An Illustrated Design for Self-Directed 3 D Learning was presented at the GSTA 2017

1. GSTA ANNUAL CONFERENCE
FEB 2-4, 2017
https://www.wonderwhizkids.com/conceptmaps/Bioenergetics_basics.html

2. • Georgia Standards of Excellence (GSE) are the next
generation standards poised to provide three
dimensional (3D) learning to our students through
science/engineering practices of fusing crosscutting
concepts from disciplinary core ideas.
• Biogeoenergetics is a novel interdisciplinary field
created by the fusion of biology, geology, chemistry,
physics, engineering, mathematics, and technology.
• The presentation demonstrates a simple viable
methodology for integrating science/engineering
disciplines to provide learning experiences via self-
directed project based lessons.
• What is advocated is a modified integrated curriculum
model of progressive inquiry. The lesson exemplified is
"Root Engineering" which is developed around
modified roots, namely, root vegetables.
• The lesson can be adapted to any grade level in any
branch of science, engineering, math, or technology
and to different levels of STEM or STEAM infusion in
the curricula, from elementary to the upper high
school.
http://photocogitator.com/roots-of-motive-
power-willits-california-2/
http://photocogitator.com/roots-of-motive-
power-willits-california-2/
http://forum.caycanhvietnam.com/di
endan/showthread.php?t=85527
http://forum.caycanhvietnam.com/dienda
n/showthread.php?t=85527

3. What is 3D Learning?
Figure 1. The three dimensions of STEM Education
A. New Generation Science Standards, NGSS
B. Three Dimensions: Builds understanding of
multiple grade-appropriate elements of the
science and engineering practices (SEPs),
disciplinary core ideas (DCIs), and crosscutting
concepts (CCCs) that are deliberately selected to
aid student sense-making of phenomena and/or
designing of solutions.
i. Provides opportunities to develop and use
specific elements of the SEP(s).
ii. Provides opportunities to develop and use
specific elements of the DCI(s).
iii. Provides opportunities to develop and use
specific elements of the CCC(s).
Integrating the Three Dimensions: Student sense-
making of phenomena and/or designing of solutions
requires student performances that integrate elements
of the SEPs, CCCs, and DCIs.
Science and Engineering
Practices
Disciplinary Core Ideas
Cross Cutting Concepts
SEPs
CCIs
DCIs
Affective

4. Where do we begin ?
Knowledge Explosion x Technolgy Explosion = Today’s Unprecedented Confusion
There are two explosions constantly taking place in our
society – Knowledge explosion and Technology
Explosion – These two explosions multiply with each
other and are creating a great confusion in our
classrooms.
But at the same time, we have certain educational
objectives:
One. Use of Technology
Two: Self-Directed Learning
Three: Project Based Learning
Technology is spewed at a rapid rate. You make the
best effort to choose the best technology that works
best for you and when you get used to it – it vanishes
and your search begins – over and over.
Self-directed learning is highly recommended and it is
also used synonymously with metacognition . But none
tells how of the metacognition.
Project Based Learning or PBL is a big focus – there
are at least 8 components of PBL and self-directed
learning is also a part of PBL. Technology integration
in PBL is highly recommended but a reliable robust
way to accomplish PBL is what is needed.
“The ability of a student to become a self-directed learner
relies on the development of their metacognitive skills.”*
There are 8 components in PBL
1 2 3
https://youtu.be/LMCZvGesRz8
Can you guess how many of these 8 components
are interrelated?
Curriculum
Content
21st Century
Skills
Need to
Know
Driving
Question
Student
Vice and
Choice
In-Depth
and Inquiry
Reflection
& Revision
Audience
Presented
Product
A Quick Recap
Think of what you did so far - can you call that a self-
directed learning? Yes/No
Do you now believe that PBL is easier than you thought
earlier? Yes/No
Do you feel that you could use Power Point as a very easy,
inexpensive, and robust tool for PBL.? Yes/No
If you believe that it is self-directed learning, do you think
that questions helped you to perform the self-directed
learning? Yes/No
The Problem of Excess What can we do ? Aren’t there keys?

5. A Comparison of Project Based Learning and
Science and Engineering Practices
Project Based Learning Science and Engineering Practices
Developing
and using
models
Planning and
carrying out
investigation
Using
Mathematics
and
Computational
Thinking
Analyzing and
Interpreting
Data
Constructing
Explanation
and Designing
Solutions
Engaging in
Argument from
Evidence
Obtaining,
Evaluating, and
Communicating
Information
Asking and
Answering
Questions
Science &
Engineering
Practices

6. A Comparison of Project Based Learning and
Science and Engineering Practices
1. Curriculum content
2. Twenty First Century
Skills
3. Need to know
4. Driving Questions
5. Student Voice and
Choice
6. In depth Inquiry
7. Reflection & Revision
8. Audience Presented
Product
1. Asking questions for Science and Defining
Problems for Engineering
2. Developing and using models
3. Planning and Carrying out investigations
4. Analyzing and Interpreting Data
5. Using Mathematics and Computational
Thinking
6. Constructing Explanations for Science and
Designing Solutions for Engineering
7. Engaging Argument from Evidence
8. Obtaining, Evaluating, and Communicating
Information

7. STEM & STEAM and the NGSS

8. Next Generation Science Standards: Science
•Develop a model based on evidence to illustrate the relationships between systems or between components of a system. (Grades
9 - 12)
• Common Core State Standards: Math
•Define appropriate quantities for the purpose of descriptive modeling. (Grades 9 - 12)
• International Technology and Engineering Educators Association: Technology
•Models are used to communicate and test design ideas and processes. (Grades 3 - 5)
•Modeling, testing, evaluating, and modifying are used to transform ideas into practical solutions. (Grades 6 - 8)
•Technological progress promotes the advancement of science and mathematics. (Grades 9 - 12)
• Georgia: Math
•Add, subtract, and multiply algebraic expressions. (Grades 9 - 12)
•Students will generate and interpret equivalent numeric and algebraic expressions. (Grades 9 - 12)
•Georgia: Science
•Students will analyze anatomical structures in relationship to their physiological functions. (Grades 9 - 12)
•Students will analyze the physical, chemical, and biological properties of process systems as these relate to transportation,
absorption and excretion, including the cardiovascular, respiratory, digestive, excretory and immune systems. (Grades 9 - 12)
•Students will analyze the nature of matter and its classifications. (Grades 9 - 12)
•Explain that further understanding of scientific problems relies on the design and execution of new experiments which may
reinforce or weaken opposing explanations. (Grades 9 - 12)
• Students will investigate the properties of solutions. (Grades 9 - 12) Students will analyze the relationships between force, mass,
gravity, and the motion of objects. (Grades 9 - 12) Students will use standard safety practices for all classroom laboratory and field
investigations. (Grades 9 - 12)
•Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific
explanations. (Grades 9 - 12)
•Look for Literacy Standards
•Look for Arts Standards

9. STEM & STEAM and the NGSS

10. Where do you get the ideas for 3 D Learning?
There are mines and minds under your feet –
within your grab
Look into Your Every Day Concepts.
Abundant every day themes are waiting for you!
Every concept lends itself for 3D learning – the
remotest idea you can think of has its roots for 3D
Learning.

11. Your Theme:
Science Ideas
Biology
Engineering Ideas
Chemistry
Physics
Human Anatomy &
Physiology
Forensics
Environmental Science
Agriculture &
Biotechnology
Math Ideas
StatisticsGeometryCalculusAdvanced AlgebraTrigonometryNumber Systems
Matrices &
Linear Algebra
Major Global Challenge Real World Problem: Solution Real World Problem: Constraints Computer Simulation Model
Members
1.
2.
3.
4.
Note: Use Commenting facility and
Voice Over facility. You can work
collaboratively online.
Members
5.
6.
7.
8.

12. Your Task
Work in Pairs or Groups and Generate the following Questions:
1. What Science Ideas go with these sample(s) Specify: Biology, Chemistry,
Physical Science, Physics, Forensic Science, Physics, Human Anatomy &
Physiology, Earth Systems?
2. What Math Ideas go with these sample(s) Specify: Coordinate Algebra,
Advanced Algebra, Geometry, Calculus, Statistics – Reason abstractly and
quantitatively?
3. What Engineering Ideas go with these sample(s)Specify: Analyzing a major
global challenge/ Designing a Solution to a Complex Real World
Problem/Evaluating a Solution to a Complex Real World Problem/Simulating
and or making physical models to project the impact of a proposed solution?
4. What Literacy Ideas go with these sample(s)?
5. What Art Ideas go with these sample(s)? Specify: (Music, Theatre?/Drawing-
Visual arts and Abstract/Painting- Scientific and Artistic/Creating Models

13. HS Engineering Standards as an Example
HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and
constraints for solutions that account for societal needs and wants.
HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller,
more manageable problems that can be solved through engineering.
HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and
trade-offsthat account for a range of constraints, including cost, safety, reliability, and
aesthetics as well as possible social, cultural, and environmental impacts.
HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-
world problem with numerous criteria and constraints on interactions within and
between systems relevant to the problem.

14. http://www.nextgenscience.org/topic-
arrangement/hsengineering-design - ELA Standards
ELA/Literacy -
RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and
media (e.g., quantitative data, video, multimedia) in order to address a question or solve a
problem. (HS-ETS1-1),(HS-ETS1-3)
RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text,
verifying the data when possible and corroborating or challenging conclusions with other
sources of information. (HS-ETS1-1),(HS-ETS1-3)
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into
a coherent understanding of a process, phenomenon, or concept, resolving conflicting
information when possible. (HS-ETS1-1),(HS-ETS1-3)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-ETS1-1),(HS-ETS1-3),(HS-ETS1-4)
MP.4 Model with mathematics. (HS-ETS1-1),(HS-ETS1-2),(HS-ETS1-3),(HS-ETS1-4)

15. Remember
• Connections to HS-ETS1.A: Defining and Delimiting Engineering
Problems include:
• Physical Science: HS-PS2-3, HS-PS3-3Connections to HS-ETS1.B:
Developing Possible Solutions Problems include:
• Earth and Space Science: HS-ESS3-2, HS-ESS3-4 Life Science: HS-LS2-
7, HS-LS4-6Connections to MS-ETS1.C: Optimizing the Design Solution
include:
• Physical Science: HS-PS1-6, HS-PS2-3

16. Qualities of a Good Phenomenon to Anchor 3D
Science Learning
• Fully addresses the core ideas of one or more GSE elements
• An anchoring phenomenon for a coherent sequence of lessons (i.e., a storyline) should address multiple elements.
• A secondary, or lesson-level, phenomenon should fully address a single element.
• Observable to students, either through firsthand experiences or through someone else’s experiences
• Observable can be with the aid of demonstrations, video presentations, scientific procedures (e.g., in the lab) or technological tools and devices to see things at
very large and very small scales (telescopes, microscopes) or to surface patterns in data.
• Attention getting, thought provoking and requires some explanation so that it is likely to engage all students and motivate them to focus on
the GSE element(s)
• A phenomenon can engages students by connecting to their interests, identities, backgrounds, and prior experiences.
• Drives students to ask questions, engage in science and engineering practices, and apply crosscutting concepts as they make sense of and explain
the phenomenon or develop a solution to an engineering problem
• A specific, contextualized instance that occurs in the real world and that allows students to generalize their learning across multiple, specific
phenomena
• Comprehensible to students but too complex for students to explain or design a solution for after a single lesson.
• The explanation is just beyond the reach of what students can figure out without instruction.
• Searching online will not yield a quick answer for students to copy (i.e., not easily “Googleable”).
• Has an audience or stakeholder community that cares about the findings or products.
• Efficient in that the benefits justify any financial costs and/or time devoted to using the phenomenon with students.

17. Knowledge Explosion x Technolgy Explosion = Today’s Unprecedented Opportunity
HCS competencies
8 Reduced to Just 3
4 5 6Curriculum
Content
21st Century
Skills
Need to
Know
Driving
Question
Student
Voice &
Choice
Reflection
& Revision
Audience
Presented
Product
A Quick Recap
How many categories of tasks are there in the PBL?
Do you now feel confident that you will want to try PBL?
Yes/No
Do you feel that you could use Power Point as a very easy
inexpensive and robust tool for PBL.? Yes/No
If your answer is “No” – you may want to substantiate
your answer. Please use the Comment Panel for recording
your details.
What are the tasks teachers are solely responsible for in
PBL?
Subject/Unit of Instruction
In-Depth
Inquiry
Need to
Know
Driving
Question Essential Question
In-Depth
Inquiry
Standard/Element
21st Century
Skills
4 Cs: Collaboration, Critical Thinking,
Creativity, Communication
Student
Voice and
Choice
Individualized Approach of the Learner
Review Process
Final Presentation, in the form of a Trifold,
or a Poster, or a Digital Poster, etc.
Audience
Presented
Product
Reflection
& Revision
Reflection
& Revision
21st Century
Skills
Student
Voice &
Choice
Audience
Presented
Product
Later TWO are Connected
Curriculum
Content
Vertical and Horizontal Linkages
In all, we have only Two Switches in the
eight components, and if we address
them, then we are good
So PBL is not so difficult as it appeared first.
Let us look at who does what
What are the two switches?
https://www.youtube.com/watch?v=9gNjGD_W3dM
Scaffolding
https://www.youtube.com/watch?v=CTR_snb-0nQ
Facilitation and Catalysis

18. Knowledge Explosion x Technolgy Explosion = Today’s Unprecedented Hope
Advantages of PPT7 8 Preliminary Tasks
1. Gives Plenty of Room for use. We can handle all
additional but essential things, like Comments, Notes.
2. Formative Assessments can be given and graded quite
effectively – Plickers – Clickers, etc., can be integrated.
3. Videos can be inserted, pictures can be inserted or
hyperlinked.
4. Voice Over can be done.
5. Interaction is easy. You could comment forth and back
as well as voice over forth and back.
6. Response to comments are timed so that you can trace
who did what and when.
7. Printing out and giving handout is easy. In fact you can
accommodate more matter in a slide than a normal
word page.
8. There is always some white space for students take
some additional notes.
9. More importantly, no additional software needed.
10.Can be readily presented for review purposes and
necessary amendments can be made easily.
11. For the audience presented final product, PPT itself can
be the final poster – can be enlarged and printed out,
put on the wall or trifold or can be presented
electronically.
8. 1. Horizontal and Vertical Linkages
Horizontal= Same Grade Level
Vertical = Different Grade Levels
Within the chosen competency, look for horizontal
and vertical linkages this could be within the same
discipline or across disciplines. It can also be done
within the same subject.
The linkages will give an idea about how far and
wide the inquiry can go.
http://schoolwires.henry.k12.ga.us/cms/lib08/GA0100054
9/Centricity/Domain/10090/K-12ELACompetencies.pdf
• When the above criteria are met, then we can
assure:
• Voice and Choices for the learners
• Deep learning
• Collaboration between the learners and between
the teacher and the learners
• Creation of a Presentable Product by the
collaborative endeavor.
Which is a real-world scenario and which is
complex enough and has multiple parts or on
which there can be multiple perspectives, to
allow multiple students to enter into an in-
depth study parallely on different aspects or
different parts or different perspectives of
that theme..
8. 2. Pick up a Project
8. 3. Set SMART Goals – Publish them on
Blackboard or Your Webpage, etc.
Specific - Task Description
Measurable – Rubric (include all graded and on-
graded tasks)
Attainable – Group Size, Resources, Cost, Support
Use as much of virtual stuff
Realistic – Consider all other extraneous factors
that might influence – like break, tests, season, etc.
Time Bound –Start and End time Interim and Final
Reviews and then the Final Presentation plan
ahead where and how you want the presentation
to be done.
8. 4. Some Examples of Good Themes
Inhabit the Mars
Chemical Reaction in the Kitchen
Modeling Chemical Reactions with Recyclable Waste
Tattoos – the Past, Present, and the Future
A Trip to the Moon
Energy of Nations
Women and the Environment
What will a cellphone look like in 2020?
Solar Power for Georgia?
Can there be true feminism?
Are we really heading for a water crisis?
What if the Iron Age preceded the Bronze Age?
The Wonders of the Ice Cream Cone
How much does the world eat in a day?

19. Knowledge Explosion x Technolgy Explosion = Just FOUR Questions and a Single Slide
9 Scaffolding
9. 1. Introduce the Project
Introduce the Project’s title and provide little
introduction. Draw students attention to
guiding questions.
8.5. Some Resources for Ideas for Projects
Newspaper/ Magazine Articles; Company Reports; Handbook on
specific materials;
Nobelprize.org
Buck Institute Website http://bie.org/
21st Century Educational Technology and Learning:
https://21centuryedtech.wordpress.com/2013/09/15/the-pbl-
super-highway-over-45-links-to-great-project-based-learning/
Websites that provide science fair ideas
ART, SCIENCE AND INTERDISCIPLINARY PRACTICE
http://www.silentsignal.org/where-are-we-now-art-science-and-
interdisciplinary-practice-edited-transcript/
Social Studies Projects & Ideas for PBL History, Geography & Civics
http://hubpages.com/education/social-studies-projects-ideas-for-
pbl
Learn NC:
http://www.learnnc.org/search?phrase=project-based+learning
Mega Essays:
https://www.megaessays.com/viewpaper/65656.html
Connect All Schools
http://www.connectallschools.org/node/132299
Inspirational Videos like
https://www.yahoo.com/style/how-much-food-the-world-eats-in-
a-day-did-you-know-116394244921.html
Seeing the Invisible
https://www.youtube.com/watch?v=ePnbkNVdPio
9. 3. Initial Stages Can Proceed Slow
Monitor – conduct interim checks on their progress – ask for
intermediary products, with specific details.
Schedule a date for Review. Schedule a date for final
presentation – inform the school and communicate with
teachers and arrange for audience.
Device a mechanism for collecting feedback.
All this can be done electronically or in a blended mode.
An example is provided in next slide
When will the Sun die?
What if we build houses on the ocean floor?
What If you had a compound eye like the roach?
Pumpkins and the World
Neural Networks: Above and Beyond
Why did we chlorinate water?
Is the world shriking?
Aristotle’s famous Four Questions are the best
ones for the Guiding Questions – these questions
are domain-free and can be used across
disciplines.
9. 2. Guiding Questions
When we ascertained the thing's existence,
we inquire into its nature, when we know
the fact, we ask the reason.” “These are
the four kinds of questions we ask and it is
in the answers to these questions that our
knowledge consists.“ - Aristotle
Table 1. Aristotle’s schema of classification of questions;
Source: Posterior Analytics by Aristotle written in 350
BCE and translated by G.R. G. Mure;
http://classics.mit.edu/Aristotle/posterior.2.ii.html
No Kind of Question Categorical Label
1
Existence/Affirmatio
n
When we ascertained the thing's
existence
2
Essence/Definition we inquire into its nature
3 Attribute/Descriptio
n
when we know the fact
4 Cause/Explanation we ask the reason
Aristotle’s Question 1 is simply a verification and approval of
the Title or the Main Question of the Project. This is a quick
process.
Question 2 involves research and so many details on the
nature of the event or thing in the theme need to be collected
and analyzed. This will take some time. Only after Question 2 is
answered can groups be formed and tasks for individual
members identified.
Question 3 can be sometimes answered along with Question 2
but definitely needs a separate treatment. Generally takes
lesser time than that for answering Question 2.
Question 4 is actually the climax of the project and involves
very deep analysis, comparisons, evaluation, synthesis of
results and consolidation of the findings. This might take as
much time as Question 3.
9. 3. Monitor, Monitor, and Monitor
Luella High School
Henry County Schools, GA - 30248

20. Figure 1. Tap Root Vegetables in bunches and single. From Left: Carrot, parsley root, parsnip, beetroot, and white radish.
Lateral Roots are more
visible in the close up.↓
Carrot Parsley
Parsnip
White RadishBeetroot
Task 1: Pre-Assessment: Draw each of the single roots labeled in Upper Case, A to E. Work in a group of five with numbers 1 to 5. All 1 will do carrot, all 2 will do Parsley, etc. You have a
time of 3 minutes to complete the drawing; then you will post your work on the wall in the designated area for each root and will do a gallery walk, observing the drawings of all.
A B C D E
An Illustrated Design for Introducing the Project – Drawing followed by a gallery walk
Lateral Roots are visible in
the close up.↑

21. An Illustrated Design: Central Question: What is the Root Cause of these Vegetable Roots
Less Number of
Students
More Number of Students
“Mine is prettier”
“My color looks exactly
like beetroot”
“I did not get good
colors!”
“I messed up in shape!”
“I messed up in
shading!”
“Why do we have to
draw? Is there an
alternate assignment?”
“This is a creative work, we are not
artists!”
“ “These simple things are really very
challenging to draw!”
“You need to put in so many details –
it is not a simple task!”
“Carrot, Parsley, and Parsnip look
somewhat closer but they are not
really!”
“I am not really good at drawing and I
hate drawing.”
“We have not learned any time how
to draw correctly.”
“Our art and science classes are so
disjointed!”
Table 2. Responses given by students at the end of
Pre-assessment during the mini gallery walk
Figure 3. Bubble Map developed by students by inputting their responses using Aristotle’s Schema of Questions 2 and 3.
Answer to Question 2 is in blue. Answer to Question 3 is in the peripheral boxes.
To draw a realistic
scientific diagram of a
food-storage tap root,
what are the different
details you need to
know?
Shape
Elements
Structure
Surface properties
Strength
Hardness
Pliability
Peel
characteristics
Color
Height and
thickness
Internal
Composition
- Longitudinal
How branching
takes place
How the shoot gets
attached to the root
Rings/Grooves/
Scars
Function
Functional Elements
Other
surface
elements
Internal
Composition –
Cross-sectional
Influence of
the nature of
food stored
Shape and structure
as influenced by
levels of functioning
Structural
Deformations
As shown in the previous slide, I introduced the project in a
naïve manner by screening the images of the roots and asking
students to draw the roots – I collected their responses during
the gallery walk (Table 2). I reviewed their responses with them
and walked them through Aristotle’s Questions.
Their responses for Aristotle’s Question 2 is in Blue. Their
response 2 Aristotle’s Question 3 is in the peripheral boxes.
Students then divided into four groups and each group has
different numbers of members as per the number of concepts.
The electronic poster developed and perfected (after Review)
by each group is shown in next four slides. Students took about
a week to complete the poster before Review. After Review,
they took a day to edit and revise.
Note: This schema was done entirely in PPT in single slide, we exchanged several comments and
voice over. We did this in two classes.

22. Seeing is not Looking at Something: (i) Understanding Root Structure
Figure 6. Parsnip and carrot grown in long pipes – unhindered
growth. Parsnip is longer than carrot. Carrot will grow
straight without bending because of hardening of the tap
root. See longitudinal cross section, Figure 7. Broad shoulder
is characteristic of parsnip.
Figure 7. Longitudinal cross section of (A) parsnip, (B) parsley, and (C) carrot. The main taproot is harder
throughout in carrot, whereas it is harder only in the upper portion near the ground level. I parsley, the
tap root hardening is similar to carrot but less wider and shorter; (D) A 11th grade student’s drawing of
a comparison of shoulder shapes of carrot, parsley, and parsnip.
Figure 8. (A) In some soil, some parsnips can grow only
shorter with the shoulder becoming broad and heavy; (B)
Russian Parsnips in clayey soil are almost becoming closer
to turnip like in shape.
A
B
Figure 4. Carrot and parsley a comparison as
consolidated by students: Parsley is thinner
and stiffer than carrot. Both are conical but
carrot has a rounded shoulder while parsley
has a broad horizontally straight shoulder.
Carrot is woody and hard to cut; parsnip is
not woody – somewhat hard at the head,
has a peelable skin, once peeled it is soft.
A
B
C
D
Important Findings of Our Group
1. Carrot is conical with rounded shoulder, hard and
does not bend, tapers very evenly.
2. Parsley is conical with a broad straight shoulder;
thinner and longer than carrot, can bend in tapered
portion, but remains stiffer and firm, does not
break in tips.
3. Parsnip is conical with a very broad, rounded and
heavy shoulder; longer than parsley, bends easily ,
at tapered bottom, gets shortened even in slightly
harder soil; tapered tip breaks easily even if it were
able to grow well without shortening.
4. More wrinkles and more root scars are seen in
parsnip than in parsley; carrot has smooth rings
and no deep scars. Parsley’s scars are prominent
but not so deep and stressed as in parsnip.
Notable Sparks of Discovery
1. Shena screamed all in a sudden, “Does parsnip’s
skin act like a sleeve, which rolls up?” – this is the
spark of discovery!
2. Jada came running and exclaimed, “Don’t roots dig
the earth lie a crowbar?
Figure 5. Parsley is slender,
shorter, less wrinkly, and more
flatter and conical than parsnip.
Parsnip has a real big head.
Luella High School
Henry County Schools, GA - 30248

23. Figure 9. (A) Beautiful representation of the
functions of a root; (B) Model of the
mechanical effect of the approach of a root
on the soil; (C) The power of grip of roots.
Plant Root Spiraling Mechanisms:
Ability to Bore Through Earth's
Toughest Soil Structure
Root is a very dynamic tool, which constantly
grows in multiple proportions in multiple
directions with enhanced function at every
point of growth. “Roots play an important role
of life. They serve as organs of attachment,
anchoring the plant to the ground, and also as
organs of absorption and transport for water
and dissolved salts.”
Seeing is not Looking at Something: (ii) Understanding Root Engineering
Figure 10. Plant root spirals as it grows and bores through soil. (A)
Tilage radish root boring in a wasteland in Colorado guy; (B) Beautiful
illustration of he spiral mechanism of root growth; (C) Twining of
carrots due to crowding proves the spiraling of roots during growth.
When two carrot plants are very close to each other ; (d) A student
exclaimed that due to spiral mechanism, the twined tap root seems
to work more like an auger.
(A)
(B)
(C)
(D)
Figure 11. In parsley and more prominently in parsnip (A), the outer
fleshy jacket around the tap root along with the outermost skin is more
elastic than the root and both shrink together when the root grows by
penetrating the soil, causing prominent root scars. The behavior is very
similar to large scale drilling operation for instance drilling the seabed for
oil, shown in B (oil well drilling) and C (helical buckling of drill pipes). The
spiral mechanism is also revealed in the scars arranged on the root in a
spiral manner.
(A)
(B)
(C) (D)
(C)
(B)(A)
Luella High School
Henry County Schools, GA - 30248

24. Figure 12. Comparison of the (B) taproot with nail (A); longitudinal section
showing how the root is connected to the stem through collar.
(G)
We began with the
introduction that the tap root
is like a nail. Compare the root
wit the parts of the nail,
During growth because of the
mechanical pushing force,
bending primarily occurs in
the shank.
Seeing is not Looking at Something: (iii) Understanding Design Principles
Figure 14. Students’ perception of carrot, parsley, and parsnip as nails
that bore the ground
Figure 13. Shapes of different type of nails
presented to for students’ analysis and
evaluation of what type of nail is carrot,
parsley, or parsnip, as it bores the ground?
Luella High School
Henry County Schools, GA - 30248

25. Seeing is not Looking at Something: (iv) Understanding Deformations
Figure 15. Structural defects in roots (A) Stunted growth; (B) Forking; (C) Crack;
(D) Twining; (E) Knot nodule; (F) Greening on Top; (G) Rusting
(A) (B) (C) (D)
(E) (F) (G) (H)
Due to problems with the soil conditions,
(nature of soil, nutrients, water), crowding,
excess sunlight, and diseases caused by
infestation of bacteria, fungi, and insects
several deformities happen in the roots.
These are anomalous conditions and need
to be ignored when the normal
morphology of the root is drawn.
Stunted growth – Mixed crop or hard soil.
Forking- Rocks in the soil plus bacterial
infection
Crack- Moisture issues
Twining – Crowding
Knotted – Nematode parasites
Excess root hair – Bacterial infection
Rusting – Carrot fly
In addition, roots also suffer from virus
infection and radiation mutation
(photograph in Figure 17)
(A)
Figure 14. Tools and devices undergo bending, cracking,
and rusting
Figure 17.(A). Forking can occur in different manners. Drawings of
patterns and photograph shown; (B) Mechanism of forking. (C) Many
deformations are very artistic kindling human imagination, they but
are anomalous structures not true structures.
(B)
(C)
Figure 16. Struggle of the root in hard soil

26. Clarity Timeliness
and Interaction
Presenter maintains
good eye contact with
the
Audience 3 pts
Presenter is
appropriately animated
(e.g., gestures) 3 pts
Presenter uses a clear,
audible voice. 3 pts
Delivery is poised,
controlled, and smooth.
3 pts
Good language skills
and pronunciation are
used. 3 pts
Length of presentation is
within the assigned time
limits. 2
pts
The Tool is very efficient,
Information, and
was well
Demonstrated 2 pts
Questions of the
audience were
appropriately answered.
2
pts
Rubric for content evaluation and review session was separately prepared, published, and made available to students
electronically.
Final Presentation: Total Points 21 (Peer evaluation) on a Modified Lister Scale
Students present work in a migratory gallery walk. On the day of presentation, the product would be displayed prior
hand and student audience will be designed in such a way that they are grouped differently than when they created the
product. That is, each audience group will have one member from each of the groups that created the product.

27. Catalysis of Hydrogen peroxide by Potassium iodide
Meet Patel
Honors Chemistry Course, Dr. R.’s Class
meetvijaykpatel@gmail.com
1. What is a catalyst? 4. Materials and Conditions
5. Catalysis Effect
3. Catalysis Experiment
2. Examples of Catalysts
6. Activation Energy Diagram
• Materials:
• Dishwashing liquid (5 mL)
• Graduated Cylinders (500 mL and 10 mL)
• Large tray
• Gloves (rubber)
• Food coloring (optional)
• Reactants:
• Hydrogen peroxide (30%, 20 mL) (2H v2 O v2, l)
• Potassium iodide 2 M (OI-)
• Products:
• Water (H v2 0, l)
• Oxygen (O v2, g)
• Iodide (I^-, aq)
• Conditions:
• Room temperature
The potassium iodide helps speed up the
decomposition of the hydrogen peroxide and
generates oxygen. This oxygen reacts with the soap
and creates a foam mass.
The experiment showcases an exothermic reaction
with Potassium iodide serving as a catalyst for the
decomposition of hydrogen peroxide. You first mix
the hydrogen peroxide with the dishwashing liquid
and food coloring in the 500 mL cylinder, and you
shake it but not too much. Then, you measure 5
mL of the potassium iodide in the 10 mL cylinder
and quickly pour it into the other cylinder while it
is on the large tray. The result of this is that a large
mass of foam is created when the oxygen created
from the decomposition mixes with the
dishwashing liquid.
7. Implications
Luella High School
Henry County Schools, GA - 30248
A catalyst is an item or substance that is added
to a chemical reaction of some sort to speed up
the time of the reaction. It lowers the activation
energy, and it generally does not participate in
the reaction itself. It provides a platform for the
molecules to arrive and react upon and create
the products.
Various catalysts exist in the world and are used
in nature and industry. Some natural catalysts
include protein enzymes like lactase found in
the body. Some industrial catalysts include
temperature shift catalysts and copper.
The implications of this decomposition are
that it shows what could possibly happen to
hydrogen peroxide when it is being used as a
disinfectant. It could release oxygen for
aerobic microorganisms in places such as
boxes or humidifiers. The experiment also
shows the dangers of not storing chemicals
properly and what can happen if they
accidentally mix.
http://www.ualr.edu/rebelford/chem1403/1403coop/1403coop3k.htm
http://box.fluttrbox.com/chemglue4u/1368713459_TheKineticsofTheDecompositionofHydr
ogenPeroxide.pdf
Hazards
The experiment can be dangerous. It is advised
that you use safety goggles and rubber gloves.
Potassium iodide can be slightly toxic to you, and
the 30% hydrogen peroxide is corrosive to your
eyes and skin.
Here is another example for
effectiveness of Voice Over on PPT.