Figure 2. Middle school students implementing the activity: ( A ) participants digging a soil pit in their study area; ( B ) a group of students preparing a mustard solution to collect earthworms from the bottom layers of the soil; ( C ) a student preparing the setup to measure soil pH. More

Figure 2. Distribution of student responses about the role of energy in bond breaking and forming. More

Figure 2. The overall assessment scores of CCCs in pretest and posttest. More

Figure 1. Phylogenetic relationships of grass family members (from Li & Brutnell, 2011 ). More

Figure 2. A simple, inexpensive aquarium CO 2 reactor can be used to quickly make CO 2 bubbles to acidify a solution. Squeezing the bottle of citric acid will force the fluid into the sodium bicarbonate, liberating CO 2 that can be controlled and released through a diffuser into the Chara con... More

Figure 3. Comparison of overall performance in the pretests and posttests. More

Figure 4. ( A ) Measuring plant height. ( B ) Counting tillers. ( C )Examining S. viridis morphology. More

Figure 2. Stages of the soil experiment. The students choose everyday materials and formulate hypotheses regarding their visible impacts after soil exposure. Then they place the samples in a jar, keep them moist, and analyze the samples to confirm or refute their hypotheses. More

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Figure 3. The scoring rate of 21 CCCs in pretest and posttest. More

Figure 3. Chara under a dissecting scope: (top) Chara grown at pH 5.5–6.5; (bottom) Chara grown at pH 7.5–8. More

Figure 3. Three similar biodegradable “plastic” films made of glycerin, starch, and water as alternatives to conventional plastics. Students can use their films at home and investigate their degradation in another experiment (see Figure 2 ). More

Figure 2. Students dramatize active transport with Na + –K + pump. The student in the middle is the Na + –K + pump, red placards are plasma membrane, the white placard is ATP, yellow circles are Na + ions, and pink circles are K + ions. The pieces of rope are K + binding sites on the left sid... More

Figure 3. ( A ) Planting. ( B ) Arrangement of pots in a tray. ( C ) Tray layout under the light bank. More

Figure 4. Comparison of percent responses in the “initiation” category by student groups based on responses to the “bond breaking and forming” category (group 1 = correct or incomplete correct; group 2 = partial, incomplete incorrect, or incorrect). More

Figure 4. Eudiometer setup that uses volume of water displaced to indicate the amount of CaCO3 present in Chara at different pH. More

Figure 1. Final exam question from General Chemistry II (asterisk indicates correct response). More

Figure 6. Phenotype scoring chart for mutant plants. More

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