Category Archives: Education

Home Engineering: Bird Feeder That Automatically Takes Photos When Birds Feed

During a trip to the Smithsonian last week I found this great home engineering project. Kayty Himelstein and Amy Darr were frustrated: birds came to their bird feeder while they were away at school, so the girls never got to see them. They decided to build a bird feeder that automatically takes pictures of all the birds that came to the feeder. I believe, they used Lego Mindstorms as part of building it.

Essentials of Genetics Website Reference

Scitable is a science library and personal learning tool on genetics developed by Nature. I must admit I am against the closed science stance Nature normally supports. But this is a good effort on their part at actually talking advantage of the internet to openly promote science. I imagine Nature will eventually more and more move toward supporting open science.

The website has a library of over 200 faculty-written, peer-reviewed articles on core concepts in genetics, plus a video-based online primer called Essentials of Genetics, glossaries, spotlights on key issues, and lots more high quality faculty and student resources.

Scitable is a great place to research and learn more about genetics topics such as diseases, evolution, genetics and society.

Google Prediction API

This looks very cool.

The Prediction API enables access to Google’s machine learning algorithms to analyze your historic data and predict likely future outcomes. Upload your data to Google Storage for Developers, then use the Prediction API to make real-time decisions in your applications. The Prediction API implements supervised learning algorithms as a RESTful web service to let you leverage patterns in your data, providing more relevant information to your users. Run your predictions on Google’s infrastructure and scale effortlessly as your data grows in size and complexity.

Accessible from many platforms: Google App Engine, Apps Script (Google Spreadsheets), web & desktop apps, and command line.

The Prediction API supports CSV formatted training data, up to 100M in size. Numeric or unstructured text can be sent as input features, and discrete categories (up to a few hundred different ones) can be provided as output labels.

Uses:
Language identification
Customer sentiment analysis
Product recommendations & upsell opportunities
Diagnostics
Document and email classification
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Why Does the Moon Appear Larger on the Horizon?

Why does the Moon look so huge on the horizon?

If you’ve ever seen the Moon rising over the horizon, looking so fat and looming that you felt like you could fall right into it, then you’ve been a victim of the famous Moon Illusion. And it is an illusion, a pervasive and persuasive one.
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When the Moon is on the horizon, your brain thinks it’s far away, much farther than when it’s overhead. So the Ponzo Illusion kicks in: your brain sees the Moon as being huge, and it looks like you could fall into it. The Illusion works for the Sun, too. In fact, years ago I saw Orion rising over a parking lot, and it looked like it was spread across half the sky. It’s an incredibly powerful illusion.

Oddly enough, when it’s on the horizon, the Moon actually is farther away than when it’s overhead. Not by much, really, just a few thousand kilometers (compared to the Moon’s overall distance of about 400,000 kilometers).
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So the Moon Illusion is just that. It’s not the air acting like a lens, or foreground objects making it look big by comparison. It’s just the way we see the shape of the sky together with the well-known Ponzo Illusion.
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Science taking something we perceive as real, breaking it down, and showing it to be an interesting but decidedly unreal illusion? Well, that’s what science does! It helps us not only understand the world better, but it also makes the world cooler, too.

Friday Fun: Mother Bear Rescues Cub From a Tree

Isn’t it great how the sibling seems to try and help the mother.

Iron Man 2 Via 3-D Printing

Ever since I first heard of 3-D printing I have though it was very cool. Well first I thought it was science fiction, not real, but a cool idea. Then when I found out it was real I thought it was very cool. Not only is it cool, it is practical. Iron Man 2’s Secret Sauce: 3-D Printing

Maybe the most cutting-edge facet of Iron Man 2’s production was the real-life fabrication of the suits. Using 3-D printers, the film’s production company, Legacy Effects, was able to have artists draw an art concept–and then physically make that concept in just four hours.
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In addition to speed, the benefit is that you can print out costumes custom fitted to the actors, down to the millimeter. And with custom-fitted suits, Robert Downey, Jr. and Mickey Rourke can put a lot more action into their fight scenes, without the wonky effect of layering on too much CGI. (Downey complained that the original Iron Man suits, which were made more traditionally, were too clunky to act in, and extremely uncomfortable.)

Teaching Through Tinkering

I wrote about the Tinkering School, Engineering camp previously. I am a strong believer in the value of helping kids (even adult kids – the few that haven’t resigned themselves to limited capacity to wonder since they now are grown up and not suppose to waste their time dreaming) explore their ideas and assisting them in making those ideas into reality. I think this is the best way to learn, not learning to pass a test, but learning to gain knowledge and accomplish things. Here is a nice 15 minute talk by the founder of the Tinkering School, Gever Tulley: “Turning Curriculum Design On Its Head: Engage First Then Look for Learning Within”

The format of the tinkering school is week long sessions where the kids stay overnight.

Some quotes: “we would use real tools and real materials and we would build real things, not model building, [but instead] actual building.” “create a meaningful experience and learning will follow”

Gever Tulley recently published: Fifty Dangerous Things (You Should Let Your Children Do).

Ironmaking at the National Museum of Science and Technology in Stockholm

Joakim Storck discusses pre–industrial Swedish and Japanese techniques for iron and sword making from a museum demonstration at Tekniska museet. Ironmaking at the National museum of science and technology, Stockholm 2005

Bricklaying is a messy story. The mortar consists of clay, sand and horse manure (if available), mixed with water to a fairly loose batter. The best finish is obtained if you work with your hands as the mortar is placed on, and smears with water so that the surface becomes smooth and fine. When then furnace is ready, it is dried through slow heating by wood without blasting, until the moist has been driven out of the mud. At this stage, heating should be quite cautious in order to avoid cracking.

Then, on Friday September 9, we went again with a fully loaded trailer from Dalarna in the direction of Stockholm. More than a few people were probably turning their heads when we passed, because the trailer was dominated by a large bellow — our newly built two chamber bellow with an estimated bladder capacity of up to 800 litres per minute. In addition, we brought fire wood, iron rods, pliers, some stumps and other stuff needed for the furnace operation.
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We made one run each on Saturday and Sunday. Each time we charged a total of about 10kg ore added in amounts of about 1kg every 20 minute. For each charge, we added about twice the amount of charcoal. Discharging of the loupe was scheduled for two o’clock, and by that time a fairly large crowd had gathered to see the show. This time we managed to get the loupe out of the furnace without too much trouble. Worse was that the process took longer than expected, but the crowd seemed to be patient and people stayed around until the end.

Science Courses for the Next Generation

During the last three years, the Howard Hughes Medical Institute (HHMI) has recruited 44 colleges and universities across the country to join its Science Education Alliance (SEA), which is changing how freshmen learn about science by providing them with an authentic, classroom-based research experience. Now professors from three schools offering the SEA course will help create the next generation of research-based courses that will extend the program’s reach to upperclassmen.

These “SEA sabbaticals” are another step toward HHMI’s long-term goal of making the SEA a resource for science educators nationwide. When HHMI unveiled the SEA program in 2007, it committed $4 million over four years to the development and rollout of the Alliance’s first course: the National Genomics Research Initiative. That year-long course has enabled freshmen to make real discoveries by doing research on phage, which are viruses that infect bacteria. The research-based laboratory course provides beginning college students with a true research experience that is teaching them how to approach scientific problems creatively and will hopefully solidify their interest in a career in science.

The freshmen students in the SEA course work closely with faculty to design experiments and make scientific discoveries. Many say the experience has changed their view of science. But it soon became apparent that one set of courses would not be enough to continue challenging students as they progressed through college. So HHMI decided to look for creative solutions to that problem.

HHMI invited the 27 schools currently participating in the SEA to apply, and three were accepted to develop new courses. These new projects are focused on designing a curriculum that will pick up where the virus genomics class ends.

Faculty from Cabrini College in Radnor, Pennsylvania, will develop a cellular and molecular biology course in which students will examine phage genes and determine which are essential for the virus’s survival. In a biochemistry course, students will purify and characterize the proteins produced by the genes to determine their function.

University of Louisiana at Monroe’s team will create three modules that could be used in several courses for juniors and seniors. In one, they will create lessons in which students develop methods to determine how their phages reproduce after they enter bacteria. Students would look at genetic markers to determine how phages should be classified into related “clusters” in a second module. Students taking the third course would explore the best way to determine whether genes are essential to the survival of the virus.

University of Puerto Rico, Cayey faculty will create a course to help students examine and characterize various phage proteins. Proteins of interest include those that make up the virus’s protective coating, and those that are activated once infection has begun.

HHMI continue to fund huge amounts of great work in science.

Full press release: Science Education Alliance Builds Research Courses for the Next Generation

Trying to Find Pest Solutions While Hoping Evolution Doesn’t Exist Doesn’t Work

How To Make A Superweed

Melander wondered why some populations of scales were becoming able to resist pesticides. Could the sulfur-lime spray trigger a change in their biology, the way manual labor triggers the growth of callouses on our hands? Melander doubted it. After all, ten generations of scales lived and died between sprayings. The resistance must be hereditary, he reasoned. He sometimes would find families of scales still alive amidst a crowd of dead insects.

This was a radical idea at the time. Biologists had only recently rediscovered Mendel’s laws of heredity. They talked about genes being passed down from one generation to the next, yet they didn’t know what genes were made of yet. But they did recognize that genes could spontaneously change–mutate–and in so doing alter traits permanently.
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In the short term, Melander suggested that farmers switch to fuel oil to fight scales, but he warned that they would eventually become resistant to fuel oil as well. In fact, the best way to keep the scales from becoming entirely resistant to pesticides was, paradoxically, to do a bad job of applying those herbicides. By allowing some susceptible scales to survive, farmers would keep their susceptible genes in the scale population. “Thus we may make the strange assertion that the more faulty the spraying this year the easier it will be to control the scale the next year,” Melander predicted.
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What’s striking is how many different ways weeds have found to overcome the chemical. Scientists had thought that Roundup was invincible in part because the enzyme it attacks is pretty much the same in all plants. That uniformity suggests that plants can’t tolerate mutations to it; mutations must change its shape so that it doesn’t work and the plant dies. But it turns out that many populations of ryegrass and goosegrass have independently stumbled across one mutation that can change a single amino acid in the enzyme. The plant can still survive with this altered enzyme. And Roundup has a hard time attacking it thanks to its different shape.
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Another way weeds fight off Roundup is through sheer numbers. Earlier this year an international team of scientists reported their discovery of how Palmer amaranth resists glyphosate. The plants make the ordinary, vulnerable form of the enzyme. But the scientists discovered that they have many extra copies of the gene for the enzyme–up to 160 extra copies, in fact.
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What makes the evolution of Roundup resistance all the more dangerous is how it doesn’t respect species barriers. Scientists have found evidence that once one species evolves resistance, it can pass on those resistance genes to other species. They just interbreed, producing hybrids that can then breed with the vulnerable parent species.

Another great article from Carl Zimmer.