- Challenge students to review the site, particularly Lillian's page and Rina's page as well as the guestbook entries to identify those which offer different potential solutions/scenarios to the key problem construct
"Who was Mona Lisa ?" Have students weigh the evidence for each hypothesis/solutions/scenarios offered for the question. Then have them come up with their own solutions which they justify in light of the available evidence and/or lack of evidence.
- Have students research the extent to which Lillian's graphics detection
methodologies are congruent with or accepted as valid inquiry science detection. Student might also contact online art history experts and science researchers to have them examine Lillian's case. They can provide their professional takes on her research.
- Students could develop a scale of scientific reliability vs. narrative interest. They then could place the different perspectives on Mona Lisa's identity on the scales. Beyond the core construct and overlying theme of the web site students can also review the Codex Comes to Kennedy project which focused on a modern day application of Leonardo's use of the journal as a scientific investigation tool. After they review the online student samples they can then create their own observation journals focused on a teacher initiated, curriculum related, problem constructs.
- Students may wish to consider the extent to which Morphing can or should be used as a presentation mode for study of evolution plant growth, the aging process, etc. They can then adapt this captivating mode of presentation for their science reports and observation studies.