Daily Problem-Solving Warm-Ups: Harboring Mathematical Thinking In The Middle School Classroom

In this action research study of my classroom of 8th grade mathematics, I investigated the use of daily warm-ups written in problem-solving format. Data was collected to determine if use of such warm-ups would have an effect on students’ abilities to problem solve, their overall attitudes regarding problem solving and whether such an activity could also enhance their readiness each day to learn new mathematics concepts. It was also my hope that this practice would have some positive impact on maximizing the amount of time I have with my students for math instruction. I discovered that daily exposure to problem-solving practices did impact the students’ overall abilities and achievement (though sometimes not positively) and similarly the students’ attitudes showed slight changes as well. It certainly seemed to improve their readiness for the day’s lesson as class started in a more timely manner and students were more actively involved in learning mathematics (or perhaps working on mathematics) than other classes not involved in the research. As a result of this study, I plan to continue using daily warm-ups and problem-solving (perhaps on a less formal or regimented level) and continue gathering data to further determine if this methodology can be useful in improving students’ overall mathematical skills, abilities and achievement.

The Use of Digital Motion-Sensor Cameras to Capture Coyote Presence in Western Georgia

Because of their learned avoidance of humans and the dense cover provided by forested areas, observation of coyote activity is often very limited in the Southeast. In this study we used digital motion-sensor cameras to detect activity among coyote populations in various urban and rural habitats. Camera stations were placed adjacent to regenerating clear cuts, forest trails and roads, agriculture fields, residential areas, and within city parks to determine activity and presence of coyotes in these various areas. Cameras were successful in detecting coyotes in all study sites throughout the year. Coyotes appear to show no avoidance of camera stations. Cameras may be helpful in gathering general biological and activity information on coyote populations in an area.

National Science Foundation - 4-H Robotics Grant Announcement

Bullets for announcement of the nearly $2.5 million grant to 4-H from the National Science Foundation to take its robotics curriculum national.

A diatom record of late Holocene climate variation in the northern range of Yellowstone National Park, USA

The changes in diatom species composition in a sediment core from Crevice Lake, Yellowstone National Park, spanning the past 2550 yr, were used to reconstruct long-term limnological and ecological conditions that may be related to late Holocene climate variability. Planktic forms dominate the fossil diatom assemblages throughout this record, but changes in species dominance indicate varying nutrient levels over time, particularly phosphorus. The changes in the nutrient concentrations in the lake were probably driven by changes in temperature and wind strength that affected the duration of watercolumn mixing and thus the extent of nutrient recycling from deep waters. Prior to 2100 cal before present (BP), Stephanodiscus minutulus and Synedra tenera dominated, suggesting long cool springs with extensive regeneration of phosphorus from the hypolimnion that resulted from isothermal mixing. From 2100 to 800 cal BP, these species were replaced by Cyclotella michiganiana and Cyclotella bodanica. These species are characteristic of lower nutrient concentrations and are interpreted here to reflect warm summers with long periods of thermal stratification. From 800 to 50 cal BP, S. minutulus dominated the diatom assemblage, suggesting a return to lengthy mixing during spring. The most dramatic late Holocene changes in the fossil diatom assemblages occurred during the transition from the Medieval Period to the Little Ice Age, approximately 800 cal BP.

Temporal and Spatial Patterns of Avifauna on Wetlands in the Vicinity of Bush Field Airport, Augusta, Georgia, USA

Responding to a U.S. Federal court order to improve discharged wastewater quality, Augusta, Georgia initiated development of artificial wetlands in 1997 to treat effluents. Because of the proximity to Augusta Regional Airport at Bush Field, the U.S. Federal Aviation Administration expressed concern for potential increased hazard to aircraft posed by birds attracted to these wetlands. We commenced weekly low-level aerial surveys of habitats in the area beginning January, 1998. Over a one-year period, 49 surveys identified approximately 42,000 birds representing 52 species, including protected Wood Storks and Bald Eagles, using wetlands within 8 km of the airport. More birds were observed during the mid-winter and fall/spring migratory seasons (1,048 birds/survey; October - April) than during the breeding/post-breeding seasons (394 birds/survey; May - September). In winter, waterfowl dominated the avian assemblage (65% of all birds). During summer, wading birds were most abundant (56% of all birds). Habitat changes within the artificial wetlands produced fish kills and exposed mudflats, resulting in increased use by wading birds and shorebirds. No aquatic birds were implicated in 1998 bird strikes, and most birds involved could safely be placed within songbird categories. Airport incident reports further implicated songbirds. These findings suggested that efforts to decrease numbers of songbirds on the airport property must be included in the development of a wildlife hazard management plan. Seasonal differences in site use among species groups should also be considered in any such plan. Other wetlands within 8 km of the airport supported as many or more birds than the artificial wetlands. With proper management of the artificial wetlands, it should be possible to successfully displace waterfowl and wading birds to other wetlands further from the airport.

Collaboration as a Foundation for the Project Approach in Family Child Care

Supporting children's curiosity was considered important at my family child care home. How could we best achieve this? As my assistant caregiver Deb and 1 attended professional development workshops, we began to wonder if the project approach (Helm & Katz 2001) would be an effective means of supporting inquiry and collaborative learning. Before we would commit ourselves, we wanted to learn more. We had many questions. Just what is the project approach? What does it look like? How will it support children's learning? What do we need to be successful with it? The literature suggested many examples of successful projects at child care centers and preschools (Breig-Allen et al. 1998; Harkem: 1999; Beneke 2000; Glassman & Whaley 2000). Our challenge was how to adapt the project approach to our home child care situations.