Tag Archives: science education

The DIY Movement Revives Learning by Doing

The ideal educational environment for kids, observes Peter Gray, a professor of psychology at Boston College who studies the way children learn, is one that includes “the opportunity to mess around with objects of all sorts, and to try to build things.” Countless experiments have shown that young children are far more interested in objects they can control than in those they cannot control—a behavioral tendency that persists. In her review of research on project-based learning (a hands-on, experience-based approach to education), Diane McGrath, former editor of the Journal of Computer Science Education, reports that project-based students do as well as (and sometimes better than) traditionally educated students on standardized tests, and that they “learn research skills, understand the subject matter at a deeper level than do their traditional counterparts, and are more deeply engaged in their work.” In The Upside of Irrationality, Dan Ariely, a behavioral psychologist at Duke University, recounts his experiments with students about DIY’s effect on well-being and concludes that creating more of the things we use in daily life measurably increases our “feelings of pride and ownership.” In the long run, it also changes for the better our patterns of thinking and learning.

Unfortunately, says Gray, our schools don’t teach kids how to make things, but instead train them to become scholars, “in the narrowest sense of the word, meaning someone who spends their time reading and writing. Of course, most people are not scholars. We survive by doing things.”

I am a big believer in fostering kids natural desire to learn by teaching through tinkering.

All About Circuits

All About Circuits is an online textbook covering electricity and electronics. Topics covered include: Basic Concepts of Electricity’ OHM’s Law; Electrical Safety; Series and Parallel Circuits; Physics of Conductors and Insulators; Solid-State Device Theory; Binary Arithmetic; Logic Gates; Switches; Digital Storage? It is a great resource. Enjoy.

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

Poor Results on Evolution and Big Bang Questions Omitted From NSF Report

Evolution, Big Bang Polls Omitted From NSF Report by Yudhijit Bhattacharjee

The section, which was part of the unedited chapter on public attitudes toward science and technology, notes that 45% of Americans in 2008 answered true to the statement, “Human beings, as we know them today, developed from earlier species of animals.” The figure is similar to previous years and much lower than in Japan (78%), Europe (70%), China (69%), and South Korea (64%). The same gap exists for the response to a second statement, “The universe began with a big explosion,” with which only 33% of Americans agreed.

The USA continues to lag far behind the rest of the world in this basic science understanding. Similar to how we lag in other science and mathematical education. Nearly Half of Adults in the USA Don’t Know How Long it Takes the Earth to Circle the Sun.

Jon Miller, a science literacy researcher at Michigan State University in East Lansing who authored the survey 3 decades ago and conducted it for NSF until 2001. “Evolution and the big bang are not a matter of opinion. If a person says that the earth really is at the center of the universe, even if scientists think it is not, how in the world would you call that person scientifically literate? Part of being literate is to both understand and accept scientific constructs.”

I completely agree. People have the right to their opinions. But those opinions which are related to scientific knowledge (whether it is about evolution, the origin of the universe, cancer, the speed of light, polio vaccinations, multi-factorial designed experiments, magnetic fields, chemical catalysts, the effectiveness of antibiotics against viral infections, electricity, optics, bioaccumulation, etc.) are part of their scientific literacy. You can certainly believe antibiotics are affective against viral infections but that is an indication you are scientifically illiterate on that topic.

2006 NSF chapter that included the results
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Presidential Science Teaching and Mentoring Awards

Remarks by President Obama on the “Educate to Innovate” Campaign and Science Teaching and Mentoring Awards, January 6, 2010

To all the teachers who are here, as President, I am just thrilled to welcome you, teachers and mentors, to the White House, because I believe so strongly in the work that you do. And as I mentioned to some of you, because I’ve got two girls upstairs with math tests coming up, I figure that a little extra help from the best of the best couldn’t hurt. So you’re going to have assignments after this. (Laughter.) These awards were not free. (Laughter.)

photo of President Obama with science teachers at the White House

President Barack Obama with Presidential Awards for Excellence in Mathematics and Science Teaching winners in the State Dining of the White House January 6, 2010. (Official White House photo by Chuck Kennedy)

We are here today to honor teachers and mentors like Barb who are upholding their responsibility not just to the young people who they teach but to our country by inspiring and educating a new generation in math and science. But we’re also here because this responsibility can’t be theirs alone. All of us have a role to play in building an education system that is worthy of our children and ready to help us seize the opportunities and meet the challenges of the 21st century.

Whether it’s improving our health or harnessing clean energy, protecting our security or succeeding in the global economy, our future depends on reaffirming America’s role as the world’s engine of scientific discovery and technological innovation. And that leadership tomorrow depends on how we educate our students today, especially in math, science, technology, and engineering.

But despite the importance of education in these subjects, we have to admit we are right now being outpaced by our competitors. One assessment shows American 15-year-olds now ranked 21st in science and 25th in math when compared to their peers around the world. Think about that — 21st and 25th. That’s not acceptable. And year after year the gap between the number of teachers we have and the number of teachers we need in these areas is widening. The shortfall is projected to climb past a quarter of a million teachers in the next five years — and that gap is most pronounced in predominately poor and minority schools.

And meanwhile, other nations are stepping up — a fact that was plain to see when I visited Asia at the end of last year. The President of South Korea and I were having lunch, and I asked him, what’s the biggest education challenge that you have? He told me his biggest challenge in education wasn’t budget holes, it wasn’t crumbling schools — it was that the parents were too demanding. (Laughter.) He’s had to import thousands of foreign teachers because parents insisted on English language training in elementary school. The mayor of Shanghai, China — a city of over 20 million people — told me that even in such a large city, they had no problem recruiting teachers in whatever subject, but particularly math and science, because teaching is revered and the pay scales are comparable to professions like doctors.
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Neil Degrasse Tyson: Scientifically Literate See a Different World

From the interview of Neil Degrasse Tyson from 3 July 2009.

“If you are scientifically literate the world looks very different to you. Its not just a lot of mysterious things happening. There is a lot we understand out there. And that understanding empowers you to, first, not be taken advantage of by others who do understand it. And second there are issues that confront society that have science as their foundation. If you are scientifically illiterate, in a way, you are disenfranchising yourself from the democratic process, and you don’t even know it.”

I agree, and, as I have said before, when a society allows a scientific illiteracy to continue then the potential for abuse by those that manipulate those that are scientifically illiterate leaves the society vulnerable to making very bad choices.

Science Knowledge Quiz

pew research science quiz results

Pew Research Center’s new study of science and its impact on society includes a science knowledge quiz. You can test yourself on the quiz. Thankfully I was able to get all 12 answers correct, which 10% of those taking the test have done. The median score was 8 out of 12.

I find some of the results surprising. The question most often answered correctly is “Which over-the-counter drug do doctors recommend that people take to help prevent heart attacks?”. The least often “Electrons are smaller than atoms,” a true or false question fewer than 50% of people got right.

Public Praises Science; Scientists Fault Public, Media

Americans like science. Overwhelming majorities say that science has had a positive effect on society and that science has made life easier for most people. Most also say that government investments in science, as well as engineering and technology, pay off in the long run. And scientists are very highly rated compared with members of other professions: Only members of the military and teachers are more likely to be viewed as contributing a lot to society’s well-being.
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Just 17% of the public thinks that U.S. scientific achievements rate as the best in the world. A survey of more than 2,500 scientists, conducted in collaboration with the American Association for the Advancement of Science (AAAS), finds that nearly half (49%) rate U.S. scientific achievements as the best in the world.
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large percentages think that government investments in basic scientific research (73%) and engineering and technology (74%) pay off in the long run. Notably, the partisan differences in these views are fairly modest, with 80% of Democrats and 68% of Republicans saying that government investments in basic science pay off in the long run. Comparable percentages of Democrats and Republicans say the same about government investments in engineering and technology.

In this regard, public views about whether funding for scientific research should be increased, decreased or kept the same have changed little since the start of the decade. Currently, more than twice as many people say that, if given the task of making up the budget for the federal government, they would increase (39%) rather than decrease (14%) funding for scientific research; 40% say they would keep spending as it is. That is largely unchanged from 2001, when 41% said they would increase funding for scientific research.

General Relativity Einstein/Essen Anniversary Test

photo of the batteries for the cesium clocks in the family van by Tom Van Baak

Project GREAT: General Relativity Einstein/Essen Anniversary Test is not your average home experiment but it is another great example of experiments people run at home.

In September 2005 (for the 50th anniversary of the atomic clock and 100th anniversary of the theory of relativity) we took several cesium clocks on a road trip to Mt Rainier; a family science experiment unlike anything you’ve seen before.

By keeping the clocks at altitude for a weekend we were able to detect and measure the effects of relativistic time dilation compared to atomic clocks we left at home. The amazing thing is that the experiment worked! The predicted and measured effect was just over 20 nanoseconds.
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But the time dilation was somewhere in the 20 to 30 ns range. The number we expected was 23 ns so I’m very pleased with the result.

Teen diagnoses her own disease in science class

Her doctors, no matter how hard they tried, couldn’t figure out the cause of Jessica’s abdominal distress. Then one day in January, Terry, 18, figured it out on her own.

In her Advanced Placement high school science class, she was looking under the microscope at slides of her own intestinal tissue — slides her pathologist had said were completely normal — and spotted an area of inflamed tissue called a granuloma, a clear indication that she had Crohn’s disease.

“It’s weird I had to solve my own medical problem,” Terry told CNN affiliate KOMO in Seattle, Washington. “There were just no answers anywhere. … I was always sick.”
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Crohn’s disease is often misdiagnosed or diagnosed very late, says Dr. Corey Siegel, director of the Inflammatory Bowel Disease Center at Dartmouth-Hitchcock Medical Center in Lebanon, New Hampshire. “Granulomas are oftentimes very hard to find and not always even present at all,” Siegel said. “I commend Jessica for her meticulous work.”

Home Experiment: Deriving the Gravitational Constant

Deriving the Gravitational Constant by Joe Marshall

In the summer of 1985 I was at home convalescing and being bored. It occurred to me one day that if Cavendish could determine the gravitational constant back in 1798, I ought to be able to do something similar
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Cavendish cast a pair of 1.61 pound lead weights. I found a couple of 2-pound lead cylinders my dad had lying around. I used duct tape to attach them to a 3-foot wooden dowel. Cavendish used a wire to suspend the balance, I used nylon monofilament. To determine the torsion of the fiber, you wait until the balance stops moving (a day or two) and then you slightly perturb it. The balance will slowly oscillate back and forth. The restoring force is calculated from the period of oscillation. Cavendish had a 7-minute period. My balance had a 40 minute period (nylon is nowhere near as stiff as wire).

Cavendish used a pair of 350 pound lead balls to attract the ends of the balance from about 9 inches away. I put a couple of 8 pound jugs of water about an inch away. The next trick was to measure the rotation of the balance. Cavendish had a small telescope to read the Vernier scale on the balance. I used some modern technology. I borrowed a laser from Tom Knight (Thanks again!), and bounced it off a mirror that I mounted on the middle of the balance. This made a small red dot on the wall about 20 feet away. (I was hoping this would be enough to measure the displacement, but I was considering an interferometer if necessary.)

To my surprise, it all worked. After carefully putting the jugs of water in place, the dot on the wall started to visibly move. Within a few minutes, it had moved an inch or two. I carefully removed the jugs of water and sure enough, the dot on the wall drifted back to its starting position.

Very cool example of a home physics experiment.