Our mission is to provide the children at the Hospital for Sick Children with a level of mental stimulation and comfort within an environment that does not always allow for scholastic engagement. Scientific knowledge is of primary importance as it permeates all aspects of life and can be presented in ways that are both fun and engaging.
A Truly Eclectic Project--Links to Academic Knowledge
In order to provide such a service to the children at the Hospital for Sick Children--Bushra and I were forced to sharpen our understanding of all things science. We were forced to draw on our understanding of all of the disciplines of science, including those most feared (i.e. physics) and brave the waters to provide a service that was truly unique and unprecedented at the Hospital for Sick Children. I was forced to draw on my knowledge from plant physiology and first year biology when speaking of plants during our episode on recycling which required quite a great deal of time on plants and the origins of paper. To explain plate tectonics and earthquakes (natural disasters episode), as well as hurricanes I drew on the knowledge I acquired in my environmental science courses during my undergraduate studies (i.e. water, introduction to planet earth, etc). Dare I say physics was useful in may respects throughout our season of episodes, as was chemistry, as many of the principles we were attempting to illustrate through experimentation and play (i.e. action-reaction laws, reflection, refraction, and incidence) required an understanding of first year physics and chemistry (i.e. laws of thermodynamics, polymerization, chemical reactions, etc). A thorough understanding of these disciplines truly added to our show. Our ill-understanding of concepts was quite apparent during episodes in which we had not prepared as thoroughly (particularly during the beginning episodes) we would often find ourselves stammering when asked a question and looking to one another for support). However, I found myself becoming more zealous with time as I actively began to search for answers to potential questions that may be posed by the audience. Furthermore, I would take a quick scan of the morning paper and read on topics related to science in general in case a question should arise regarding the various topics that have become a mainstay on the front pages of many of Toronto's major papers (i.e. natural disasters, pollution, etc). This proved to be useful particularly when engaging in conversation with parents and older siblings who often took an equal interest in science and topics we had covered during our presentation. This is exactly what Eureka Science hopes to accomplish, to elicit an interest in science by unifying the principles of science so as to disseminate this knowledge to a younger generation in hopes that they will use this knowledge to better themselves and the world around them. Through science we can break through the age and social barriers that confine us and share in something truly special--a culture of its own that is welcoming and non-discriminatory.
The approach we utilized during a normal episode was similar to that outlined for a basic undergraduate biology laboratory. We outlined an experimental question, then formulated a hypothesis and presented an experiment through which we could either support or refute our original hypothesis. It was simple enough a concept for the children to follow and appreciate and the conclusions we reached were seldom refuted. The methodologies we utilized were very similar to those seen in undergraduate studies (chemistry, biology, physics, etc) where the materials were listed and the experimental process thoroughly described. Instead of using quantitative measures, we used more observable and qualitative measures to determine experimental outcome and whether the evidence appeared to support/refute the original hypothesis. Finally, we stressed safety when utilizing any materials that may be sharp or have a trajectory and often utilized the safety skills acquired during first year chem/biology laboratories. This involved goggles and gloves when handling potentially toxic substances (vinegar, baking soda, borax, etc) and ensuring an eye-wash station was available. We also stressed cleaning one's workstation post-experimentation with the assistance of an adult.
Science Engagement
My partner and I attempted to achieve this purpose through a course offered at the University of Toronto. A public research university situated in Toronto, Ontario, Canada. The course, called Science Engagement (course code: SCIB03H3), is a service-learning course taught by Professor Kamini Persaud. The course allows students to utilize what they have learned in the classroom to real-life settings, while acquiring experience in potential grad-school or professional pursuits. Bushra and I enrolled in the Out-Reach which involves connecting with the needs of an external community by using acquired academic content knowledge, as opposed to using one's experience in a completed course to enrich the experience of other students in that very same course (In-Reach).
A Truly Eclectic Project--Links to Academic Knowledge
In order to provide such a service to the children at the Hospital for Sick Children--Bushra and I were forced to sharpen our understanding of all things science. We were forced to draw on our understanding of all of the disciplines of science, including those most feared (i.e. physics) and brave the waters to provide a service that was truly unique and unprecedented at the Hospital for Sick Children. I was forced to draw on my knowledge from plant physiology and first year biology when speaking of plants during our episode on recycling which required quite a great deal of time on plants and the origins of paper. To explain plate tectonics and earthquakes (natural disasters episode), as well as hurricanes I drew on the knowledge I acquired in my environmental science courses during my undergraduate studies (i.e. water, introduction to planet earth, etc). Dare I say physics was useful in may respects throughout our season of episodes, as was chemistry, as many of the principles we were attempting to illustrate through experimentation and play (i.e. action-reaction laws, reflection, refraction, and incidence) required an understanding of first year physics and chemistry (i.e. laws of thermodynamics, polymerization, chemical reactions, etc). A thorough understanding of these disciplines truly added to our show. Our ill-understanding of concepts was quite apparent during episodes in which we had not prepared as thoroughly (particularly during the beginning episodes) we would often find ourselves stammering when asked a question and looking to one another for support). However, I found myself becoming more zealous with time as I actively began to search for answers to potential questions that may be posed by the audience. Furthermore, I would take a quick scan of the morning paper and read on topics related to science in general in case a question should arise regarding the various topics that have become a mainstay on the front pages of many of Toronto's major papers (i.e. natural disasters, pollution, etc). This proved to be useful particularly when engaging in conversation with parents and older siblings who often took an equal interest in science and topics we had covered during our presentation. This is exactly what Eureka Science hopes to accomplish, to elicit an interest in science by unifying the principles of science so as to disseminate this knowledge to a younger generation in hopes that they will use this knowledge to better themselves and the world around them. Through science we can break through the age and social barriers that confine us and share in something truly special--a culture of its own that is welcoming and non-discriminatory.
The approach we utilized during a normal episode was similar to that outlined for a basic undergraduate biology laboratory. We outlined an experimental question, then formulated a hypothesis and presented an experiment through which we could either support or refute our original hypothesis. It was simple enough a concept for the children to follow and appreciate and the conclusions we reached were seldom refuted. The methodologies we utilized were very similar to those seen in undergraduate studies (chemistry, biology, physics, etc) where the materials were listed and the experimental process thoroughly described. Instead of using quantitative measures, we used more observable and qualitative measures to determine experimental outcome and whether the evidence appeared to support/refute the original hypothesis. Finally, we stressed safety when utilizing any materials that may be sharp or have a trajectory and often utilized the safety skills acquired during first year chem/biology laboratories. This involved goggles and gloves when handling potentially toxic substances (vinegar, baking soda, borax, etc) and ensuring an eye-wash station was available. We also stressed cleaning one's workstation post-experimentation with the assistance of an adult.
Science Engagement
My partner and I attempted to achieve this purpose through a course offered at the University of Toronto. A public research university situated in Toronto, Ontario, Canada. The course, called Science Engagement (course code: SCIB03H3), is a service-learning course taught by Professor Kamini Persaud. The course allows students to utilize what they have learned in the classroom to real-life settings, while acquiring experience in potential grad-school or professional pursuits. Bushra and I enrolled in the Out-Reach which involves connecting with the needs of an external community by using acquired academic content knowledge, as opposed to using one's experience in a completed course to enrich the experience of other students in that very same course (In-Reach).
Science Engagement Application Form
The above link is an application form that must be completed by all U of T students wishing to take the SCIB03H3 course. This form asks students to list the reasons for their interest in their particular placement, what they feel they may bring to the placement, and what they expect to gain from their experience.
This form was particularly important to me, because it allowed to survey my strengths and weaknesses, and to gain a greater understanding of what I hope to accomplish through my placement at SickKids.
Placement Contract
The above link is a Placement Contract. This is a contract made between the placement supervisor and the student that outlines the students duties and responsibilities within their particular placement. It functions as a guideline that allows the student to ensure they are doing what is expected of them.
