By: Meghan Thoreau, OSU Extension Educator, Community Development & STEM, Pickaway County
This month, STEM Club had the pleasure of hosting guest OSU Extension Educator, Jessica Lowe, who led an engaging and hands-on exploration of jam making. Students discovered the fascinating science behind creating this sweet treat, delving into the roles of pectin, acid, and sugar in achieving the perfect gel-like texture.
The Science Behind Jam Making
During the session, students learned about the importance of:
Pectin: a natural occurring substance found in the cell walls of fruits that acts as a gelling and thickening agent.
Acid: helps to balance the sweetness and enhances the gel formation while creating an environment less favorable for microbial growth.
Sugar: plays a crucial role in preserving the jam and contributing to its texture.
Butter: reduces foam formation through fat molecules that disrupt foam bubbles and phospholipids molecules that act like surfactants that reduce surface tension.
Through experimentation and hands-on activities, students gained a deeper understanding of the chemical reactions and processes involved in jam making. This unit was designed to encourage curiosity and exploration in the kitchen, showcasing the intersection of science, technology, engineering, and math (STEM) in everyday life.
Key Takeaways
The importance of measuring ingredients accurately in jam making
How pH levels affect the gel formation process
The role of sugar in preserving the jam and its impact on texture
By: Meghan Thoreau, OSU Extension Educator, Community Development & STEM, Pickaway County
Scioto Valley Beekeepers visited STEM Club last month. The Scioto Valley Beekeepers are active and dedicated to assisting current and future beekeepers in Pickaway County and the surrounding areas in Ohio. Their mission is “to promote public awareness of the benefits, necessity, and value of the honeybee throughout human existence.” If you would like to learn more about this organization or become more involved please visit their website or attend one of their monthly meetings.
The Benefits of Bees
Bees provide essential pollination services to millions of acres of crops, improving sustainability and biodiversity. Bees are critically important to agriculture. At least a third of the human food supply from crops and plants depends on insect pollination, which is mostly done by bees! They also contribute to the complex, interconnected ecosystems that allow a diverse number of different species to co-exist. (1)
Many of our scientific and engineering projects have been inspired by bees, such as the use of hexagons in engineering. The study of bees (particularly honey bees) continues to produce an enormous amount of scientific research and these insects have become one of the most studied creatures after humans. (2)
They have also generated an array of philosophical and poetic ideas. In ancient times, bees and honey played major roles and were symbolic of ancient Greek culture. Bees have been frequently connected with ideals of knowledge, health, and power. The ancient Greeks considered bees servants of the gods and their honey was worshiped for its healing qualities and power. Artisans represented bees in jewelry, money, and statues of goddesses. (3)
Bees have much to teach humans about cooperation and industriousness.
Bee Society
An average beehive is about two square feet (or 22 inches by 16 inches), with at least a five-foot buffer around the hive for in- and outbound bee traffic. In many ways, honey bees create a well-organized mini-society in a box. Honey bees, in particular, are very social insects that have evolved into a highly cooperative or collective existence. A hive is fiercely united around the “all-for-one and one-for-all” slogan as their workforce sets out to do a variety of complex tasks that are decided by the communal collective groups that are acted on instinctually. (4)
Honey bees communicate with each other through movement and odor. They send sophisticated messages about which duties to shift to, potential dangers, intruder alerts, locations of food sources, new hive sites, and a variety of other things. (5)
With ultraviolet visions, bees see targets on flowers where the pollen and nectar are located.
Bees can see both visible and ultraviolet light and have precise olfactory receptors. They can also detect electric fields. Flowers have a slight negative charge relative to the air around them. When bumblebees are flying through the air the friction between the air and their bee bodies causes them to become positively charged, and the students learned threw our program that two electrical charges of opposite polarity attract – chemistry in motion. (6)
Infographic by Fuse Consulting Ltd.
Each colony has only one queen at a time, whose primary function is reproduction. She only mates once in her lifetime shortly after she emerges from her egg and kills her other sister queens. She leaves the hive seeking out a cloud of drone bees from another colony. When she returns to her hive, she starts laying 1,500-2,000 eggs per day, selectively fertilizing or not fertilizing the eggs in accordance with how her worker bees are collectively directing her to do. The worker bees engineer and manage each opening of their comb. A queen lives two to three years (sometimes five years) and will produce up to 250,000 eggs per year and possibly lay more than a million eggs in her lifetime.
Drone bees represent five percent of the colony’s bee population and are only present during the late spring and early summer months. The queen may have a longer abdomen for storing the sperm, but a drone is larger overall than the queen and female worker bees. Drones also do not have stingers, pollen baskets, or wax glands, because their main purpose for their colony is to fertilize a virgin queen from a neighboring colony. They die instantly upon mating. While alive drones rely solely on food gathered and processed by the workers’ groups. Drones stay in the hive for the first eight days of life and eat three times more than their sister workers. Day 9 they start leaving the hive from noon to 4:00 p.m. taking orientation flights to acquaint themselves with the surrounding territory for mating purposes. When the weather cools and food becomes scarce the surviving drones are forced out of their hive to starve. (The only exception to this ousting is if the colony is queenless.)
Workers may be the smallest in body size, but they are some of the busiest bees in the group and make up 94 percent of the colony’s population. When compared to their queen they are sexually undeveloped females who under normal hive conditions do not lay eggs (and under a queenless condition lay unfertilized eggs.) Workers have specialized anatomy such as the addition of brood food glands, scent glands, wax glands, and pollen baskets, which allow them to perform all the laborious duties the hive requires. They also clean cells, feed the brood, care for the queen, remove debris and dead bees, handle incoming nectar, engineer beeswax combs, guard the entrance, and air-condition and ventilate the hive during their first few weeks as adults. Works then advance to field duties where they forage for nectar, pollen, water, and propolis (plant sap). (7, 8, 9)
One of the largest threats to bees is a lack of safe habitat where they can build homes and find a variety of nutritious food sources. By planting a bee garden, you can create a safe haven for bees with pollen- and nectar-rich flowers by planting a range of shapes, sizes, colors, and bloom times. You don’t need a ton of space to grow bee-friendly plants — gardens can be established across yards and in window boxes, flower pots, and mixed into vegetable gardens. Seek out locally native plants as often as possible as many bee species have coevolved to feed exclusively on native flowers and need them to survive.
2. Go Chemical-Free for Bees
Regardless of which flowers you plant, avoid using pesticides and herbicides. Synthetic pesticides, fertilizers, herbicides, and neonicotinoids are harmful to bees, wreaking havoc on their sensitive systems. A garden can thrive without these harmful chemicals — in fact, one goal of a bee-friendly garden is to build a sustainable ecosystem that keeps itself in check by fostering beneficial populations. If you must use a pesticide, choose a targeted organic product, and always avoid applying pesticides when flowers are blooming or directly to the soil.
3. Become a Community Scientist
Join a global movement to collect data on our favorite pollinators! Community science transforms the passion and interest of regular people into data-driven activities that support scientific research. By participating in a community science project, you can provide important insights and local knowledge, which can lead to more relevant and useful research outcomes. Join our “A Bee Or Not a Bee” iNaturalist project, which invites you to document and upload species on iNaturalist, collaborating with naturalists around the world to determine whether the insect buzzing by is a bee, wasp, fly, or other common bee doppelgängers.
4. Provide Trees for Bees
Did you know that bees get most of their nectar from trees? When a tree blooms, it provides hundreds — if not thousands — of blossoms to feed from. Trees are not only a great food source for bees but also an essential habitat. Tree leaves and resin provide nesting material for bees, while natural wood cavities make excellent shelters. Native trees such as maples, redbuds, and black cherry all attract and support bees. You can help bolster bee food sources and habitats by caring for and planting trees. Trees are also great at sequestering carbon, managing our watersheds, and cooling air temperatures.
5. Create a Bee Bath
Bees work up quite a thirst foraging and collecting nectar. Fill a shallow bird bath or bowl with clean water, and arrange pebbles and stones inside so that they break the water’s surface. Bees will land on the stones and pebbles to take a long, refreshing drink.
6. Protect Ground Nesting Bees
Did you know that 70% of the world’s 20,000 bees — including bumblebees — live underground? There, they build nests and house their young, who overwinter and emerge each spring. Ground nesting bees need bare, mulch-free, well-drained, protected soil in a sunny area to create and access their nests. Leave an untouched section for ground-nesting bees in your garden!
7. Leave Stems Behind
30% of bees live: in holes inside trees, logs, or hollow plant stems. Don’t cut those hollow stems, which are valuable bee habitats. A hollow stem may not seem like prime real estate to us, but to Mason and other bees, it’s a cozy home in which they may overwinter. Wait until the spring to cut back dead flower stalks, leaving stems 8 to 24 inches high toprovide homes for cavity-nesting bees.
8. Teach Tomorrow’s Bee Stewards
Inspire the next generation of eco citizens with guides, lessons, and activities to get them buzzed about bees! Educators can use our collection of free resources to bring nature and ecology into the classroom — and the hearts of children everywhere.
9. Host a Fundraiser
Peer-to-Peer fundraising is a fantastic way to spread the mission of The Bee Conservancy and empower your community to help raise money for our impactful programs. With the help of tools from Fundraise Up, you can share your personal fundraising page on social media and with friends and family. It’s an easy, fun way to make a serious impact. Start your own fundraiser today!
10. Support Local Beekeepers and Organizations
Local beekeepers work hard to nurture their bees and the local community. The easiest way to show your appreciation is to buy locally-made honey and beeswax products. Many beekeepers use products from their hives to create soaps, lotions, and beeswax candles. Plus, local honey is not only delicious — it is made from local flora and may help with seasonal allergies! You can also give time, resources, and monetary donations to local beekeeping societies and environmental groups to help their programs grow. (10)
1 Medicine, C. for V. (n.d.). Helping Agriculture’s helpful honey bees. U.S. Food and Drug Administration. https://www.fda.gov/animal-veterinary/animal-health-literacy/helping-agricultures-helpful-honey-bees#:~:text=It’s%20their%20work%20as%20crop,bills%20buzzing%20over%20U.S.%20crops.
2 Why do honey bees make hexagons when building honeycombs? with video. BuzzAboutBees.net. (n.d.). https://www.buzzaboutbees.net/why-bees-use-hexagons.html
3 Out of the past. Bee Culture -. (2020, September 1). https://www.beeculture.com/out-of-the-past/#:~:text=Bees%20and%20honey%20were%20a,money%2C%20and%20statues%20of%20goddesses.
4 Wcislo, W., & Fewell, J. H. (n.d.). Sociality in bees (Chapter 3) – comparative social evolution. Cambridge Core. https://www.cambridge.org/core/books/comparative-social-evolution/sociality-in-bees/EDB3BC0012570CEEF1237E662563B4FD
5 The language of bees. PerfectBee. (2020, September 17). https://www.perfectbee.com/blog/the-language-of-bees#:~:text=They%20don’t%20use%20words,a%20variety%20of%20other%20things.
6 Baisas, L. (2022, October 24). A swarm of honeybees can have the same electrical charge as a storm cloud. Popular Science. https://www.popsci.com/environment/honeybees-electric-atmospheric-charge/
7 Remolina, S. C., & Hughes, K. A. (2008, September). Evolution and mechanisms of long life and high fertility in queen Honey Bees. Age (Dordrecht, Netherlands). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2527632/#:~:text= Honey%20bees%20(Apis%20mellifera)%20are,200%20days%20in%20the%20winter.
8 The colony and its organization. Mid-Atlantic Apiculture Research and Extension Consortium. (n.d.). https://canr.udel.edu/maarec/honey-bee-biology/the-colony-and-its-organization/
9 Welcome to the Hive!. Beverly Bees. (2019, January 30). https://www.beverlybees.com/home-hive/
10 10 ways to save the bees. The Bee Conservancy. (2023, April 21). https://thebeeconservancy.org/10-ways-to-save-the-bees/
By: Meghan Thoreau, OSU Extension Educator, Community Development & STEM, Pickaway County
This April students were introduced to aquatic ecosystems and learn about aquatic life and aquatic energy pyramids. The aquatic energy pyramid, also known as the aquatic food web or food pyramid, illustrates the feeding relationships and energy flow within aquatic ecosystems. Here’s a breakdown:
Levels of the Aquatic Energy Pyramid, from the bottom up:
Primary Producers (Phytoplankton): Microscopic plants, such as algae and cyanobacteria, that convert sunlight into energy through photosynthesis.
Primary/First Order Consumers (Zooplankton): Small animals, like cope-pods and krill, that feed on phytoplankton.
Secondary Consumers/Intermediate Predators (Small Fish and Invertebrates): Fish, such as minnows and bluegills, and invertebrates, like dragonflies, mayflies, and caddisflies, crayfish, or snails that prey on zooplankton and macro-invertebrates.
Tertiary Consumers/Top Predators (Large Fish and Aquatic Mammals): Apex predators, including large fish (Largemouth bass, Northern pike, Muskie, Walleye), aquatic mammals (river otters, alligators), and birds (herons, egrets, ospreys, or eagles,) that feed on secondary consumers.
The students learned how to take a plankton sample, use a dropper to create a slide, and work a microscope to examine for plankton and various aquatic insects in their samples. They also discussed what aquatic macro-invertebrates are and the many types of animals that fall under this category.
Aquatic macro-invertebrates are small, multicellular animals that live in water and lack a backbone. They are typically visible to the naked eye and play crucial roles in aquatic ecosystems. Examples include:
Insect larvae (mayflies, caddisflies, stoneflies)
Crustaceans (crayfish, shrimp)
Mollusks (snails, clams)
These organisms are important indicators of water quality, serving as food for fish and other aquatic animals, and helping to break down organic matter, many of which are depicted below:
Live samples were made available for the students to identify and categorize into groups, which they learned enables scientists to infer water quality.
Students also learned the parts of a fish and use a dichotomous key to identify the fish to family level. Students studied multiple fish species (fresh and print) to handle and identify. An aquatic OSU Ohio Sea Grant Educator conducted a fish dissection for the group, with a focus on identifying internal anatomy and as time allows, discussion on fish as food.
Students finally got hands-on experience creating their own custom fishing lures, combining artistry and engineering to design effective lures that mimic the movement and appearance of baitfish, ultimately gaining a deeper understanding of the science behind fishing and aquatic ecosystems.
Lure making is the process of creating artificial fishing lures that mimic the appearance, movement, and scent of prey to attract fish. It involves various materials and techniques, such as:
Shaping and molding plastics, woods, or metals
Adding hooks, weights, and hardware
Applying paints, coatings, and finishes
Incorporating attractants like scents or sounds
Lure making allows anglers to customize their lures for specific fishing conditions, target species, and personal preferences.
Peer-reviewed by: Tory Gabriel, OSU Extension Specialist, Program Manager, Ohio Sea Grant College Program.
By: Meghan Thoreau, OSU Extension Educator, Community Development & STEM, Pickaway County
This month, we’re diving into the fascinating world of DNA and genetics! We’re exploring the structure and function of DNA, how genetic traits are passed down, and the incredible ways DNA science is used in our daily lives. From solving crimes to developing new medicines, understanding DNA has revolutionized many fields. We’re learning how DNA is extracted, analyzed, and applied in various areas, including medicine, agriculture, and forensics.
In our DNA Strawberry Extraction lab, we’ll get hands-on experience extracting DNA from strawberries using simple household items. This fun and interactive activity will help us understand the basics of DNA extraction and its significance in the scientific world.
DNA, or deoxyribonucleic acid, is the molecule that contains the genetic instructions for all living organisms. It’s often referred to as the “blueprint of life.” DNA is found in the cells of every living thing, from humans to strawberries. But have you ever wondered what DNA looks like or how it’s extracted from cells? In this activity, we’ll explore the fascinating world of DNA by extracting it from strawberries using simple household items. Get ready to uncover the genetic secrets of one of nature’s sweetest treats!
Strawberries are unique because they are octoploid, meaning they have eight copies of each chromosome. This abundance of DNA makes strawberries a great model for DNA extraction labs, as it’s easier to visualize the DNA strands. For comparison, human cells are diploid, with only two copies of each chromosome.
This activity combines hands-on experimentation with critical thinking and problem-solving, providing a comprehensive learning experience for students.
The science behind the DNA Strawberry Extraction Lab:
Breaking Down Cell Walls and Membranes:
Blending strawberries: The blender breaks down the cell walls of the strawberry tissue, releasing the cellular contents. This mechanical disruption helps to release the DNA from the cells.
Dish soap (detergent): The soap breaks down the cell membranes (lipid bilayer) and nuclear membranes, releasing the DNA and other cellular contents. The detergent helps to solubilize the lipids and disrupt the membrane structure.
Releasing DNA from Proteins:
Salt: The salt helps to release the DNA from proteins that are bound to it. The positively charged sodium ions (Na+) from the salt help to neutralize the negative charge on the DNA phosphate backbone, allowing the DNA to precipitate out of solution more easily.
Precipitating DNA:
Rubbing alcohol (ethanol): When the ethanol is added to the mixture, it creates a layer on top of the strawberry mixture. DNA is insoluble in ethanol, so it precipitates out of solution and forms a visible, stringy substance at the interface between the alcohol and the strawberry mixture. This is because the ethanol disrupts the hydrogen bonds between the DNA and water, causing the DNA to come out of solution.
Why Strawberries?
Octoploidy: Strawberries are octoploid, meaning they have eight sets of chromosomes (one set from each parent, duplicated). This means they have a large amount of DNA, making it easier to extract and visualize.
Easy to break down: Strawberries are soft and easy to blend, making it simple to break down the cell walls and release the DNA.
DNA Structure and Properties:
Double-stranded helix: DNA is a double-stranded molecule with sugar and phosphate molecules making up the backbone, and nitrogenous bases projecting inward from the backbone and pairing with each other in a complementary manner.
Chargaff’s rules: The base pairing rules (A-T and G-C) help to explain the structure and properties of DNA.
Negative charge: DNA has a negative charge due to the phosphate groups in the backbone, which is important for its interactions with other molecules.
This lab takes advantage of the properties of DNA and the cellular structure of strawberries to make DNA extraction and visualization possible. By understanding the science behind the lab, students can gain a deeper appreciation for the molecular biology of DNA.
Learning about DNA extraction has numerous real-world applications across various fields
Forensic Science:
Crime scene investigation: DNA extraction is crucial in forensic science for analyzing DNA evidence, identifying suspects, and solving crimes.
DNA profiling: DNA extraction is used to create DNA profiles, which can be used to identify individuals, resolve paternity disputes, and identify human remains.
Genetic Engineering and Biotechnology:
Genetically modified organisms (GMOs): DNA extraction is used to introduce desirable traits into organisms, such as pest resistance or improved nutritional content.
Gene therapy: DNA extraction is used to develop gene therapies that can treat genetic disorders by modifying or replacing faulty genes.
Medical Research and Diagnostics:
Genetic testing: DNA extraction is used to diagnose genetic disorders, identify genetic mutations, and predict disease susceptibility.
Cancer research: DNA extraction is used to study cancer genetics, identify biomarkers, and develop targeted therapies.
Agriculture and Food Science:
Crop improvement: DNA extraction is used to develop crops with desirable traits, such as drought resistance or improved yield.
Food safety testing: DNA extraction is used to detect and identify pathogens in food, ensuring food safety and quality.
Conservation Biology:
Species identification: DNA extraction is used to identify species, study population genetics, and monitor biodiversity.
Endangered species conservation: DNA extraction is used to study the genetics of endangered species and develop conservation strategies.
Personalized Medicine:
Genomic medicine: DNA extraction is used to develop personalized treatment plans based on an individual’s genetic profile.
Pharmacogenomics: DNA extraction is used to predict an individual’s response to certain medications based on their genetic profile.
DNA Fingerprinting:
Food authentication: DNA extraction is used to verify the authenticity of food products and detect adulteration.
Product tracing: DNA extraction is used to track the origin and movement of products, ensuring supply chain integrity.
These are just a few examples of the many real-world applications of DNA extraction. The knowledge and skills gained from learning about DNA extraction can be applied to various fields and industries, leading to innovative solutions and discoveries.
By: Meghan Thoreau, OSU Extension Educator, Community Development & STEM, Pickaway County
Candy DNA Model
Our STEM Club recently embarked on a sweet adventure into the fascinating world of DNA structure and genetics! In the “Make A Candy DNA Model” activity, 4th and 5th-graders got hands-on with science, using colorful candies to represent the four nitrogen bases – Adenine, Thymine, Cytosine, and Guanine paired together in a twisting latter we call a double helix. Nitrogenous bases, also known as nucleobases, are the building blocks of DNA. They are a type of organic molecule that contains nitrogen and plays a crucial role in storing and transmitting genetic information.
The information in the nitrogen bases are then transcribed into RNA (Ribonucleic Acid), which is another type of molecule that readies our genetic code to be packaged into a set of instructions called proteins. Proteins are the workhorses of the cell, and their functions are essential for maintaining life. The genetic code in DNA and RNA provides the blueprint for making these important proteins, which in turn determine the traits, characteristics, and functions of an organism in working order or in our case keep our human body healthy and happy.
Proteins are the instructions to building and running our human body. Think of it like the instruction book that comes with a Lego build kit. The diagram above shows a general breakdown of critical roles proteins play in providing instructions to our body. Many complex systems make up the human body and proteins ensure each systems runs and responses as they were designed.
Immune system: Proteins like antibodies, cytokines, and complement proteins help recognize and respond to pathogens.
Muscular system: Proteins like actin, myosin, and troponin work together to enable muscle contraction and relaxation.
Structural proteins (bone system): Proteins like collagen, osteocalcin, and osteonectin provide structure and strength to bones, skin, and connective tissue.
Neural signaling: Proteins like neurotransmitters, receptors, and ion channels help transmit and regulate signals in the nervous system.
Blood: Proteins like hemoglobin, clotting factors, and lipoproteins play critical roles in oxygen transport, blood clotting, and lipid metabolism.
Enzymes: Proteins that catalyze chemical reactions, such as digestive enzymes, metabolic enzymes, and DNA repair enzymes.
Cell membrane: Proteins like receptors, transport proteins, and structural proteins help regulate what enters and leaves the cell, and maintain cell shape and function.
The licorice serving as the backbone, the sides of the ladder, that are made up of sugar and phosphate molecules. The rungs of the ladder are composed of the paired nitrogenous bases (A-T and G-C). The students carefully attached their candy bases to the licorice using toothpicks, following the crucial base pairing rules: Adenine pairs with Thymine, and Cytosine pairs with Guanine. This tasty project allowed students to visually construct and understand the iconic double helix structure of DNA. Through this fun and interactive model, students gained insight into the key components of DNA. The room was buzzing with excitement as students discovered the building blocks of life in a deliciously engaging way!
Afterwards they will engage in Trait Inventory and Genetics Practice Problems and Investigating Alien Genetics activities.
Trait Inventory/Genetics Practice Problems:
Students answered a traits survey, that helped them identify their physical characteristics (eye color, hair color, height, etc.) and other traits (tongue rolling, earlobe attachment, etc.). This activity helped students identify and record various physical characteristics about themselves and their classmates. The physical characteristics of an organism are known as its phenotype. This refers to the observable traits and features, such as: eye color, hair color, height, skin color, and other physical characteristics. Then expanded into the complexity of genetics by understanding dominant and recessive traits we call alleles. Alleles are different forms of the same gene, and they determine the phenotype, physical characteristics of an organism.
Dominant Allele: Represented by an uppercase letter (e.g., “B” for brown eyes)
Recessive Allele: Represented by a lowercase letter (e.g., “b” for blue eyes)
The combination of alleles an organism has for a particular gene determines its genotype. For example:
Genotype: BB, Bb, or bb (think of the genetic makeup, the letter codes of each each parent possesses, but may not physically show)
Phenotype: “Brown eyes” (BB or Bb) or “blue eyes” (bb) (think of the physical characteristics that results from the genotype
Understanding the relationship between genotype and phenotype is crucial in genetics, as it helps predict how traits will be inherited and expressed. Eye color is an easy way to start understanding how dominant/recessive traits work. There are three combinations of eye color punnet squares below:
Dominant Traits:
A dominant trait is expressed if an individual has one or two copies of the dominant allele (version of the gene).
Dominant traits are often represented by an uppercase letter (e.g., “B” for brown eyes).
Examples: brown eyes, dark hair, curly hair
Recessive Traits:
A recessive trait is only expressed if an individual has two copies of the recessive allele (one from each parent).
Recessive traits are often represented by a lowercase letter (e.g., “b” for blue eyes).
Examples: blue eyes, blonde hair, straight hair
Key Points:
An individual can be homozygous dominant (BB), homozygous recessive (bb), or heterozygous (Bb) for a particular trait.
Heterozygous individuals (Bb) will express the dominant trait, but can pass the recessive allele to their offspring.
Understanding dominant and recessive traits helps predict the likelihood of certain traits being passed down from parents to offspring.
Students discuss the implications of their findings, exploring how traits are distributed within the group and how they might be influenced by genetics.
Investigating Alien Genetics Activity:
Students applied the genetic principles they learned to a fictional scenario, thinking creatively about how traits might be inherited by alien parents. Even through each student had the same parent Genotypes, they soon discovered the difference Phenotype their offspring can acquire through the random combinations of how dominate and recessive genes pair up. Students discuss their results, exploring the implications of genetic inheritance in this alien species and how it might differ from or resemble genetics on Earth.
These activities can help students develop a deeper understanding of genetics and traits, while also promoting critical thinking, problem-solving, and creativity. By exploring these concepts in a variety of contexts, students can gain a more nuanced appreciation for the complex relationships between genes, traits, and environment.
By: Meghan Thoreau, OSU Extension Educator, Community Development & STEM, Pickaway County
This January students explored a variety of science and engineering principles. First, they learned more about the science of color and why snow is generally white in color, as well as engaged in hands-on activities that looked at gravity and contact and non-contact forces as well as shared in group discussions on how these forces can impact engineering and construction designs.
Why is snow white?
This is a timely winter question for our young STEMist. Having a “white” blanketed landscape is a common picturesque image conjured up during the winter months – it supports many winter activities such as sledding, snowman building, and backyard snow fort construction.
Why is snow white?
This is a timely winter question for our young STEMist. Having a “white” blanketed landscape is a common picturesque image conjured up during the winter months – it supports many winter activities such as sledding, snowman building, and backyard snow fort construction.
The students had some probing discussions and watched a short video from our favorite online science teacher, Doug Peltz, in his ‘Mystery Doug’ video science series. The students learned that color is determined by visible light and the particular particles of objects themselves.
Photo source: https://en.wikipedia.org/wiki/Color
The world is made up of many different objects that have many different combinations of atoms and molecules which vibrate at different frequencies that our eyes see as different colors. Snow is no different, it’s a collection of vibrating particles, but the way snow is made gives its particles a layering effect to consider when thinking about the answer.
Sounds complicated? First, the students considered what snow is made of – frozen water – and that water is clear, all things considered, so something happens when water freezes. Snow is made up of many different tiny pieces of ice particles and ice is not transparent or clear, it’s actually translucent. This is because ice particles are layered on top each other, and therefore, light can’t pass straight through, but is redirected in many different directions. The students took a snow making take home project to emphasize the layering translucent effect that creates a white snowflake ornament.
Light is scattered and bounces off the ice crystals in the snow. The reflected light includes all the colors, which, together, looks white. In some unusual situation depending on the surrounding light sources and frequencies of objects, snow can take a hint of yellow or purplish glow color from its normal bright white color.
Moving from color science to physics and force
What is a force?
Force is an agent which accelerates a body. The students learned a force is a push or a pull of one object on another object, but both objects have to be interacting with each other.
Gravity is a pulling force that acts between two things (such as a person’s body and the mass of the earth) but its effect depends on the mass and distance between the objects being pulled together. It was also fascinating for the students to learn that force doesn’t produce motion necessarily, but rather adds acceleration. Additionally, all objects have a center of mass or a center of gravity that impacts movement in accordance to the laws of physics. We decided to challenge the students further by having them consider objects and people launched into outer space with the forces of physics at play.
The students applied some new physics concepts and experimented with hands-on forces and center of gravity challenges in STEM Club; forces of frictional, normal, and tension force challenges. Here’s a short video that highlights a few of our STEM Challenges.
By: Meghan Thoreau, OSU Extension Educator, Community Development & STEM, Pickaway County
The Science of Concrete
Concrete is a composite material made from a mixture of cement, water, aggregates (such as sand or gravel), and admixtures (chemical additives). When cement comes into contact with water, it undergoes a chemical reaction called hydration, which forms a hardened paste that binds the aggregates together.
The Concrete Mixing Process
The process of mixing concrete involves combining the ingredients in the correct proportions and mixing them until a uniform consistency is achieved. The mixing process can be done manually or using a machine.
Making Concrete Stepping Stones
To make concrete stepping stones, you will need:
Concrete mix
Water
A mold to shape the stepping stone
A release agent to prevent the concrete from sticking to the mold
Optional: decorative aggregates, such as small rocks or shells, to add texture and visual interest
Basic process for making concrete stepping stones:
Prepare the mold: Before pouring in the concrete mixture, make sure the mold is clean and dry. Apply a release agent to prevent the concrete from sticking to the mold.
Mix the concrete: Follow the instructions on the concrete mix package to combine the correct proportions of mix and water. Mix until a uniform consistency is achieved.
Add decorative aggregates (optional): If desired, add small rocks, shells, or other decorative aggregates to the concrete mixture for added texture and visual interest.
Pour the concrete mixture into the mold: Pour the mixed concrete into the prepared mold, making sure to fill it to the top.
Vibrate the mold (optional): If you have a vibrating tool, such as a vibrating plate or a tamping tool, use it to vibrate the mold and eliminate any air bubbles in the concrete. If not, tap side of mold with firm finger tips for two to three minutes.
Allow the concrete to set: Let the concrete set and harden in the mold. This can take anywhere from a few hours to overnight, depending on the temperature and humidity.
Remove the stepping stone from the mold: Once the concrete has hardened, remove the stepping stone from the mold. If necessary, use a release agent to help release the stone from the mold.
Seal the stepping stone (optional): To protect the stepping stone from the elements and extend its lifespan, apply a concrete sealer according to the manufacturer’s instructions.
Seal the stepping stone (optional): To protect the stepping stone from the elements and extend its lifespan, apply a concrete sealer according to the manufacturer’s instructions.
By: Meghan Thoreau, OSU Extension Educator, Community Development & STEM, Pickaway County
Why Understanding Simple Circuits is Important?
Basic circuit knowledge is important for many different disciplines, including engineering, physics, chemistry, and mathematics. It’s also useful knowledge around this time of year when you may need to repair a string of old holiday lights. Understanding and building simple circuits show us important concepts learned in school that can describe useful real-world systems, like devices we use every day, cell phones, light switches, Chromebooks, cars, etc.
The electric charge that flows through your house is called your electric circuit. This carries useful energy through your house that you can transform into other forms of energy to do various tasks. The US standard household circuit has an effective voltage that takes 120 volts. Volts represent the energy per unit charge. We discussed these basic building blocks of simple circuits in STEM Club this month. Our hands-on simple circuit design challenge uses 3-volt lithium batteries. Before jumping into our design challenges we’ll cover a few basic circuitry concepts and energy principles.
The principle of conservation of energy is an effective tool in solving problems and understanding how different forms of energy directly impact our lives. There are also benefits to this principle. These include recycling of materials, lower energy costs for consumers, less pollution due to a reduction in the use of fossil fuels, and less harm to animals and the environment. We watched a short video, from Two Minute Classroom, that explained the basic concepts of how energy transforms itself into other forms and never truly disappears or is destroyed.
Students learned the basic concepts of atoms and electrons, because, without the flow of electrons, we have no electric circuit to work with. They also learned the chemistry of a battery and how chemical reactions occur inside the battery that causes an imbalance or a build-up of electrons (-) on one side of the battery over the other, hence why one side or one terminal of the battery is negative (-) and the other positive (+). We also introduced the basic materials for our hands-on design challenges and explain how a battery works.
Screenshot from our virtual simple circuit presentation.
How a Battery Works
Batteries are important to everyday life. Batteries are essential to most electrical devices. They exist in our cars, cell phones, laptops, and other electronic appliances, and serve as critical backup sources of electricity in telecommunications, public transportation, and medical devices. A battery is essentially a container full of chemicals that produce electrons (-). Inside the battery itself, a chemical reaction produces electrons.
The battery is a device that stores chemical energy and converts it to electrical energy. The chemical reactions in a battery involve the flow of electrons from one material (electrode) to another, through an external circuit. The flow of electrons provides an electric current that can be used to do work. In our case, students use copper tape to build a paper circuit to create light energy with an LED. Below depicts the inner wors of a battery.
Screenshot of how a battery works from our virtual simple circuit presentation.
The students learned that a battery has three main parts: an anode (-), a cathode (+), and the electrolyte that separates the two terminal ends of the battery. We discussed the chemical reaction happening inside the battery that causes electrons (-) to build up on one side of the battery causing one end to be negatively charged (-) and the other end positively charged (+). This buildup causes an imbalance of electrons (-), that want to travel to the other side of the battery, but can’t move freely until a conductive circuit is completely looped for the electrons to travel through; in our case, the conduit is copper tape.
When a circuit is complete, or a loop created, the electrons will flow through the conductive paths racing to reach the other side of the battery terminal. When the electrons flow through the loop, the chemical energy inside the battery is transformed into electrical energy running through the circuit. When all electrons (-) make it to the other side, the battery stops working. All of the electric energy was transformed into other forms of energy.
Electrical energy allows us to do work by transforming energy into other forms. We use LEDs in our paper circuit design challenge because it’s a simple way to show how electric energy is transformed or converted into light energy. We could replace the LED with a simple motor and the motor would convert electrical energy into kinetic.
Screenshot of simple circuit components and electricity concepts from our virtual simple circuit presentation.
A motor does not have a diode, therefore current can flow in either direction, and depending on how the motor is connected to the battery will decide what direction the motor turns left/right, or moves forwards/backward.
Plain card stock, or templates printed on card stock
3-V coin cell battery
Tape (not included)
Binder Clip
Other useful items: multicolor/print card stock, glue sticks, scissors, pencils, and markers. Once you start learning the basics of paper circuit design you can explore more crafty designs to create circuit cards for all occasions and topics.
This year’s STEM Club started by welcoming guest educators Dr. Betty Lise Anderson and her college student STEM mentors from OSU’s Department of Electrical and Computer Engineering (ECE). Dr. Anderson runs a popular ECE outreach program that helps K-12 students, and their teachers explore electrical and computer engineering concepts with a variety of hands-on electrical projects.
Dr. Anderson, OSU ECE, leading a simple circuit LED Flashlight build lesson.
Her program is specifically designed to encourage students toward STEM fields and to specifically increase the number of women and minorities in engineering. The program won Ohio State’s top university-wide Outreach Award.
Students building their LED Flashlights
Dr. Anderson led elementary students in exploring new electrical components concepts and how to read an electrical schematic. Students then were better able to understand how these components work together to create a circuit. After a brief learning lesson the students engaged in building a LED flashlight (take home project).
Judy Walley, Teays Valley High School Chemistry Teacher, supporting students in their LED Flashlight build challenge.
The challenge involved basic materials, an cardboard box, copper wire, a battery, a resister, a LED (light omitting diode), and a switch.
Inside the Flash Light
Teays Valley High School Student Mentor
Pictured above are two Teays Valley High School mentors helping elementary students through their challenge and support them in their learning careers; Kalya Marks (left center) and Taylor Strawswer (right).
The program also involves over a dozen high school mentor students that assist with club activities while themselves gaining both soft and technical skills, leadership, community service, and college/career exploration opportunities.
Student showing off completed LED Flashlight project. High school mentor, Kayla Marks, pictured above with elementary students.
OSU Extension Pickaway County and Teays Valley School District have partnered to bring an after-school elementary-wide STEM Club. The club meetings are held approximately one to two times per month from 3:30-5:00 p.m. The educators rotate through the four elementary buildings each month. Application deadline: Friday, August 30, 2024!
Participation will be limited to 25 students per building, and open to 4th and 5th graders. Acceptance in the after-school program will be an application-based lottery.There will be a $30 fee for the year, only pay after you receive email acceptance into the program. (Financial hardship waivers are available.)
Visit our STEM Club blog https://u.osu.edu/tvstemclub/. This website will have club highlights, activity summaries, and access to the STEM Club calendar for your student’s STEM Club meetings.
The goal of the program is to promote and spark STEM interests in each of the elementary schools. This program is considered an extension of the school day. Participants will be engaged in hands-on STEM activities and learn about careers in STEM. A hand full of high school student-mentors join our club meetings to assist with club activities and gain hard and soft skills.
Students who may enjoy STEM clubs are those who enjoy being challenged and who are interested in:
the fields of STEM (science, technology, engineering, math)
the process of learning, asking questions and problem-solving
helping people and making a difference in the world
If your child is interested in participating in the lottery visit the STEM Club Blog site for information and complete the application. THE LAST THREE QUESTIONS are to be answered by the interested elementary student.
Applications must be submitted online by the end of the school day, Friday, September 8th. NO LATE APPLICATIONS BECAUSE IT IS A LOTTERY! Notification of acceptance/non-acceptance will be sent by email. This is how we primarily communicate with parents throughout the year as well as posting to STEM Club Blog, u.osu.edu/tvstemclub/.
Tentative Club Dates per Building:
(STEM Club meeting dates are subject to change. In the event of school cancellation, the club will be canceled, NOT rescheduled.)
