A decade ago, in his former position as chief math and science officer for Chicago Public Schools, Gartzman spearheaded an attempt to decrease ninth-grade algebra failure rates, an issue he calls “an incredibly vexing problem.” His idea was to provide extra time for struggling students by having them take two consecutive periods of algebra.
Gartzman had been under the impression that the double-dose algebra program he had instituted had only marginal results, but the study he read indicated otherwise. (more…)
Microbiologist Jo Handelsman has been named one of the “366 Days: Nature’s 10” people who “mattered” in 2012 by Nature Magazine. Handelsman, professor of molecular, cellular, and developmental biology and a national expert on science education, was recognized for her work showing gender bias in science. (more…)
About the video: Discusses the interaction between abiotic and biotic factors. The style of the animation is influenced by The Common Craft Show.
Warning: This class will teach students to translate scientific mumbo jumbo into understandable phrases.
Michigan State University’s first, free Massive Open Online Course, or MOOC, also promises to then teach students “to speak mumbo jumbo and amaze your friends.” (more…)
During the two years of research for his new book, How Children Succeed: Grit, Curiosity and the Hidden Power of Character, Tough spent time at UChicago and in its surrounding neighborhoods.
Workshop helps to define the human right to benefit from science
Conscience. Expression. Property. Fair trial. Peaceful assembly. And science?
Yes, says the University of Delaware’s Tom Powers, the international community has declared that there is an inalienable human right to science.
In 1948, the United Nations adopted the Universal Declaration of Human Rights, which guarantees in Article 27 “the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits.”
The same right was reaffirmed by the U.N. General Assembly in Article 15 of the International Covenant on Economic, Social and Cultural Rights in 1966. (more…)
TeselaGen’s DNA construction technology makes genetic engineering cheaper and faster.
Sequencing, splicing and expressing DNA may seem to be the quintessence of cutting-edge science—indeed DNA manipulation has revolutionized fields such as biofuels, chemicals and medicine. But in fact, the actual process can still be tedious and labor-intensive, something Lawrence Berkeley National Laboratory (Berkeley Lab) scientist Nathan Hillson learned the hard way.
After struggling for two days to design a protocol to put together a genetic circuit with 10 pieces of DNA—using a spreadsheet as his primary tool—he was dismayed to discover that an outside company could have done the whole thing, including parts and labor, for lower cost than him ordering the oligonucleotides himself. “I learned two things: one, I never wanted to go through that process again, and two, it’s extremely important to do the cost-effectiveness calculation,” said Hillson, a biochemist who also directs the synthetic biology program at the Berkeley Lab-led Joint BioEnergy Institute (JBEI). “So that was the genesis of the j5 software. This is the perfect thing to teach a computer to do.” (more…)
A new technology is being deployed by U.S. Geological Survey scientists this weekend to map urban flooding caused by Hurricane Isaac. Called “terrestrial lidar,” or “T-lidar”, this new capability will enable scientists to collect highly detailed information in select population areas in Louisiana, Mississippi, and Alabama where the hurricane had the greatest impact.
The portable instrument allows scientists to quickly generate 3-D maps of buildings, dams, levees and other structures, and can show areas of storm damage as well. In a four-to-five minute scan, the instrument collects millions of topographic data points in a full 360-degree view to quickly produce highly accurate topographic information and can map areas up to two-thirds of a mile away. (more…)
A summer of research at Berkeley Lab gives high school teachers a jump start on science.
High school science teachers face a perennial problem: how to make science real and exciting to their students. But for Berkeley High School teacher Allen Boltz, who spent eight weeks at Lawrence Berkeley National Laboratory working in a research lab, he will be returning to his classroom this fall a near rock star.
“This experience gives a lot of credibility to the teaching profession,” he said. “To my students, me doing research here would be the equivalent to their PE teacher being a professional athlete.” (more…)
