Chickscope

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NEXT UNIT NEXT PAGE UP CATEGORY PREVIOUS PAGE PREVIOUS UNIT Chickscope Overview:
High School Classroom
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At a rural high school, the biology teacher involved 32 students from her two advanced biology (Human Anatomy and Physiology) classes in the project.

Classroom infrastructure. The teacher used the school computer lab, which had twenty 486-based machines with access to the Internet via a dedicated 56KB ISDN connection. The teacher attended the training day, and remained in daily contact with project staff via electronic mail and telephone.

Sample activities. The students in the two biology classes (which met at different times) had an interesting approach for sharing their limited MRI worktime. While students in one class section acquired MR images, the students in another section examined and made observations. The teacher continues to integrate Chickscope materials into her classroom plans; for instance, a discussion on "the use and possibilities of MRI for human development" is planned for the upcoming year.

Figure 5 illustrates an example of a question by a student in this class and an answer from an expert. Students could ask questions and share observations in the "chicken scratchings" area of the Chickscope website. The experts would then respond in their "roosts", where they would also give commentary on the daily growth of the chick embryo.

High School Acquired Image

Q: In MRI .00187, is the chick lying on its back with its feet in the air? In MRI .00188, where is the chick located? In MRI .00194, what is the spot in the middle of the image?

A: 187 - maybe... 188 - the dark area E-F, 6-7, is the general area of the chick. This slice is too thin and "snowy" to see much detail. 194 - the larger white spot at D5-E5 appears to be the remains of the latebra. The little bar at exactly the center is an instrumental artifact (sort of like dirt on a camera lens). You'll find it in many different images.

Figure 5. Sample question and answer



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