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Executive Summary
of
Annual Report
on the
Alabama Science in Motion Program
(as required by Code of Alabama [1975], §16-61C-1-6)
Prepared by:
Alabama State Department of Education
Division of Instructional Services
Alabama Science in Motion Program
Prepared for:
Alabama Legislature
March 2005
TABLE OF CONTENTS
Introduction....................................................................................................................................1
Overview........................................................................................................................................2
Impact—School Site Activities .....................................................................................................3
Impact—Teacher Training.............................................................................................................3
Conclusions....................................................................................................................................4
Recommendations..........................................................................................................................4
Appendix 1 Science Teachers - Teaching Out of Their Major Field of Study (Grades 9-12) ..5
Appendix 2 Sample ASIM Equipment and Laboratory Activities............................................5
Appendix 3 Site Locations, Disciplines, and Growth History ..................................................6
Appendix 4 Impact—School Site Activities .............................................................................7
Appendix 5 Impact—Teacher Training.....................................................................................8
Appendix 6 Financial Summary ................................................................................................9
REPORT TO THE ALABAMA LEGISLATURE
ALABAMA SCIENCE IN MOTION (ASIM) PROGRAM
2003-2004 ACADEMIC YEAR
INTRODUCTION
The Alabama Science in Motion (ASIM) Program is a visionary educational program established by the
Alabama Legislature during the 1994 Regular Session as a practical way to address problems Alabama
teachers face teaching secondary science. Science is a discipline rooted in experimentation. Learning
science requires an understanding of the scientific method that is acquired through “hands-on,” “minds-
on” laboratory activity. Equipment, knowledge of content, knowledge of teaching strategies, and
preparation time are essential elements of effective science teaching. Unfortunately, all four are
frequently lacking in the science classrooms of Alabama. Few schools have the equipment and supplies
needed to run an effective laboratory program. Increasingly higher percentages of Alabama science
teachers, particularly in chemistry and physics, teach courses outside their major field of study. (See
Appendix 1 for specific numbers and percentages.) Like most teachers, science teachers teach multiple
subjects during the day. Running a laboratory component for each of these different subjects requires
additional preparation time that most teachers do not have. It is difficult to prepare laboratory activities
when equipment, knowledge, and time are inadequate. ASIM is a state wide network of resources
designed to provide the equipment, teacher training, and classroom support needed to run an effective
secondary science laboratory program.
The goals of the ASIM Program are:
1. To complement, enhance, and facilitate implementation of the Alabama Course of Study:
Science.
2. To provide students with experiences using state-of-the-art scientific equipment and
instrumentation in their school laboratories, to prepare them upon graduation for entry into
postsecondary education or the work force, and to increase their interest in science and science
careers.
3. To provide high school science teachers with curriculum development and staff development
opportunities that will enhance their subject content expertise, technology background, and
instructional skills, and to prepare them to present more challenging and stimulating instruction
in science for Grades 9-12.
4. To provide equity of opportunity for students across the state, regardless of the public school
they attend, to use technology and to benefit from more challenging and stimulating instruction.
5. To provide opportunities to develop mentoring links between university faculty and classroom
teachers and to develop models for effective university-school system partnerships.
1
ASIM was initiated in 1994 by Act 94-673 (Code of Alabama [1975], §16-61B-1-2), which appropriated
$1.97 million to establish pilot sites in six of the eleven in-service districts of the state. Each site was
provided two fully equipped trucks, one in chemistry and one in either biology or physics, at the
discretion of the host university. Funding also provided for two certified master teachers to serve as
assistant project directors. Act 95-650 (Code of Alabama [1975], §16-61C-1-6) of the 1995 Regular
Session of the Legislature appropriated funds to purchase one equipped truck for each of the five
remaining in-service districts. The act also established a five-year timeframe for completion of the
ASIM Program’s long-range plan. These five sites received a second truck during the 1996-1997 school
year purchased with monies remaining from the previous two years. The long-range plan of the ASIM
Program is 33 trucks: one biology, one chemistry, and one physics truck to operate within each of the
eleven teacher in-service districts of Alabama serving all school systems across the state. Appendix 3
shows site locations and the history of truck additions.
OVERVIEW
The ASIM model of providing equipment, training, and support is patterned after the nationally
recognized Science in Motion (SIM) model at Juniata College in Huntingdon, Pennsylvania. The first
aspect is to allow the students themselves to use research quality equipment in performing investigations
related to their teacher’s instruction in their own school laboratories. ASIM provides sufficient
quantities of materials and equipment to allow students to work in small teams of two to four students.
Currently, each of the 22 ASIM disciplines disseminates over $100,000 of equipment. Appendix 2
provides a sample list of ASIM equipment and laboratory activities.
ASIM also incorporates a strong teacher training component. Each site provides 15 days of teacher
training. Two weeks of summer training is designed to update and strengthen teacher content
knowledge, to familiarize teachers with the use and operation of ASIM equipment, and to model
different teaching strategies found to be successful with a broad range of students. Follow-up
workshops during the school year allow teachers to “fine-tune” their knowledge after using what they
have learned and to share suggestions and experiences from the classroom. ASIM not only affects
practicing teachers, but also impacts pre-service teachers. As part of their science methods courses,
prospective teachers work with assistant project directors to learn how to safely manage laboratories and
stockrooms, assist in preparing labs, develop lesson plans, and teach lessons using ASIM resources.
This on-going teacher training is helping participants become better science teachers.
Classroom support is the key component for the successful implementation of the ASIM model.
Materials and equipment are prepared ahead of time. When the truck arrives, materials and equipment
are taken into the teacher’s laboratory and the lab activity begins. No additional work is generated for
the teacher. Initially the ASIM assistant project director might lead the laboratory activity. The
ultimate objective is for the teacher to lead the lab or for the assistant project director and teacher to
team-teach the lab. Team teaching maximizes the learning experience by cutting the student-to-teacher
ratio in half. A well-prepared and confident teacher can request that materials and equipment be
dropped off for a lab or for a student research project.
On December 14, 2000, the Alabama State Board of Education adopted research based
recommendations which created the Alabama Math, Science, and Technology Initiative (AMSTI).
AMSTI’s goal was to improve math and science education by providing resources, training, and
classroom support to math and science teachers in Alabama. ASIM was designated the high school
science component of AMSTI as it was already successfully implementing this model.
2
IMPACT—SCHOOL SITE ACTIVITIES
ASIM is positively impacting science education statewide. The information below lists the number of
different systems, schools, and individuals ASIM impacted during the 2003-2004 school year.
• 112 of the 129 school systems
• 284 schools
• 592 teachers
• 57,927 students
• 8,512 impact days (the number of days ASIM equipment was used by teachers with their students)
See Appendix 4 for the statewide impact summary tables.
ASIM equipment was utilized on average by 49 teachers each day, based on 175 teaching days per
school year. ASIM logged over 512,000 student contact hours during the 2003-2004 school year. On
average, each of the 57,927 students ASIM served used the equipment 8.8 hours. Each of the 592
teachers ASIM served averaged using the equipment 14.4 days.
Code of Alabama (1975), §16-61B-1, requires that ASIM sites serve schools in the Black Belt counties
(majority black population) and inner city schools (cities with populations above 100,000). Five ASIM
sites served the inner city schools in Birmingham, Huntsville, Mobile, and Montgomery. Schools in the
Black Belt counties were served by three ASIM sites.
IMPACT—TEACHER TRAINING
The information below summarizes the teacher training ASIM sites conducted during the 2003-2004
school year.
• 421 teachers participated in training
• 278 teacher training days held (63 training days during the 2003-2004 school year and 215 training
days during the summer of 2004)
• 2,061 logged days of teacher training (each day represents six hours of teacher training)
See Appendix 5 for complete teacher training data by site.
On average, each of the 22 ASIM disciplines (two disciplines per ASIM site) held 13 teacher training
days with 7.4 teachers present each day. The 2,061 logged days of teacher training represent 12,368
hours of teacher training.
Two important outcomes of ASIM’s teacher training are an infrastructure for communication and future
training and the development of science education leaders. ASIM Assistant Project Directors and
teacher participants have demonstrated this leadership as Alabama Science Teacher Association (ASTA)
and National Science Teacher Association (NSTA) conference presenters, state course of study and
textbook committee members, and local teacher mentors. The State Board of Education adopted a new
science course of study in February 2005 which must be implemented during the 2006-2007 school
year. Starting the summer of 2005, ASIM’s training infrastructure will provide professional
development that familiarizes teachers with the new science course of study and supports their
curriculum development around the new science course of study and ASIM resources.
3
CONCLUSIONS
Many teachers across the state refer to ASIM as “the best thing the State of Alabama has ever done for
science education and the students of Alabama.” The program provides the opportunity for instruction
and laboratory experiences that few students, especially in rural and poor school systems, could ever
hope to receive without ASIM. After experiencing ASIM, Alabama students are better prepared for
postsecondary education or entry into the work force.
Alabama Science in Motion is a nationally recognized model for secondary science outreach. Dr. Don
Mitchell, chemistry professor and founder and state coordinator of Pennsylvania Science in Motion,
states: “We in Pennsylvania have held up ASIM as being the best science in motion model. We always
hold up ASIM to be exemplary in that you have made ASIM accessible to every high school in the state.
We are not at that point in Pennsylvania and keep reminding our Legislature that you people have done
that.”
ASIM is cost-effective in the service it provides to students and teachers. For less than the annual
textbook allocation, ASIM provides students with the equipment, materials, and support needed to
perform the science investigations referenced in their textbooks. In addition to quality program design,
this cost-effectiveness is due to cost-sharing from the 12 universities that house ASIM. During FY
2004, $844,210.84 of documented university cost-sharing allowed ASIM to maximize the effectiveness
of state funds. Appendix 6 provides a breakdown of ASIM total program and site expenditures. Dr.
Don Mitchell states: “Alabama is getting far more for the money than it has a right to expect. ASIM is a
program that really fosters economic development in technology. Funds to add the third truck to every
site would be the best money every spent!”
RECOMMENDATIONS
ASIM appropriations have declined from $2,475,000 (FY1996-2000) to $2,321,550 (FY2001-03), to
$2,089,395 (FY2004-05), a reduction of 15.6%. During the same time period, ASIM added the last five
of 22 disciplines (FY1997) and has increased the number of students served by 160%. ASIM services
were reduced (less replacement equipment and teacher training) this year and without additional
funding, ASIM services to students and teachers will be further reduced. Each of the eleven ASIM sites
provided services in only two of the three major secondary disciplines (biology, chemistry, and physics)
because funding has not permitted addition of the third discipline.
1. The Education Budget currently being considered by the Legislature contains $2,214,759 for ASIM,
and $15,000,000 for the Alabama, Math, Science, and Technology Initiative (AMSTI). If both
amounts are appropriated, ASIM would return to the 2001 budget level of $125,000 per discipline
and add the third discipline to each ASIM site. Additionally, AMSTI would establish three new
AMSTI sites and continue the service of the existing three sites. Please appropriate these amounts.
Rationale:
The Code of Alabama (1975), §16-61C-4(a), specifies that, “Upon the recommendation of the State
Superintendent of Education, the State Board of Education shall adopt a flexible schedule, of not
more than five years, that will provide for the complete statewide expansion of the Alabama Science
in Motion Program.”
4
Appendix 1
Science Teachers - Teaching Out of Their Major Field of Study*
(Grades 9-12)
% Teachers Out of Their Major Field of Study
2003-2004 teaching outside their 1993 - 2004
School Year major field of study
Teaching Discipline Number Percent 90
80 Physics
Biology 231 29.4%
Percent
70
60 Chemistry
50
Chemistry 269 63.0% 40 Biology
30
20
Physics 191 87.2%
4
6
8
0
2
4
/9
/9
/9
/0
/0
/0
93
95
97
99
01
03
Year
*Source: 2003-2004 LEAPS and Teacher Certification files, SDE Computer Services
___________________________________________________________________________________________
Appendix 2
Sample ASIM Equipment and Laboratory Activities
Biology – Equipment Chemistry – Equipment Physics – Equipment
2 - Water Analysis Kits 1 - Infrared Spectrophotometer 16 - Laptop Computers
1 - Video Camera System (FTIR) 12 - PASCO Interfaces
30 - High Performance 2 - Water Analysis Kits 12 - Complete Cart & Track
Microscopes 4 - Gas Chromatographs Systems
3 - Bacterial Incubators 4 - Analytical Balances 12 - Electricity Breadboard Kits
2 - High Speed Centrifuges 12 - Spectrophotometers 12 - Projectile Launchers
8 - Top Loading Balances 12 - Nuclear Scalars 12 - Optics Kits
2 - Complete Skeletal Systems 14 - pH Meters 2 - Rotational Motion Apparatus
15 - Mini-Sub Cells 12 - Melting Point Apparatus 12 - Sensors: Motion, Light,
14 - Microscale Kits Photogate, Voltage,
Temperature
Biology – Labs Chemistry – Labs Physics – Labs
Water Quality Infrared Spectroscopy of Gases Match the Graph
Owl Pellet Examination Freshwater Parameters Free Fall
Using the Microscope Analysis of Mouthwashes Graphical Analysis
Bacteria Inhibition Microdensity Newton’s 2nd Law
DNA Extraction Analysis of Suntan Lotions Conservation of Momentum &
Dichotomous Key - Identifying Half-Life of Barium-137 Energy
Alabama Trees Analysis of Drain Cleaners Muzzle Velocity & Range Vs
Skeletal System - Articulations Synthesis of Acetylsalicylic Acid Angle
DNA Fingerprinting Chromatography of Magic Ohms Law
Gel Electrophoresis Markers Law of Reflection & Refraction
Factors Affecting Photosynthesis Central Force
5
Appendix 3
Alabama Science in Motion
Site Locations, Disciplines, and Growth History
1
2 3
6
5
4
7
10
9
11
8
Site # Host Institution 1994-95 1995-96 1996-97
1 University of North Alabama Physics Biology
2 Athens State University Chemistry Biology
3 Alabama A&M University Biology
3 University of Alabama - Huntsville Chemistry
4 University of Alabama Biology & Chemistry
5 University of Alabama - Birmingham Chemistry & Physics
6 Jacksonville State University Biology Physics
7 University of Montevallo Biology Chemistry
8 University of South Alabama Chemistry & Physics
9 Alabama State University Chemistry Biology
10 Auburn University Chemistry & Physics
11 Troy University Biology & Chemistry
6
Alabama Science in Motion
Impact—School Site Activities
State Totals
2003-2004 School Year
ASIM # Systems # Schools # Teachers # Classes # Students # Impact
Site Discipline Served Served Served Served Served Days
Alabama A & M University Biology 8 20 43 190 4,050 435
Alabama State University Biology & Chemistry 8 18 46 212 5,403 329
Athens State University Biology & Chemistry 9 33 71 375 8,003 1,260
Auburn University Chemistry & Physics 13 18 27 110 2,635 592
Jacksonville State University Biology & Physics 12 28 48 196 4,446 727
Troy University Biology & Chemistry 18 35 56 253 5,619 957
University of Alabama Biology & Chemistry 11 28 71 309 7,131 1,375
Appendix 4
University of Alabama - Birmingham Chemistry & Physics 5 17 27 96 2,152 315
University of Alabama - Huntsville Chemistry 9 18 28 108 2,492 350
7
University of Montevallo Biology & Chemistry 13 31 99 404 8,630 879
University of North Alabama Biology & Physics 12 28 45 201 4,392 722
University of South Alabama Chemistry & Physics 6 25 35 137 2,991 571
*Totals---> 112 284 592 2,590 57,927 8,512
* Totals may not equal the sum of the values in each column because some schools were served by more than one ASIM site.
Impact History
School # Systems # Schools # Teachers # Students
Year # Sites # Vans Served Served Served Served
1994-95 6 12 73 144 175 16,079
1995-96 11 17 107 210 329 22,278
1996-97 11 22 113 252 394 31,619
1997-98 11 22 115 265 441 38,597
1998-99 11 22 116 265 472 42,501
1999-00 11 22 118 278 548 47,870
2000-01 11 22 118 274 558 52,749
2001-02 11 22 118 275 548 51,517
2002-03 11 22 112 272 571 58,042
2003-04 11 22 112 284 592 57,927
Future 11 33 all all all all
Alabama Science in Motion
Impact—Teacher Training Summary
State Totals
2003-2004 School Year & Summer of 2004
ASIM # Teachers # School # Summer Total # of # Logged
Host Discipline Served Year Days Days Days Days
Appendix 5
Alabama A & M University Biology 25 7 10 17 132
Alabama State University Biology & Chemistry 42 7 18 25 292
8
Athens State University Biology & Chemistry 51 7 18 25 172.5
Auburn University Chemistry & Physics 25 8 18 26 132
Jacksonville State University Biology & Physics 46 0 20 20 290.3
Troy University Biology & Chemistry 25 11 20 31 102
University of Alabama Biology & Chemistry 60 10 10 20 209
University of Alabama - Birmingham Chemistry & Physics 30 6 17 23 159
University of Alabama - Huntsville Chemistry 12 1 10 11 57
University of Montevallo Biology & Chemistry 50 1 20 21 195.5
University of North Alabama Biology & Physics 18 0 35 35 120.0
University of South Alabama Chemistry & Physics 38 5 19 24 200
*Totals---> 421 63 215 278 2,061.3
* Totals may not equal the sum of the values in each column because some teachers were served by more than one ASIM site.
Alabama Science in Motion
Financial Summary
FY 1997 FY 1998 FY 1999 FY 2000 FY 2001 FY 2002 FY 2003 FY 2004
10/1/96-9/30/97 10/1/97- 10/1/98- 10/1/99- 10/1/00- 10/1/01- 10/1/02- 10/1/03-
9/30/98 9/30/99 9/30/00 9/30/01 9/30/02 9/30/03 9/30/04
Appropriation $2,475,000.00 $2,475,000.00 $2,475,000.00 $2,475,000.00 $2,321,550.00 $2,321,550.00 $2,321,550.00 $2,089,395.00
Carry-over (from pervious year) $1,388,421.85 $1,037,072.87 $938,945.23 $643,593.81 $451,425.56 $334,847.32 $203,159.35 $261,505,09
State Expenditure
New Trucks $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00
New Equipment $502,824.64 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00
State Operations $43,561.02 $68,824.30 $81,245.71 $78,721.02 $80,528.72 $78,471.92 $54,225.66 $37,283.60
Other * $22,038.38
Total State Expenditure $546,385.66 $90,862.68 $81,245.71 $78,721.02 $80,528.72 $78,471.92 $54,225.66 $37,283.60
Site Expenditure $2,279,963.32 $2,482,264.96 $2,689,105.71 $2,588,447.23 $2,357,599.52 $2,374,766.05 $2,208,978.60 $2,119,562.39
Appendix 6
Total Expenditure $2,826,348.98 $2,573,127.64 $2,770,351.42 $2,667,168.25 $2,438,128.24 $2,453,237.97 $2,263,204.26 $2,156,845.99
Carry-over **$1,037,072.87 $938,945.23 $643,593.81 $451,425.56 $334,847.32 $203,159.35 $261,505.09 $194,054.10
9
University Cost Share $1,007,207.97 $840,180.90 $923,089.58 $943,851.41 $933,700.85 $941,494.38 $918,982.85 $844,210.84
University Cost Share 30.6% 25.3% 25.6% 26.7% 28.4% 28.4% 29.4% 28.5%
Percent
* Building a Presence for Science in Alabama.
** Carry-over monies from FY 1994-96 were used to establish five new disciplines during FY 1997 and operate them FY1997-2004.
School Year 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004
Budget per Discipline $119,000.00 $125,000.00 $122,000.00 $111,595.00 $111,595.00 $106,595.00 $100,595.00
Number of Trucks 22 22 22 22 22 22 22 22
Students Served 31,619 38,597 42,501 47,870 52,749 51,517 58,042 57,927
Start-up Cost (Trucks and $638,262.04 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00
Equipment)
Total Expenditure $2,323,524.34 $2,551,089.26 $2,770,351.42 $2,667,168.25 $2,438,128.24 $2,453,237.97 $2,263,204.26 $2,156,845.99
Start-up Cost/Student $152.88 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00
Expenditure/Student $73.49 $66.10 $65.18 $55.72 $46.22 $47.62 $38.99 $37.23
Alabama Science in Motion
Breakdown of the 12 Host Site Expenditures
FY 1997 FY 1998 FY 1999 FY 2000 FY 2001 FY 2002 FY 2003 FY 2004
10/1/96-9/30/97 10/1/97-9/30/98 10/1/98-9/30/99 10/1/99-9/30/00 10/1/00-9/30/01 10/1/01-9/30/02 10/1/02-9/30/03 10/1/03-9/30/04
Salary & Benefits
Van Operators $1,062,271.61 $1,091,414.09 $1,188,276.28 $1,208,779.20 $1,259,605.30 $1,244,368.39 $1,311,922.61 $1,328,572.47
Undergraduate Technicians $15,602.91 $25,266.66 $32,997.28 $44,280.56 $44,614.29 $28,414.01 $28,596.32 $31,534.42
Other Total $35,436.51* $35,407.49 $36,648.05 $44,162.22 $55,703.14 $88,226.33 $87,645.10
Van Operator(s) Expenses
Staff Development $22,117.25 $29,390.77 $20,807.97 $20,833.95 $14,827.18 $12,478.25 $10,788.74 $11,122.77
Travel-School Visits $5,514.84 $6,399.44 $3,033.07 $4,515.36 $5,216.24 $4,575.99 $1,675.02
Equipment and Materials
Vans
Maintenance $3,910.32 $6,369.44 $16,354.40 $18,329.45 $24,578.40 $33,127.06 $29,086.58 $39,415.50
Operating Expenses $21,200.27 $23,750.80 $23,829.01 $39,387.65 $37,255.25 $33,443.35 $51,794.82 $32,146.76
Insurance $22,456.10 $16,517.18
Scientific Equipment
Maintenance $5,462.40 $12,242.50 $17,303.92 $10,709.97 $18,327.85 $27,162.25 $17,389.33 $17,583.09
Materials and Supplies $606,218.17 $628,064.32 $333,994.08 $297,892.82 $269,887.74 $275,224.56 $252,376.48 $245,678.00
10
Equipment $14,008.50 $150,557.78 $610,793.03 $500,787.25 $323,555.67 $329,980.21 $139,458.18 $95,297.71
Insurance $4,253.00 $16,177.00
Insurance $31,324.03** $38,902.13 $27,763.50 $30,618.57 $30,948.28 $35,459.63
Teacher Staff Development
Participant Expenses
Stipends $191,185.26 $189,217.94 $164,824.00 $159,603.45 $112,143.75 $125,677.51 $103,351.76 $86,063.96
Substitute Pay $14,685.83 $25,829.68 $20,459.21 $19,095.80 $26,679.61 $22,828.11 $19,800.78 $10,217.18
Per Diem $68,931.26 $82,666.27 $69,279.56 $60,385.95 $113,145.67 $122,520.43 $96,356.28 $69,086.74
Mileage $60,797.82 $76,431.03 $72,809.82 $80,319.49 ****
Consultants
Fee $38,529.83 $20,369.70 $27,086.98 $32,942.99 $21,361.93 $11,389.45 $10,691.08 $13,098.55
Per Diem $6,029.40 $1,151.01 $655.18 $767.60 $728.10 $1,228.30 $326.94 $485.42
Mileage $7,988.17 $864.59 $840.94 $540.39 ****
Materials and Supplies $107,254.83 $33,332.22 ***
Other
Postage/Delivery $1,680.52 $3,075.96 $3,397.57 $2,749.58 $2,838.36 $2,911.29 $1,731.21 $1,671.20
Telephone $5,379.87 $8,624.67 $10,321.84 $11,512.65 $11,609.34 $11,828.71 $11,024.38 $11,934.06
Other $1,943.68 $945.23 $646.22 $532.51 $874.81
Total---> $2,279,963.32 $2,482,264.96 $2,689,105.71 $2,588,447.23 $2,357,599.52 $2,374,766.05 $2,208,978.60 $2,119,562.39
*Added starting FY 1998 ***Combined with scientific equipment, materials, and supplies starting FY 1999.
**Van and equipment insurance was combined into one budgeted item starting FY 1999. ****Combined with per diem starting FY2001
