Bob Feurer, Personal and Personell Information
by Bob Feurer
I certainly didn't believe 31 years ago that I'd still be here in North Bend, Nebraska. I'm not entirely certain how many different students I've taught over the years but enough to have two former students now on the school board and one on the city council. Of the three adjacent neighbors I could have at my home, all three are former students.
For those that don't know me, I teach Science 7, Biology II, Anatomy & Physiology and Global Science. Science 7 is the class I've taught the least amount of time, my first year being my daughter's 7th grade year, she's 30 so I guess that tells you a bit about how long I've been doing that. I'll try to provide a brief synopsis of each of my classes below.
Science 7 is a general science course that covers many topics in the school year. The nature of science, the scientific method and measurement fill the first semester. We try to do lots of hands on learning using balances, meter sticks, thermometers, metric glassware and other tools to "do" science. Second semester the focus changes to life science with a study of the human body systems, life and cells, and animal behavior. If we have time, we try to do a brief into to chemistry section but time's been limited the last couple of years.
Biology II is a course that kids are trained to be biologists, not just study biology. The first five weeks of school the kids collect insects and plants, 50 of each, for later identification. They spend lots of time outside getting their dispositions changed. Kids who have honestly done this project will be changed forever--they won't be able to not notice insects or plants any longer. Hopefully, second semester brings more of the same.
First semester and a part of second focuses on botany, the study of plants, much like their second course in a college curriculum. Second semester the focus changes to zoology, the study of animals. They should have acquired their "general" biology concepts in Mr. Richardson's class and we focus on upper level topics. A major project in the second semester is the research and writing of a research paper. I take some pride in saying a student was accused of buying the paper she produced in my class when taking a college course. Fortunately, she had saved all of her notes, rough draft and resources and was able to demonstrate the expertise she had developed in the project.
Anatomy and Physiology/Science Research is an introductory anatomy course to prepare for health related fields in college. Anatomy day is each Friday where students learn the landmarks of the various bones of the body and then take a quiz on that bone the following week. They get some expertise on the 206 bones of the body but one former student reminded me we skipped the skull and that she had trouble with that in her first year college anatomy class.
Monday through Thursday we focus on the physiology, the workings, of the a few of the major systems of the body. Tissues, in general, skeletal, muscular, digestive and circulatory systems all get some coverage before we end the last week in January with the dissection of a fetal pig. A former student said that that culminating activity made sense to them as "it's all hooked together now".
As the semester progresses students work on "greatest inventions" and "the science continuum" where they investigate great inventions and a bit about what made the great. One year The York Peppermint Patty was noted as being the most important invention of all time. I guessed I missed something along the line.
We do the egg bungee, a mathematical integration of Hooke's Law where they try to, literally, stretch the limits of an elastic cord to save their egg from demise.
Seminars a much feared though much enjoyed aspect of the class where kids develop a 20 minute or more presentation on a scientific topic. They have to produce visuals, handouts and organize a presentation that multiplies the learning of their classmates. If each of the students develops a new learning experience, the learning should be multiplied by the number of students!
Water rockets are the final topic of the year. A physics teacher at Lincoln Southeast uses this as an entire semester's focus but we can squeeze in about two to three weeks. Again, another application of science to a "fun" activity and a great way to end the senior year in a science class. I've even had some come back after their last day to get in one more "official" launch.
Global Science is pretty much as the name implies, "global". It is a hybrid Earth, Environmental and Physical Science class. "Getting to Know Nebraska" has students look at the unique geological and scientific aspects of our state. We branch into "Getting to Know Your Way Around" with mapping and some use of Global Positioning System units and do some geocaching as a culminating event. Rocks and minerals, water, atmosphere, magnetism and electricity all fit into the curriculum as well. All of these topics lend themselves well to hands on investigations.
Okay, there's my coursework at North Bend Central. Here's some of my personal information: I have my degrees from Kearney State College. I earned my bachelor's degree in Biology and Physical Science back in 1978 while competing at the varsity level in both football and wrestling. (We were ranked 6th in the nation in football my senior year.) I completed my Master's Degree in Math/Science Teaching with an emphasis in Biology in 1984. I've been head wrestling coach, assistant football coach, assistant track coach, junior high wrestling coach, Future Teacher's Association sponsor and Science Club sponsor. Today, I only coach track, the shotput and discus, for the senior high team.
My professional accomplishments include teaching a number of excellent science teachers, more than a couple of medical doctors and a scary number of nurses--at my age when you go into a health facility and see a former student there you just have to hope they don't harbor any grudges!
