A Catalyst for Learning

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2 A Catalyst for Learning LAB-AIDS publishes a comprehensive line of innovative science kits and curricula from our home base on Long Island We offer more than 200 kits to support chemistry, biology, life & earth science, and more We offer a full line of professional development services to support our products We publish programs from SEPUP, EDC, and Ergopedia Our materials are used by students in urban, rural, and suburban school systems across the country Come experience science with us! 2

3 About SEPUP SEPUP is based at the Lawrence Hall of Science at the University of California, Berkeley SEPUP programs are issues-based, inquiry-oriented, and support the Next Gen Science Framework SEPUP has developed a full line of science programs for middle and high schools SEPUP is a group of science educators and researchers who get along really well, unlike in other programs where the staff fight all the time... SEPUP has been funded by NSF since 1987 and is published and distributed by LAB-AIDS

4 The SEPUP Approach SEPUP is based at the Lawrence Hall of Science at the University of California, Berkeley SEPUP programs are issues-based, inquiry-oriented, and support the Next Gen Science Framework and Standards Teach science using real-world issues that connect with students Embed support for literacy, technology, and assessment throughout Uses a approach to cooperative learning Uses inquiry, because students learn by doing Uses a spiral approach for long term content mastery

5 Issues as context for learning Where should the nation store its nuclear waste? Should we test everyone for genetic diseases? What are the practical limits of renewable energy? What can we do to reduce the risk of cardiovascular disease? What is the true impact of introduced species? How can cars be redesigned to reduce the risk of injuries due to accidents?

6 Scope and sequence The SEPUP program provides a complete middle level sequence in the life, earth, and physical sciences These can be used alone if a discipline-based program is desired... Or combined to form an integrated course of study from grade to grade...

7 Issues & Earth Science Studying Soils Scientifically Rocks and Minerals Plate Tectonics Erosion and Deposition Weather and Atmosphere Earth in Space Exploring the Solar System

8 Issues & Life Science Studying People Scientifically Body Works Cell Biology and Disease Genetics Ecology Evolution Bioengineering

9 Issues & Physical Science Studying Materials Scientifically Water The Chemistry of Materials Energy Force and Motion Waves

10 Inquiry in SEPUP Improves understanding of concepts and acquisition of process skills Guided inquiry supports conceptual learning, while open inquiry supports higher level cognitive skills -- both are found in all SEPUP programs Supports the essential elements of inquiry, as recommended by the National Science Education Standards and Next Gen Framework

11 The SEPUP Learning Cycle

12 Issues and Physical Science Activity 67: Hot Bulbs Unit begins at Activity 53 and continues to Activity 72 At this stage of the unit students have studied types of energy, transfer and conservation of energy, and basic calculations involving energy 12

13 Getting Started When you turn on a light bulb, what kinds of energy are being produced? How can we compare the amount of each kind of energy produced? Joules and calories are units used to measure energy: 1 calorie = 4.2 joules Watts are units used to measure power: 860 cal per hr = 1 watt Activity: Hot Bulbs

14 Introduction Read the introduction. Yazmin noticed that after turning off a light, the bulb was hot to the touch. While some of the bulb's energy was converted to light energy, some was converted to heat. How much of the energy is 'lost' as heat? Activity: Hot Bulbs

15 Challenge What is the efficiency of a light bulb? Activity: Hot Bulbs

16 Procedure After setting up the procedure, keep track of your data using the data table for part A. Activity: Hot Bulbs

17 Procedure For part B, you ll need a second data table Energy released (cal.) = temperature change (ºC) x mass of water (ml) Energy absorbed (cal.) = time lit (minutes) x 27 calories per minute Thermal energy output (%) = (Energy released/ Energy absorbed) x 100% Light efficiency (%) = 100% - thermal energy output Activity: Hot Bulbs

18 Are light bulbs better at producing light or heat? Do you think inefficiency is a bigger concern in warm climates or cold ones? Procedure Follow-Up An incandescent, compact fluorescent, and halogen bulb Activity: Hot Bulbs

19 Procedure Follow-Up Looking at the table below, which type of light bulb do you think is best? Most people used to buy incandescent bulbs. Why do you think this is? Activity: Hot Bulbs

20 Program Components Student book Teacher s Guide Equipment kit Website

21 Student books The student book guides investigations and provides related resources It features ten different activity types, designed to focus on concept and skill development...on-line students books available, too! The analysis questions at the end of an activity call for students to apply or evaluate their knowledge The use of a science journal is emphasized for recording data, observations, notes, vocabulary, and answering questions

22 Teacher s Guides Activity overview & teaching summary Key concepts and Vocabulary Equipment and advance preparation Support for literacy, assessment, technology Differentiated instruction Test item banks Key skills matrix Solution prep, CD set, & more!

23 Equipment kits Complete kits; unpack, set up and teach! Each kit supports up to 160 students (5 classes) Micro-scale, less waste Safe -- no glassware or open flame, dilute chemicals Tray inserts help keep you organized

24 Technology/website Each course contains more than 100 web links, to support basic instruction and enrichment Students can share ideas &data with their peers Other software applications and simulations support specific activities and units These are open to the public, check them out at

25 Assessment in SEPUP The SEPUP assessment program has an academic and practical base few other middle-level programs can match, has taken years to develop; includes formative &summative tools It has appeared in numerous journal articles, meeting papers, etc., and in national publications on assessment It uses a variety of strategies (item banks, open-ended tasks score with rubrics, questions in student books, long term projects, etc.)

26 Assessment in SEPUP

27 Support for Literacy Support for literacy in each program Strategies to support: Reading comprehension Enhancing student writing Facilitating group discussion Synthesizing concepts and vocabulary Integrated and comprehensive, as seen in Teacher s Guides

28 Support for Differentiation Students with Learning Disabilities Optional student sheets with stepwise procedures, hands-on activities provide concrete experiences English Language Learners Vocabulary introduced with operational definitions, cooperative work groups, literacy help for reading and writing Academically Gifted Students Extension activities encourage in-depth inquiry into real world topics, lab activities encourage student-designed labs

29 Engineering Design Designing and testing an artificial limb in IALS Testing, redesigning, and retesting a solar collector in IAPS 29

30 Engineering Design Support for engineering practices in all middle school programs Includes the engineering design cycle Designing a structure to prevent beach erosion in IALS. 30

31 For further information... Mark Koker at: or call us at: Visit us at NSTA Booth # 1245 Visit us at for correlations, PD help, product information, workshop calendar, and more...