Fun k-12 Science and Engineering Learning

photo of robots

The Rensselaer Polytechnic Institute Center for Initiatives in Pre-College Education (CIPCE):

For too long now the nation’s best research universities have often sat idle while our the problems of our system of public school education have reached crisis proportion. Rensselaer, through CIPCE, intends to take the lead in forging new relationships which will become models for others to follow.

A bold declaration and vision which, thankfully, they back up with action.

CIPCE works closely with Rensselaer’s Academy of Electronic Media to develop K-12 interactive multimedia materials and to educate teachers in their use. We are interested in studying how cutting edge educational technologies can affect teaching and learning in the classroom.

They offer several Interactive MultiMedia downloads form their site. We have added a directory of sites that offer k-12 resources (ciriculum, tools, etc. for teachers) and interesting online and offline resources for sudents: science education sites as part of our science links directory.
Robotics for k-12 see: Continue reading →

Robots Sharing Talents

photo of robots

Robot team-mates tap into each others’ talents by Tom Simonite

Teams of robots that can remotely tap into each other’s sensors and computers in order to perform tricky tasks have been developed by researchers in Sweden. The robots can, for example, negotiate their way past awkward obstacles by relaying different viewpoints to one another.
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“Our system allows robots to start with a task, extract which capabilities are needed and find out where to access them,” Lundh explains. “If you don’t have the capabilities on your own you have to search for them.”

The number of cool research projects underway today is amazing.

Image: Tapping into another robot’s vision system could help a bot move a block around (from Robert Lundh)

What do Science and Engineering Graduates Do?

NSF surveyed Science and Engineering graduates and provide some not too surprising results in: What Do People Do After Earning an S&E.

Most graduates use the science and engineering knowledge (even if they went on to get unrelated post-graduate degrees in say business, law or no post graduate degree). It seems approximately 20% report having managerial positions currently (excepting recent graduates who are less likely to be managers).

About half never earned another degree after their S&E bachelor’s. Although less than a third of these S&E bachelor’s recipients worked in occupations formally defined as science and engineering, S&E knowledge remained important across a much wider set of occupations. Indeed, nearly two-thirds of S&E bachelor’s degree holders in non-S&E occupations reported that their field of degree was related to their job.

About half of S&E bachelor’s degree recipients go on to earn other degrees. However, fewer than one in five of all S&E bachelor’s recipients go on to earn advanced degrees in science and engineering.

Frankly I find this information less interesting than: the continuing high pay of engineering graduates and the fact that the top undergraduate degree for S&P 500 CEOs is Engineering. It would be interesting to see salary rates (with lifetime earnings), unemployment rates and career satisfaction by undergraduate degree (compared to other undergraduate degrees) throughout their careers (NSF’s Science and Engineering Indicators – Workforce does include very interesting information along these lines).

Spider Thread

Spider hanging by its thread

Why a spider hanging from a thread does not rotate

The extraordinary properties of spider’s thread are like a blessing for researchers working on polymers. However, the amazing twisting properties it displays are still not very well understood. How can one explain the fact that a spider suspended by a thread remains completely motionless, instead of rotating like a climber does at the end of a rope?
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Spider’s thread, on the other hand, is very efficient at absorbing oscillations, regardless of air resistance, and retains its twisting properties during the experiments. It also returns to its exact original shape. Certain alloys, such as Nitinol, possess similar properties but must be heated to 90Â° to return to their original shape.

The amazing properties of spider’s thread have been known for several years: its ductility, strength and hardness surpass those of the most complex synthetics fibers

See more blog posts on life science, biology, etc. and more posts of interest to students and everyone interesting in learning about science.

Problems in India’s Education System

India’s faltering education system by Kaushik Basu, Professor of economics, Cornell University

A recent evaluation of universities and research institutes all over the world, conducted by a Shanghai university, has not a single Indian university in the world’s top 300 – China has six.

The Indian Institute of Science, Bangalore, comes in somewhere in the top 400 and IIT, Kharagpur, makes an appearance after that.

Read more about the best universities in the world.

Outsourcing of Indian Education by Pratap Bhanu Mehta

India has become a net consumer of foreign education – spending to the tune of $3 billion a year to train students abroad.
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On the one hand, successful globalization requires that the state invest heavily in increasing access to education. But in higher education, globalization also requires the state to respect the autonomy of institutions so that a diversity of experiments can find expression, so that institutions have the flexibility to do what it takes to retain talent in a globalized world and, above all, respond quickly to growing demand.

The Challenges for India’s Education System by Marie Lall

Altered Oceans: the Crisis at Sea

Extensive LA Times series on Altered Oceans: the Crisis at Sea [sigh, once agin pointy haired bosses broke a links, so they were removed – when will we have web sites run by people that understand basic usability?] by Kenneth R. Weiss and Usha Lee McFarling. Excellent.

Part 1 (of 5): A Primeval Tide of Toxins “Runoff from modern life is feeding an explosion of primitive organisms. This ‘rise of slime,’ as one scientist calls it, is killing larger species and sickening people”

Part 4: Plague of Plastic Chokes the Seas:

Their flight paths from Midway often take them over what is perhaps the world’s largest dump: a slowly rotating mass of trash-laden water about twice the size of Texas.

This is known as the Eastern Garbage Patch, part of a system of currents called the North Pacific subtropical gyre. Located halfway between San Francisco and Hawaii, the garbage patch is an area of slack winds and sluggish currents where flotsam collects from around the Pacific
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Nearly 90% of floating marine litter is plastic — supple, durable materials such as polyethylene and polypropylene, Styrofoam, nylon and saran.

About four-fifths of marine trash comes from land, swept by wind or washed by rain off highways and city streets, down streams and rivers, and out to sea.

I have been unable to find a decent photo of this garbage patch – please post a comment if you know of one.

The World’s Best Research Universities

Shanghai’s Jiao Tong University produces a ranking of the top universities annually (since 2003). The methodology used focuses on research (publications) and faculty quality (Fields and Nobel awards and citations). While this seems a very simplistic ranking it still provides some interesting data: highlights from the 2006 rankings of Top 500 Universities worldwide include:

Country representation in the top schools:

location	Top 101	% of World Population	% of World GDP	% of top 500
USA	54	4.6%	28.4%	33.4%
United Kingdom	10	0.9	5.1	8.6
Japan	6	2.0	11.2	6.4
Canada	4	0.5	2.4	8.0
The rest of Europe	18			4.4
Australia	2	0.3	1.5	3.2
Israel	1	0.1	0.3	1.4

Update: see our post on 2007 best research universities results

Top 10 schools:

Harvard University
Cambridge University
Stanford University
University of California at Berkeley
Massachusetts Institute of Technology(MIT)
California Institute of Technology
Columbia University
Princeton University
University Chicago
Oxford University

Continue reading →

Tracking Narwhals in Greenland

photo of Narwal pod

Tracking Narwhals in Greenland:

From August 2006 to March 2007, scientists from the University of Washington and the Greenland Institute of Natural Resources will instrument 8-10 narwhals with satellite-linked time-depth-temperature recorders to track whale movements, diving behavior, and ocean temperature structure in Baffin Bay. The instruments will collect water column temperature profiles in the pack ice to more than 1500 meters in depth when narwhals make a fall migration from north Greenland to their wintering grounds in Baffin Bay. Narwhals have never been observed or studied in their winter habitat in central Baffin Bay due to dense ice cover, offshore location, and logistics, so this is a very exciting opportunity for all participants.

A collection of inquiry-and National Science Education Standards-based lessons plans for grades 5-12 that have been specifically designed for this expedition..

Narwhal whales (Monodon monoceros) have been called the unicorn whale due to the tooth that grows strait out from their head up to 8 feet. More information via NOAA also see: A Whale’s Amazing Tooth.

photo: A pod of narwhals from northern Canada, August 2005 – larger

Student Design Competition for Sustainability

The United States Environmental Protection Agency has opened the P3: People, Prosperity and the Planet Student Design Competition for Sustainability. This competition provides grants to teams of college students to research, develop, and design solutions to challenges to sustainability. See the application and more information for details on eligibility and criteria.

Approximately 50 awards for Phase I; Approximately 10 awards for Phase II with approximately $1,250,000 total for all awards.
Up to $10,000 per Phase I grant for one year including direct and indirect costs. Proposals for Phase I grants with budgets exceeding $10,000 will not be considered. Upon the successful completion of Phase I, Phase I grant recipients will have the opportunity to apply for Phase II funding of up to $75,000 for one additional year including direct and indirect costs.

Applications are due by 21 December 2006.

Science Education in India

Science panic in India by Bruce Einhorn:

Mayank Vahia, professor of Astrophysics at the Tata Institute of Fundamental Research, the other day came out with a story in DNA India that tried to be upbeat about India’s potential. But Vahia also couldn’t help but point out that “What is of immediate concern is the status of education and research in Indian universities. They are riddled with mediocrity and excessive bureaucratic stranglehold. Unwarranted political interference and endemic corruption in the system are other serious problems.”

Read Mayank Vahia’s article.

Also check out a Google tech webcast of Leveraging India As India Stands Up by Ashok Jhunjhunwala

Many countries are striving for science and technology improvements. Each country has its own challenges to those desires. How well each country does in this area will have a large impact on how well they do economically. The Future is Engineering.