I'm working-through an analysis of the basic understanding of the Scientific Method with my special-needs HS kiddos.
Tangential to this idea, I am touching upon epidemiology, communicability, cellular-division, methodology, protocol, respiration, expected-vs-assumed, et al.
I tasked each of my kiddos with the selection of four 'surfaces' of their choice; each of which they swabbed--and inoculated--onto the respective quadrants of their own, personal petris.
Originally, I tasked us to daily-monitor the development of each for two weeks.
What I've found, is that--in totality--these petris have become extremely redolent; "whiffy", if you will.
I shared that we need to modify our experimentation-expectations, and probably shorten the duration of our studies.
I am awaiting the delivery of a 4K live camera (with which we can view each sample on the 77" Prometheus Board in our Classroom) before I call-quits to the Growth Stage, and move into the Death Stage (the next step is to sample different 'sanitizers', so we can then determine the efficacy of what-kills-what).
The extent of our carrying-capacity is such that we can only handle a degree of "yuck!" before the enthusiasm starts to wane.
I've found that the Classroom is all-well-and-well, until it smells like butt
