April 20, 2010
This Thursday, April 22, 2010, is Earth Day. Earth Day is ‘a day designed to inspire awareness and appreciation for the Earth’s environment.’ NADA Scientific is proud to present 4 Ways to Celebrate Earth Day:
1. I’m sure you’ve heard the phrase “Reduce, Reuse, Recycle.” It is a succinct summary of what everyone should be doing everyday, not just on Earth Day. This year, highlight the ideas behind this by reusing plastic bottles to make a Tornado Tube.
2. Celebrate Earth Day by exploring it. Go for a hike or long bike ride. If you live in an urban area, take a walk in the park. Want something to do on your hike? Check out some fun activities to do in The Big Book of Nature Projects
3. Everyone still has to eat, even on Earth Day. For a fun activity that also saves on electricity, make a meal in a Solar Oven. Look around the web and you will find many creative recipes for foods ranging from sweet to savory. (Note, if you plan to make this your main meal, plan ahead. While solar ovens do not use electricity or fuel to cook, they do take time.)
4. Learn, or teach, a lesson in renewable energy. From Biomass to Wind, alternatives to fossil fuels are becoming more and more viable as energy sources. Race a hydrogen powered car or build a wind turbine to explore the technology of the future.
I hope you enjoy some of these activities, and feel free to comment with any other suggestions for Earth Day. But remember, these activities can be done any day to celebrate our amazing Earth.
December 21, 2009
With the multitude of media available now, how do people concentrate on one task? A recent Scientific American article “Portrait of a Multitasking Mind” discussed people who consistently accessed two or more forms of media at a time. While these people are often sought after for job positions, a study from Stanford University found that multitaskers actually have more problems switching quickly between two tasks than other people.
But how do people actually manage to select what to pay attention to? The Kavli Institute for Systems Nueroscience and Centre for the Biology of Memory have been working towards understanding that. By measuring the brain waves of rats and listened to the transmissions. The gamma waves, a subset of brainwaves, proved interesting. They work as a radio system in the brain, imparting information. The hippocampus is able to tune into one of the frequencies, which then tune the others out. This allows the brain to focus on one thing.
Sources: Science Daily, Scientific American
December 18, 2009
Engaging students in science is a frequent topic in this blog, mostly because it is one educators struggle with often. Previously I wrote about integrating music into a science class and using multimedia in automotive education. Today I am going to talk about a visual medium: comics. More specifically, comics related to science. Comics combine text and images to tell a story.
I am not referring to teaching the (inaccuracies) of super heroes, (though that method is also recommended). No, I am talking about comics written explicitly about real life science. These can range from single panel informational images intended as a teaching aide to comics based on the lives of comics, current or historical. Utilizing them in the classroom can be as simple as hanging a print on a classroom wall to generate organic discussion. For more information on science comics check out Science comics as tools for science education and communication: a brief, exploratory study from the Journal of Science Communication.
So what are your favorite science comics?
November 30, 2009
Yesterday Britain’s Royal Society announced that they were putting 60+ historical scientific papers free on the internet in celebration of their 350th anniversary of promoting science. These papers include Benjamin Franklin’s descriptions of flying the famous silk kite and James Cook’s feeding his crew sauerkraut to keep them from getting scurvy. Students will be able to read and see these accounts in the writers’ handwriting right in front of them on their computer screen, bridging the past and future. The papers can be found here at trailblazing.royalsociety.org.
Why did they decide to do this? The Royal Society is dedicating to raising the profile of science. For Americans, this ties in with President Obama’s announcement last week that he was launching the “Educate to Innovate” Campaign for Excellence in Science, Technology, Engineering & Math (Stem) Education. This is a nationwide effort to get students studying science, and beyond that, into science related jobs.
Both of these initiatives are aimed at getting young people more engaged in science. Which do you think will be more successful? Do you think either of them will help?
October 29, 2009
According to a new study, the number of native-born Americans studying Science, Technology, Engineering and Mathematics (STEM) has stayed level over the past 30 years. These findings appear to be at odds with the public calls from the government and policy groups for more Americans to study science and engineering.
The paper was written by researchers at Rutgers University and Georgetown University. They conducted a longitudinal study, following students studying STEM through high school, college and into the workforce. They were looking for three things: the retention rate (how many students stayed in a STEM field), how this rate compared to previous generations, and the quality of the students who stayed with STEM studied.
What they found was a drop not in the overall numbers, but a drop in the final aspect, the quality. There was a sharp decline in the number of the highest performing students who continued to study STEM and join the workforce in an STEM related field. This decline began in the late 1990s.
This occurs because of the depressing wages in STEM fields, turning potential scientists and technology innovators into business people and office workers.
So is the public cry for more scientists beneficial? More scientists could cause a glut in the supply while driving down the quality.
Or instead, should we be more encouraging to those students who love science, and make sure there are more jobs available to them for wages commiserate with their importance.
October 9, 2009
While the announcement of Barack Obama as the winner of the 2009 Nobel Peace Prize has surprised the world and overtaken the news cycle, the earlier announced awards in the science fields are just as worthy of discussion.
On October 5, 2009 it was announced that three people would share the award for the Nobel Prize for Physiology or Medicine. Doctors Elizabeth H. Blackburn of the University of California, San Francisco; Carol W. Greider of the Johns Hopkins University School of Medicine; and Jack W. Szostak of Massachusetts General Hospital received the award for their work with telomere research.
Telomere research deals with chromosomes. Chromosomes are composed of a long strand of DNA. The strand ends are called telomeres. They get shorter during the aging process. This means they can be used to gauge cell age. Their research is important not only in the science of aging, but for cancer research.
This was the first time two women shared the prize for Medicine or Physiology. Another woman also received a share in a Nobel for her contribution to the science field. Ada E. Yonath of the Weizmann Institute of Science in Rehovot, Israel was one of the three scientists sharing the 2009 Nobel Prize for Chemistry. She, along with Venkatraman Ramakrishnan of the M.R.C. Laboratory of Molecular Biology in Cambridge, England and Thomas A. Steitz of Yale University, received the prize for their work in mapping out the ribosomes.
Another trio took home the 2009 Nobel Prize for Physics: Charles K. Kao, Willard S. Boyle and George E. Smith. They were rewarded for their work in light and optics. Dr. Kao, while working in England in the 1960s, made a discovery related to the distances light can travel, while Doctors Boyle and Smith invented the semiconductor sensor known as a charge-coupled device, or CCD. The discoveries are used to help with the flow of information. Dr. Kao’s discovery led to the development of the fiber optic cables that are integral in modern telephony as well as the fiber optic cables that make high-speed broadband Internet possible.
September 25, 2009
For years scientists and the government have been trying to lower carbon emissions to help the environment. Many of the projects trying to do this are aimed at the automotive industry. The emissions from trucks, planes and cars are being debated and discussed. But there is a source of emissions that creates more that all of them together, nearly 1/5 of the human population’s emissions according to the Food and Agricultural Organization of the United Nations.
That source is meat consumption.
Now before the carnivores and omnivores in the audience get incensed, this article is not to promote vegetarianism. And vegetarians, it is not to discuss the suggestion of a PETA funded scientist who suggested that Australians could help with the issue by eating kangaroos.
Instead, there has been some movement for a scientific alternative: lab grown meat. Last month SEED Magazine interviewed Jason Matheny of New Harvest, a non-profit aimed at discovering and funding lab grown, or in-vitro, meat.
This meat is made with cells, either stem or myoblast (precursor to muscle). These are placed in a medium of a nutritious mix that is the biochemical equivalent of blood. These cells are then fused using energy, either mechanical or electricity. This process takes a few weeks, and produces the equivalent of a ground meat.
This process may seem unnatural, and students may think of this as science fiction. But everyday foods like cheese or yogurt are bio-tech products. Students can learn about food science for themselves by cooking. Or you can discuss this generally in terms of the power of science, and the things scientists can accomplish.
Right now this idea, while being accomplished in small quantities in labs, is not yet commercially viable. But that may change, and science educators may now be teaching the young scientist who could develop it.