1. A Treasure Lost: Was the Site Viable for a Copper Mine? (2001-2002 SyRIS Module)
Rosemary Leary (Estrella Mountain)
This Problem-Based Learning (PBL) module requires students to use information from geology to learn about different copper containing minerals as well as about the use of topographic and geologic maps as applied to copper mining. Chemistry students analyze the "ore" samples to determine the amount of copper present, while environmental biology students share information on the environmental impacts of copper mining and look at a specific site to determine the type of impacts that could be expected. All three components are required in a "capstone" paper/project.

2. Aerobic Metabolism (2001-2002 SyRIS Module)
Lynda Santiago (Paradise Valley)
Students often struggle with the concepts of metabolism as they relate to biology, chemistry, and exercise physiology. This module assists students in developing a clearer understanding of the theory behind aerobic metabolism (presented during classroom periods). Each student participates in a cardiovascular fitness test and collects data from one of three possible protocols (treadmill, bicycle, and field test). The activities assist students in making "real-life" connections to classroom instruction as students are expected to draw conclusions from the graphs generated by the activity. They also are expected to differentiate between direct versus indirect measurement in science. Following the laboratory exercise, students present their findings according to the worksheets provided.

3. Breathless - A Respiratory Disease Outbreak (2001-2002 SyRIS Module)
John Holmes (GateWay)
The module centers on a serious respiratory disease contracted by passengers during a commercial airplane flight. Biology students are given information relating to the symptoms of the illness, but need to rely on the expertise of the industrial facilities students to find the source of the disease-causing organism, which leads to the identification of the organism that caused the disease. In turn, identification requires the facilities students to diagnose and correct the problem with the airliner's air conditioning system. Math students provide both the biology and facilities students with the appropriate mathematical tools and instruments needed in their investigations.

4. Catch the Waves (2000-2001 SyRIS Module)
Pushpa Ramakrishna (Chandler-Gilbert)
This module develops concepts related to water, sound, and light waves. Math students collect/analyze data and make models using case studies of tidal and sound waves. Biology students use a case study involving light waves and the process of photosynthesis. Students use Blackboard technology to form a community of learners to further explore the interdisciplinary nature of waves.

5. Cells As Digital Images - An Investigation (2000-2001 SyRIS Module)
Natalie Rivera (Estrella Mountain)
A module created for the collaboration between biology and mathematics students. Student research teams use biological, mathematical, and research methods to identify types of blood cell diseases. They make predictions and verify hypotheses using qualitative and quantitative approaches.

6. Don't Drink the Water (2000-2001 SyRIS Module)
Reece Weide (GateWay)
Students explore water quality issues using problem-based learning. Elements of chemistry, biology, hydrology, math, and communications skills are embedded within the course constructs, providing a real-world connection between concept and application.

7. Earth Fissures: Arizona's Crack Problem (2001-2002 SyRIS Module)
Donna Benson (Mesa)
Traditionally, geologic features such as earth fissures are studied only in geology classes. However, understanding how the environment interacts with both living and non-living things is central to all fields of science. Using a real-world, field-based problem ("The State has a piece of land in which they are trying to decide how to disposition the land"), the module identifies a set of core concepts common to biology, chemistry, engineering, and geology courses. Students are divided into teams. Each team consists of two students from each of the four disciplines working together. They must integrate their field work with their individual classroom experiences to better understand each of the four disciplines and how they relate, using this knowledge to solve a geological fissure problem. During the field exercise, instructors from all four different disciplines act as resources.

8. Energy and Thermodynamics (2000-2001 SyRIS Module)
Karen Conzelman (Glendale)
A hands-on module designed to enable biology, chemistry, and physics students to construct the fundamental concepts of thermodynamics from concrete experiences.

9. Enzyme Activity and Computer Modeling (2001-2002 SyRIS Module)
Jennifer Chang (Glendale)
While enzyme activity is a biology topic, understanding the reaction dynamics is a chemistry topic. This module is intended to replace current "lecture" and laboratory activities on enzyme structure and function in introductory biology courses and reaction kinetics and catalysts in introductory chemistry courses. The module has identified a set of core concepts common to biology and chemistry. Programming students use a predetermined set of parameters to create a computer model of the enzyme activity that the biology and chemistry students use in their study of this topic. The experiences leave students with a better understanding of these relatively abstract concepts and can extend these ideas to other related science topics.

10. Evolution: The Only Constant is Change (2001-2002 SyRIS Module)
Karen Conzelman (Glendale)
Evolutionary change is explored through the synthesis of scientific evidence from many disciplines (e.g., historical geology - fossil record; chemistry/physics - radioisotope dating; biology - genetic basis of variation and natural selection). By taking an interdisciplinary approach, students develop a more complete understanding of the empirical evidence in support of the theory of evolution. The activities for this module (hands-on simulation activities and case studies) require students to practice multiple learning skills such as writing, oral communication, collaborative learning, mathematics and computer technology skills.