Recently, senior-level physics students joined thousands of scientists from over 60 nations to examine a wide range of physical, biological, and social research topics as part of the International Polar Year (IPY). Through a National Science Foundation (NSF)–funded research project, these students applied physics concepts to the study of Arctic sea ice. They participated in an authentic proposal writing contest focused on dramatic changes observed in the Arctic environment and developed a research question to examine why these changes are occurring. This article describes their participation in this exciting hands-on project.
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Many of us enjoy snowboarding, snowshoeing, and other winter sports at the season’s first sign of snow. But what about when a massive amount of snow crashes down the mountain, gains speed and size with every second, buries everything in its path, and researches the bottom as compact as cement? Getting caught in an avalanche is extremely dangerous—every year, dozens of people die trapped in a snowy landslide. Most of us are able to enjoy the snow safely because of avalanche researchers such as Karl Birkeland, who studies the science behind avalanches to help us avoid and survive these natural disasters. A lifelong outdoor enthusiast, snow lover (he was on skies by age 2), and innate scientist, Birkeland is in his element.
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The SATELLITES program uses geospatial technologies to study surface temperatures of Earth’s materials, such as sand, soil, grass, and water. Data are collected using Global Learning and Observations to Benefit the Environment (GLOBE) protocols, which are then used in research projects that are a part of the International Polar Year (IPY). Students collect data, conduct field campaigns, design inquiry-based research projects, and attend and present at a SATELLLITES science conference. One student activity, “Heating Things Up,” is included in this article to help introduce students to the factors that affect Earth’s surface temperature. This article describes the activity, program, and ways to get involved.
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The Earth’s polar regions once seemed a remote realm, accessible only through the compelling tales of intrepid explorer-scientists. Accounts of these polar explorers have long fascinated our imagination. Today, Earth’s polar regions are perhaps more accessible now than in the time of Ernest Shackleton and the other early explorers, but they continue to have a vivid impact on the human imagination. More than ever before, we are becoming aware that the future of Earth is intimately connected to events in the Arctic and Antarctic. Our students need to understand and appreciate these remarkable places.
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The fume hood: You know what it is, but have you ever used it? And if a safety issue arose, would you know what to do? Unfortunately, fume hoods are frequently included in a science room just for show. Little thought is often given to how they should be used or maintained. It is important for science teachers to understand and regularly inspect fume hoods in their classrooms and laboratories. In this article, the author discusses a few considerations for design, inspection, use, and maintenance of fume hoods in a science lab and classroom. Read on for an “exhaustive” look at this safety device!
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I have a lot of competitive athletes in my classes. If they decide to use steroids, what effect will this have on their health?
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In 1609, Galileo Galilei turned his telescope to the night sky and began a series of observations of the cosmos. These observations, together with the work of Johannes Kepler and other scientists of the time, revolutionized our understanding of the universe and the process by which we do science. The United Nations General Assembly has proclaimed 2009 the International Year of Astronomy (IYA) in recognition of the 400th anniversary of Galileo’s historic achievements. This month’s Idea Bank provides ideas and resources to help you commemorate this special occasion in your science classroom.
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An interactive notebook can be a powerful instructional tool, allowing students to take control of their learning while processing information and engaging in self-reflection. The three-part learning cycle of an interactive notebook makes it easy to use and integrate into the science lesson. The basic ideas has its roots in a number of programs (TCI 2000; AVID 2007), but applying knowledge about how students learn science can make this an even more effective tool. In addition to presenting techniques for design, implementation, and assessment, this article describes how interactive notebooks empower students for science achievement.
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In addition to the Occupational Health and Safety Administration (OSHA) personal protective equipment (PPE) standard—OSHA Laboratory Standard 29CFR 1910.132—and other professional prudent practices, many states have protective eye devise statutes. PPE is third in the hierarchy approach to dealing with safety. In this priority list, the employer must first evaluate the feasibility of engineering controls and administrative procedures before considering the use of PPE. This month’s Safer Science column includes components that reflect the body of the PPE assessment that should be addressed by teachers, students, and supervisors in science laboratories or field experiences.
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Humans have long wondered about life in the universe. Are we alone? Is Earth unique? What is it that makes our planet a habitable one, and are there others like Earth? NASA’s Kepler Mission seeks the answers to these questions. Kepler is a space-based, specially designed 0.95 m aperture telescope. Launching in 2009, Kepler is NASA’s first mission capable of finding Earth-size and smaller planets in the habitable zone of other stars in our galaxy. Therefore, the Kepler Mission provides an opportunity for interdisciplinary science teaching, as it combines Earth and space science with life sciences. Teachers and students can bring this mission down to Earth by using the accompanying poster, partaking in classroom activities, and visiting the mission’s website (see “On the web”).
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Today, the use of web-based videos in science classrooms is becoming more and more commonplace. However, these videos are often fast-paced and information rich—science concepts can be fragmented and embedded within larger cultural issues. This article addresses the cognitive difficulties posed by many web-based science videos. Drawing on concepts from media literacy education, the authors provide strategies to reduce cognitive issues and enrich students’ understanding. These strategies support the development of science literacy as described in the National Science Education Standards (NRC 1996), and help students learn to identify science concepts embedded in web resources and popular media.
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By studying Antarctica via satellite and through ground-truthing research, we can learn where the ice is melting and why. The Landsat Image Mosaic of Antarctica (LIMA), a new and cutting-edge way for scientists, researchers, educators, students, and the public to look at Antarctica, supports this research and allows for unprecedented views of our coldest and driest landmass. This article discusses LIMA, presents two LIMA-based classroom activities, and calls for science teachers to create additional related activities for classrooms around the world.
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Since this issue of The Science Teacher has a polar theme, the author thought this would be a particularly appropriate time to examine research about students’ preconceived ideas about heat—or the lack thereof. Heat and temperature are difficult, abstract concepts. Because the concepts are difficult to grasp yet important for understanding the general nature of matter and other concepts (e.g., the science behind phase changes, enthalpy), extensive research literature exists that discusses misconceptions.
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