study using a scientific poster to give a presentation. Finally, findings were discussed in plenary to better understand weaknesses and strengths in each experience.

At the end of the day, students agreed on the best way to compare samples. It consists in a quantitative comparison, the gravimetric analysis of extracted tar from different samples. Further qualitative information could be gathered by means of thin layer chromatography based on the comparison of eluted tar samples and standards.

The final activity was aimed to explain features of tobacco first, second and third hand smoke and the effects of exposure on the human body. Information was provided about the carcinogenesis process induced by nitrosamine and benzopyrene metabolism, which is mediated by Cytochrome P450, a superfamily of enzymes responsible for oxidizing xenobiotics. Consequently, the concept of polymorphism was contextualized to explain the occurrence of altered or enhanced metabolisms that can lead to different health conditions among smokers. Last but not least, teachers make clear that no evidence were shown about the innocuity of Tobacco Heated Products and Electronic Nicotine Delivery Systems.

PROFESSIONAL GO BACK TO SCHOOL

Considering the rate of our school students that choose to enroll in STEM academic courses, we would like to offer guidance for STEM careers related with the topic. Internships and Orientation programs provide a wide list of interlocutors to whom ask support to help students to discover the more appropriate career according to their passion, attitudes, willingness, and skills.

Keeping updated with the continuous changes we are experiencing both in education and the job market, whether local or global, is extremely relevant for teaching professionals and students. This way, we can cope with a challenge of paramount importance: to develop students’ hard and soft skills, which are fundamental assets in higher job market demand.

In this experience we got in touch with three experts from Polytechnical University of Marche (UNIVPM), Professor Pier Luigi Stipa, a chemistry researcher in charge of Orientation program for UNIVPM, Professor Stefano Gasparini specialized in pulmonary diseases and respiratory physiopathology and, a PhD candidate Giulia Lucia, who is studying the effects of cigarette butts on the natural marine environment.

Due to Covid19 restriction, the activity was held online. One of our students was in charge of explaining the undertaken learning pathway and the results in terms of raise of interest in the field and gaining of expertise and skills.

Then, students could pose some questions inheriting the careers of involved STEM professionals according to curiosities raised during the activity preparation. The expert addressed the questions and then gave a presentation.

Information was delivered according to the specific discipline approach that experts use facing different aspects of the same phenomenon, the tobacco consumption.

CLIL: TOBACCO AND SDGS OF 2030 AGENDA

On top of that, the last part of the project concerned the interference of Tobacco farming and consumption with principles of equity, prosperity, and sustainability contemplated in 2030 Agenda’s SDGs. In groups the students were involved in the production of a podcast pilot episode. The aim was to raise awareness among their peers on the topic. Students were provided with original material from World Health Organization and  from another acknowledged project Sustainable Development or Tobacco – unfair tobacco. According to activity described in the picture, they had the opportunity to explore the materials and agree on the answers to relevant questions. The process enabled them to highlight the main facts they should use to raise awareness among peers.

EVALUATION

Students’ transferable skills were assessed by means of ongoing observations based on criteria such as participation, accountability, and time management. Hard skills assessment was carried out during laboratory experiments by means of observations and then through the evaluation of poster contents. Knowledge assessment was carried out using open ended and multiple-choice questions.

CONCLUSION

The activity addresses a topic that is meaningful for the students. They are quite curious about the effects of such products. We spotlighted some misconceptions that must be confuted. According to the Framework Convention for Tobacco Control, awareness about the hazards related to Tobacco consumption is one of the most important measures to control the spread of this plague.

The activities the students carried out were not only an opportunity to contextualize their previous knowledge and abilities but also to test and develop new competences.

Authentic learning is an umbrella term that encloses all the different methods we used during this incredible journey. As in life, both of us students and teachers have experienced some problems facing new situations but, at the end of the day, we were all able to find solutions, to communicate with each other and, finally, to manage to become a better and upskilled version of ourselves.

Thank you for reading!

IF I SAY “APPLE” APPEAR; IF I SAY “PEAR” DISAPPEAR: STEM HOUSE

Imagine a house that grows when we want it and shrinks when we don’t! What is ergonomics? Is it possible to design an ergonomic house? With STEM yes!

Student age:13-14

Subjects: math, engineering, technology

Objectives:

  • Calculates the area of ​​a rectangle, using square centimeters and square metres.
  • Solves problems that require calculating the area of ​​a rectangle.
  • Explain the importance of ergonomics in product design.
  • Express that functional differences lead to structural differences in architectural design.
  • Express the relationship between engineering and design.
  • Designs an ergonomic house using the engineering design process.
  • Makes sketches for design.
  • Converts draft drawings into three-dimensional visuals with the help of computer.
  • Creates the model or prototype of the design.

Materials that can be used: Computer, scissors, cardboard, Pvc foam board, plexiglass, clay, ruler, pencil, glue, etc.

Abstract: First of all, I explained the subject of field in mathematics to the students. Then I focused on the concept of ergonomics and showed examples from daily life. I started with the subject of architectural structures. We brainstormed and discussed ergonomics in architectural structures. Based on the information we obtained, I asked the following question: “If you were an engineer, what kind of ergonomic house would you design?” Students designed an ergonomic house using the Tinkercad web 2.0 tool. Later, they made a model or model of the house they designed with materials such as Pvc foam board, cardboard, plexiglass, clay, etc.

While implementing the house model, the students made use of waste materials as much as possible. They drew attention to small details such as doors, windows, fences in the garden, swings, etc. When designing small details, for example, they used 3D printing on flowers in the garden. They took care to design collapsible systems. They designed a portable balcony, terrace, roof, etc. Here are some examples;

Water is Life

Link

Access to clean water, one of the problems caused by the global climate crisis, is the aim of our STEM plan, based on the Scientix Repository Resource “Shrink your water footprint.

The gradual decrease of clean water resources and access to clean water has become one of the biggest problems of our world.

We aimed to create nature-based solutions with our students for the efficient use of water resources.

We aimed that our students adopt a more sustainable lifestyle by understanding the effects and causes of climate change at an early age.

We also encouraged them to gain critical thinking, creativity, problem solving, cooperation and sense of responsibility at an early age.

Among 36 students aged 9-10, 19 were girls and 17 were boys. We carried out our activities in our classroom. Our activities took place between 4-20 April 2022.

To our students: 1- What does the blue part in the picture of our world represent?, 2-How much of our world is covered with water?, 3-Do you think we can use all of the water on Earth as drinking water?, 4-How much of our body is water?, 5-Why is water important for our life and what difficulties would we face without water?. We triggered feelings of curiosity by asking questions and brainstorming.

(Atıf CC-BY)

As the first step of conscious water consumption, we had water footprints calculated.

(Atıf CC-BY)

As part of the expert meetings, we talked to Dr. Akgün İlhan about “SU” on Zoom. Our students played the “Future of the World” game to say ‘I am in the Future of the World’, learned about the problems related to water and developed solutions.

(Atıf CC-BY)

Elif is 8 years old. There is a drought in his city. Water resources are dwindling rapidly. Elif and her family are struggling to find water for drinking and cleaning. Since problems began to be experienced in the irrigation of agricultural lands, the city where Elif lives can no longer produce from agricultural lands as much as before. Trying to understand the reason for all this, Elif shares her observations with her family, friends and teacher. They are starting to explore how we can reclaim our water through recycling. I explained the problem situation to my students. The students, who were divided into groups, started to create their prototypes by doing research on “Rainwater harvesting”.

Rainwater harvest: https://www.youtube.com/watch?v=CywGLqPRFRs

Presentations by my students:

https://youtu.be/6YSystVNr5Y

https://youtu.be/FjE2km22j0Q

https://youtu.be/Lyg0kH3pesY

https://www.youtube.com/watch?v=p82EP6Rj8v0

Our students strengthened their ties with nature by developing nature-based STEM activities. Aware of the problems of the environment they live in, our students learned to be sensitive to the environment by questioning their role in the chain of life. They took steps towards efficient use of water resources. They have shrunk their water footprints. They started to change their lifestyles for a sustainable world.

Traveling to space through the virtual reality glasses application prepared with STEM

Digital education materials are very important. Students cannot see space and planets up close in real life.However, it is possible to travel to space with virtual reality glasses. Student can study planets as if they are in space thanks to virtual reaility glasses. For this reason, I designed a digital game for my students that can be played on smartphones and computers. Game editing and voice-overs belong to me and my students.

Project purpose: To give students a realistic experience with STEM.
To create an original digital material.

Application stages: Unity Game Engine is used for this application. Unity is a three-dimensional game engine, especially suitable for digital games and simulations. Textures similar to the images of space and planets were determined.Original sound recordings in which the planets introduced themselves were created and converted into a suitable form with the ‘audio-converter’ program. The spaceship was designed with the Blender three-dimensional modeling program.With mathematical calculations, the size of the planets and the distances between them were determined. Joystick control provided. By making a selection from the selection screen prepared to go to the desired planet, movement to that planet was provided with the spaceship. Added pre-made audio recordings to planets. The application was tested by different people and corrections were made according to the feedback. Between April 25 and April 30, 6th grade students practiced. They took turns wearing virtual reality glasses. They also practiced on the digital board in the classroom.

Conclusion and evaluation: The ‘Solar System and Planets’ unit was taught to the students in a shorter time than in the lesson plan. Students learn permanently by concretizing knowledge. It’s fun because it’s game-based material. The subject of Science was discussed. Mathematical calculations have been made. Software programs are used in the field of technology. Designs were created in the field of engineering. An original STEM project has been created. This project has been used in the classroom activity.

Students’ average success before the event is 64 percent. After the event, the students’ average success is 92 percent.

Activity execution time in class: 40+ 40 minutes

Grade level: Secondary school 6th grade

Materials: Smart board in the classroom, virtual reality glasses, joystick, smartphone

ART ROUND WITH MARBLES

ART ROUND WITH MARBLES

This course, which is in the “Visual Communication and Formation” learning area within the scope of the 7, 8, 9 and 10th grade “Visual Arts” course in the Turkish education system, and which is suitable for the acquisition of “Uses art elements and design principles in visual art studies.” In our study, it is aimed that the students make an artistic work by using a different technique than the usual.

Glass beads, metal boat, paper and acrylic paint were used to reveal the targeted product. Our event was held face-to-face with our students in a classroom setting.

First of all, the balls we will use are placed on a metal tray with high edges by putting paper in it so that they do not roll out from the floor. Whatever type of work he wants to do on the edges of the paper in the tray, the appropriate colors are squeezed. Then, the marbles placed on the sides are moved quickly from left to right so that they hit the opposite sides of the tray to form the basis of the picture. What kind of painting the student wants to paint is determined in the second stage according to the color to be used and the direction of movement of the marbles. For example, the landscape painting is completed with the image of the reeds made by moving it up and down with black acrylic paint sprayed on the bottom of the tray on a sunset background created by moving it left and right.

Others should use this method in order to make the student comprehend that artistic works can be created out of just conventional materials and to help students develop their vision, comprehension, thinking and application capacities through artistic work, together with their aesthetic attitudes, from where they are. This method can be used to obtain abstract works by using different colors in one direction, as it will be difficult for children to move the marbles in different directions at the primary school level.

As a result, it is important that the child’s motivation, self-confidence and the contribution of the process he/she goes through to the development of the child’s motivation, self-confidence and the development of a work that they will be dealing with in a very short time, maybe for days.

The Scientix Project was conducted by our MEV College Private Büyükçekmece High School teacher Şennur HAN and MEV College Private Büyükçekmece Secondary School teacher Şensin KARATAŞ with the participation of 6 students in 4 different classes, 2 middle schools and 2 high schools, within the 7, 8, 9, AND 10 Grade Visual Arts course. It was held face to face between March 2022 and 29 April 2022. 

In this context, the course work was as follows:

• Scientix project competition was introduced in Visual Arts 7,8,9 and 10th grade classes, and the roadmap to be followed was determined together with the students.

• First of all, the materials to be used are introduced to the students.

• How the work will be done and what needs to be taken into account are shown through the application.

• It is ensured that the student does the work step by step.

What results are obtained at different grade levels? Which levels enjoy or get bored with this work? In this study, which we had our middle and high school students do to analyze these, the feedback we received from both groups was that they enjoyed the application very much.