ROCKBRIDGE PUBLIC SCHOOLS FOUNDATION
Grant Application
Project Title: RCHS Science Dept Improvements Beginning Date of Project: Nov 2009
III. Detailed Budget including all Costs of the Project, any Funds from other
Sources that will be used, Names of Suppliers, Cost of Shipping, etc.
The Rockbridge County High School Science Department is focusing on updating and improving the materials, instructional aids and equipment available at every level and in every discipline.
With the support of the Rockbridge County Public Schools administration, approximately $8,000 has been earmarked for use by the department for updates to Physics, Biology and Chemistry. The RCPSF has also applied to The Washington & Lee University Community Grants Program for $1,000 in funding for an Internet Interactive Site License for Explore Learning. The listing below details other significant needs of the department. Departmental priority is noted.
Department-Wide Needs
I. Seven Smart Boards, Projectors and Software - $14,000 (Priority One)
Description of Equipment:
The SMART Board is a large whiteboard that uses touch technology for detecting user input (e.g. scrolling interaction) that is equivalent to normal PC input devices, such as mice or keyboards. A projector is used to display a computer's video output onto the whiteboard, which then acts as a huge touchscreen. The SMART Board usually comes with 4 digital writing utensils that use digital ink replacing the traditional whiteboard markers. The digital ink works by using an active digitizer that controls the PC input information for writing capabilities such as drawing or handwriting. There are also buttons that launch a popup keyboard and a right-mouse-click menu for more input options. The interactive whiteboard is usually mounted on a wall or a floor stand and is used in face-to-face or virtual settings in education.
Endorsement:
September 17, 2009 --- SMART Technologies announces that after standardizing on SMART Board™ interactive whiteboards, Cumberland County Schools (CCS) in Fayetteville, North Carolina, has witnessed a significant increase in its Adequate Yearly Progress (AYP) score. In 2005, CCS began extensively implementing SMART Board interactive whiteboards and AirLiner™ wireless slates across all 86 schools in the district. Approximately 1,900 SMART Board interactive whiteboards and more than 1,000 wireless slates have been installed to date, with 400 SMART Board interactive whiteboards still to come. CCS officials pointed to the use of SMART products as a significant contributing factor in the improvement of student outcomes, specifically citing a marked increase in their AYP score. In the 2007–2008 school year, Cumberland County Schools’ AYP was 27.6 percent. In 2008–2009, it jumped to 72.4 percent. This measurement, undertaken as a requirement of the No Child Left Behind Act, is an indication of how well every public school and school district in the United States performs based on standardized testing of K–12 students, elementary and secondary attendance, and grade 12 graduation rates.
Rationale:
One of the most cutting-edge instructional tools, but at the same time an essential element of a progressive classroom, the science department currently has only five of these magnificent machines. The request represents funding for an additional seven SMART boards, which will provide one for every science teacher. As basic as chalk and a blackboard to education twenty years ago, SMART boards open the entire world to the teacher and student in the classroom. Classes conducted through the use of SMART board technology impact instruction by:
· Capturing and holding student attention
· Increasing efficiency of student note taking
· Allowing electronic filing of board notes for absentees, students with special needs and review
· Maximizing content presentation and facilitating understanding through visual presentation on a large format screen
· Interfacing lessons with SMART software, POWERPOINT, DVD and CD references in addition to allowing direct interaction with the internet
· Freeing teachers to give more individual attention to students
· Permitting student use of software, bringing hands-on excitement to the subject
II. Three Magnet Stirrers - $600 (Priority Two)
Description of Equipment:
A magnetic stirrer is a laboratory device consisting of either a rotating magnet or stationary electromagnets creating a rotating magnetic field. This device is used to cause a stir bar immersed in a liquid to spin very quickly, agitating or mixing the liquid. A magnetic stirrer often includes a provision for heating the liquid. Stirrers are often used in laboratories, especially in the field of chemistry. They are preferred over gear-driven motorized stirrers because they are quieter, more efficient, and have no moving external parts to break or wear out (other than the simple bar magnet itself). Due to its small size, a stirring bar is more easily cleaned and sterilized than other stirring devices. Magnetic stirrers avoid two major problems with motorized stirrers. Firstly, motorized stirrers use lubricants, which can contaminate the reaction vessel and the product. Secondly, in motorized stirrers, the sealing of the connection between the rotating shaft of the stirrer and the vessel can be problematic, especially if a closed system is needed.
Rationale:
Magnetic stirrers are one of the most basic of laboratory tools and are used in every lab setting. The school currently owns none. To provide essential laboratory background knowledge for higher level courses in addition to skills required in the workplace, the science department needs to update procedures. Magnetic stirrers will improve lab experience by:
· Maintaining integrity of experiment
· Allowing students more hands-on exposure to processes
· Increasing efficiency of classroom time
· Improving safety and control
· Using the same equipment as is used by college labs and by industry
III. Three Digital Balances - $930 (Priority Two)
[The RCPS Administration is providing funding for three Digital Balances.]
Description of Equipment:
A device to provide precise, exact measurements of weight, these precision balances can be used for weighing, net / total, check weighing, percentage weighing, weight accumulation, averaging, parts counting, animal / dynamic weighing, density determination and below balance weighing.
Rationale:
Essential, basic tools for the laboratory, digital balances are needed in every science discipline. Accurate, precise measurements are provided to ensure optional results for student investigation. Digital balances improve results by:
· Maintaining integrity of experiment
· Allowing students hands-on opportunities for success
· Improving classroom efficiency
· Exposing students to technology which will be encountered in future endeavors
o Using the same equipment as is used by college labs and by industry
Physics Request
IV. Probeware - $16,000 (Priority One)
Description of Equipment:
For comprehensive exploration, 36 labs covering mechanics, thermodynamics, and electricity are possible for small groups of students through 5 Physics Probeware/ Equipment bundles. An example of possible hands on learning is the GLX which allows students to collect and save data in the lab and in the field. Students apply analysis tools such as derivatives, integration, linear fit and statistics. The GLX allows students to view graphs, tables and other displays and print directly from the unit. Much of the equipment included in the bundle can be used throughout the science department and some math classes.
Endorsement:
National organizations including the National Science Teachers Association, International Society for Technology in Education, and Association of Science Teacher Educators, and the International Baccalaureate call for the regular incorporation of technology, including probeware, in the science classrooms. National and international studies show that the use of probeware can increase student understanding of concepts in many science disciplines and across grade levels. The 2000 National Assessment of Educational Progress (NAEP) study shows students, at Grade 8, whose teachers used computers for data analysis scored higher than students whose teachers did not indicate doing so. Grade 12 students who reported using computers to collect data, download data, or analyze data had higher scores than students who reported never doing so. More frequent use (1-2 times per month) of computers to collect data or to analyze data was also associated with higher scores than less frequent use (less than once a month).[2] According to Ronald K. Thornton, student understanding of concepts, including force, acceleration, and velocity, is drastically improved with the use of teaching techniques which include the use of probeware and inquiry-based lessons.
Rationale:
The new equipment provided in this grant will allow discovery learning of physics over a range of student abilities. More students will be introduced to learning physics principles necessary to implement a range of occupations related to innovative understanding of physics. Probeware equipment can be used cross-curriculum in a variety of science classes, most notably chemistry, and will increase student success and learning by:
· Allowing discovery learning across the broad spectrum of physics concepts and principles
· Expanding the classroom to natural settings in the community
· Offering state of the art technology
· Increasing student awareness of the importance of physics principles to all levels of use, from university labs to household plumbing challenges
Biology Requests
V. Two Digital Binocular Microscopes, with software - $4,000 (Priority One)
Description of Equipment:
A digital microscope is a variation of a traditional optical microscope that uses optics and a charge-coupled device (CCD) camera to output a digital image to a monitor. A digital microscope differs from an optical microscope in that there is no provision to observe the sample directly through an eyepiece. Since the optical image is projected directly on the CCD camera, the entire system is designed for the monitor image (SMART board). With the advancement of science and technology we are provided with unlimited options most especially when it comes to documenting, recording and analyzing precise scientific measurements. Digital binocular microscopes are armed with high powered optics to provide outstanding view of the specimen. Its binocular lenses are made with sophisticated optics that gives an accurate right side up views that makes it easy to use microscopic tool for any experiment.
Rationale:
With restrictions on actual dissections in addition to the complexities involved with classroom periods accommodating complicated labs, secondary schools have found virtual dissections and digital imaging to be an essential resource to the science classroom. Use of a digital microscope with SMART board technology provides teachers with unparalleled ability to display lessons, direct investigation and individual exploration by:
· Highlighting items of interest for the entire classroom’s benefit
· Enhancing images for better understanding
· Importing images into documents and presentations
· Archiving images electronically
· Improving magnification and increasing resolution
· Demonstrating proper techniques to an entire class simultaneously
· Interfacing with SMART board instruction
· Clarifying objectives for student exploration coupled with “clean hands-on experience”
· Showing live material (with internet support for dissections)
· Utilizing expensive prepared slides more efficiently
VI. Virtual Dissection Software and Site License - $3,850 (Priority One)
Description of Software:
Virtual dissection programs help students learn the intricacies of anatomy and provide students with state-of-the-art interactive dissection tools including a scalpel, magnifying glass and scissors. Interactive dissection software feature virtual movies, schematics, interactive tests, call-out labels and an in-depth glossary of terms Dissection software gives students access to a virtual dissection lab, without the fuss or smell of the real thing. These virtual tools provide detailed schematics of the major body systems, accurate interactive information on organ functions and structure and review questions. Endorsed as excellent teaching tools by experts on both sides of the animal rights controversy, the interactive tools allow students to examine structures and techniques before they perform a real lab experiment. Teachers can use these interactive tools as a post-lab activity, as well as a software evaluation tool. “A unique learning resource for the 21st century classroom.”
Rationale:
Hands-on dissections are severely limited because of time constraints, animal-rights concerns and costs. Virtual dissections offer a wonderful alternative by providing a wealth of experience through:
· Providing a hands-on engaging experience
· Offering reliable accuracy and analysis
· Expanding teacher’s instructional and oversight ability and time
· Offering ability to correct errors and redo poorly understood elements of the lab
· Expanding evaluation opportunities
· Empowering students
VII. Twelve Molecular Model Kits ($85 each) - $1,020 (Priority One)
Description of Kits: 
Molecular models are a vital tool for the study of biology as well as chemistry and virtually every other discipline in the sciences. Kits may be used to assemble models in infinite combinations enabling the user to construct not only familiar configurations but also undiscovered possibilities. Models are intended to inspire the imagination, stimulate thought, and assist the visualization process. They present the user with a solid form of an abstract object. While textbooks use letters and graphics to describe molecules, molecular models make them "real". Kits contain model molecules of essential elements and bonds for creation of the most basic to the most complex matter in our universe.
Rationale:
Molecular model kits are unparalleled aids in teaching chemical relationships, which are the most basic building blocks of matter. These classroom sets would allow each student to experience the essence of hands-on understanding while constructing molecules representing their DNA, glucose or thousands of other combinations by:
· Demonstrating bonding sites
· Illustrating the relationship of molecules to each other
· Allowing the teacher to challenge students
· Providing the most concrete opportunity possible to experience chemistry at work
Anatomy Requests
VIII. Full Figure Muscular Anatomical Model - $5,449 (Priority Three)
Description of Model:
Simple and convenient to use, as well as easy to transfer from place to place, this high-quality human figure features exceptional lifelike detail in a compact size. The model depicts surface musculature; both arms are removable, and four muscles of the left arm can be detached for closer study. The left leg features nine removable muscles as well. In addition, it shows important vital organs, behind the removable thoracic-abdominal wall, which can be detached and dissected. The cranium with two-part brain, both lungs, two-part heart, liver stomach, and intestines can also be removed. The 27-part model is mounted on a stand and includes a key identifying 240 structures. Size: 19 1/4″L x 15″W x 34″H.
Rationale:
A complete, exciting opportunity to explore all facets of the human body, this model can be used in multiple classes including anatomy, biology, health sciences and physical education. Opening the secrets of human anatomy by:
· Offering the ability to explore the inter-workings of the systems of the human body
· Exciting students with new understanding and insight
· Facilitating teacher instruction with attention-holding, graphic examples of the lesson
· Opening completely new worlds to student curiosity
Earth Science Requests
IX. Motorized Models:
Tripensee Illuminated Planetarium - $835 (Priority Three)
Solar System - $300 (Priority Three)
[The RCPS has provided a significant portion of the requests for this department. The models were the primary items omitted from county funding.]
Description of Models:
The Trippensee models provide many visual demonstrations that clarify the relationships of elements of the solar system, in motion. The chain and gear drives on this model provide an exceptionally long life for the product and provide a model that is unequaled in the marketplace today. The solar system model revolves planets around the sun in their relative orbits. Users can manually adjust planets according to the planet position table with the 360° scale on the base.
Rationale:
Graphic, realistic depiction of our solar system which will provide students not only hands-on exploration of the interaction of the planets, but also provide a clear picture of our place in the universe by:
· Demonstrating phases of the moon, causes of night and day, reasons for winter and summer
· Explaining eclipses, solstices, and equinoxes
· Signifying impact of tides, gravitational relationships between planets and connections, perspectives and differences in our world and the rest of the cosmic neighbors
· Amplifying understanding of earth’s equator, latitude, longitude and meridian