![Project History ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Toxic Traffic
- 1. Toxic Traffic: Community Research and Discussions Museum of Science, Boston
- 4. 5 Different Models: Working with Youth Fenway School Partnership BDEA School Partnership CCSC School Partnership HSSS w/ East Boston High SciCORE Workshop Total Time Spent on Project ~12 hours 8 hrs at MoS 25 hrs at School ~10 hours 2 Hours 21 Hours Where? MoS MoS and BDEA CCSC MoS MoS When? Sporadic Daily Weekly Once Weekly Number of Students Involved 24 6 ~50 for Introductory Lessons ~8 for Data Collection ~60 9 Integration with Curriculum Separate from school curriculum Project for Advanced Bio Class Introductory lessons were part of curriculum Connected to Curriculum N/A Measurables End of Year Debrief Lab Report and School Presentation None for MoS Poster Session Showcase in Well for Visitors
- 6. Instrumentation & experimental design/protocols
- 8. Data Analysis (What ’s wrong with this picture?)
Hinweis der Redaktion
- Some groups designed their own routes, others used routes given to them by project managers.
- Analyzing data, considering instrumentation errors, confounding factors, and finally mapping and presenting results with consideration of the social and ethical issues. The students discussed this with one another, with their peers, and with the public.
- Next steps - Potentially using peer leaders from each group who have participated already to help get students oriented, act as a mentors
- So, how do we do this? Working together to try and establish a number of projects that might try to combine these two methods of engagement and we want you to try and think about it now with an exercise.