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Bilingual Dictionaries and Glossaries for Science and Math teachers

As teachers who speak English, how can we help students in our classrooms who may be proficient in their own language but who aren’t yet proficient in English? It is often difficult to teach physics or mathematics concepts to students who are English speakers; how much more so is then difficult to teach someone not comfortable with the language?

We do have professional development classes which help us to create lessons that are friendlier to such students. But lesson planning like this only goes so far: We need to provide some specific assistance on what words and terms means.

There are many wonderful resources available in this next document. Please note that these bilingual dictionaries and glossaries are limited to those that provide word-to-word (or word-to-words) translations. Most listed in this document don’t provide definitions, phrases, or sentence translations.

Bilingual Dictionaries and Glossaries Helping ELL students speaking Foreign languages

This resource was created by the Massachusetts DESE but are useful for any science or mathematics teachers with students from outside of the USA.

Example: Afghanistan students

The two major Afghani languages are Pashto and Dari. Here is a glossary of terms in English and Pashto:

Middle school science glossary English / Pashto

Thanks for visiting my website. We also have resources here for teachers of AstronomyBiologyChemistryEarth SciencePhysicsDiversity and Inclusion in STEM, and connections with reading, books, TV, and film. At this next link you can find all of my products at Teachers Pay Teachers, including free downloads – KaiserScience TpT resources

Comparison of possible economic systems

Image from blog.socialstudies.com

Current events

We are seeing many discussions about what kind of economy Russia has. Much problematic oversimplification has been revealed. Some people imagine that Russia has a free-market capitalist economy while some believe it is socialist or communist. Neither of these ideas are correct.

Russia obviously isn’t attempting Communism. Their economy is an eclectic, changing amalgamation with elements of Feudalism, Laissez-fair capitalism, mixed economy capitalism – and we mustn’t discount elements similar to Korean Jucheism. Like the leader of North Korean, Vladimir Putin has not and desires not any specific economic system. Rather, Putin is an absolute dictator who wants a flow of money and goods to benefit himself and those oligarchs who aid his political ambitions.

There are varying degrees of what appears to be capitalism, but without enough legal guardrails to create genuine free trade, economic opportunity, or an effective social safety net. The laws we see at any given moment are only stable so long as the flow of money and goods serves his and the state’s goals; laws change on Putin’s whim.

“Imagine a huge country occupying 1/6 of the Earth’s land. Imagine 220 million people who have been building factories, power stations, roads for 70 years. And now imagine two dozen people who, during the collapse of the USSR, “privatized” all the wealth of this country. Now you have an idea.”

Quote from Roman Kutuzov, Deputy Editor in Chief at Vademecum Magazine

Not just capitalism of communism: What kinds of economic systems are possible?

Manorialism – the manor system – was a social-economic system of and ownership (“tenure”) in England, western Europe, and parts of central Europe, during the Middle Ages.

Its defining features included a large manor house in which the lord of the manor and his dependents lived and administered a rural estate; next was a population of labourers who worked the surrounding land to support themselves and the lord. They fulfilled their obligations with labour or giving produce at first. In later centuries labourers gave cash payments to the manor.

Manorialism originated in the Roman villa system of the Late Roman Empire. An essential element of feudal society, manorialism was slowly replaced by the advent of a money-based market economy and new forms of agrarian contract. For the most part it ended by the time of French Revolution.

Some critics of capitalism lump manorialism in with capitalism to create what they say is a millennia-long pattern of economic oppression. However, historians do not agree that manorialism is capitalism.

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Mercantilism –  An economic system in many Europe nations from the late Renaissance to the early-modern period (15th to the 18th centuries)

It is based on simple, intuitive economic theory – but had to be modified because over time people realized that simple intuition fails to understand how economies actually work. The basic idea is that national policy should encourage trade which increases exports to other nations. The aim is to create a trade surplus. They convert the surplus into precious metals, and hinder the transfer of money and precious metals to other countries. The country thus obtains more wealth.

The early form of this idea was called bullionism, focusing on a nation hoarding gold bullion. It soon evolved into a more flexible form, mercantilism, viewing money/currency as more important than focusing on stores of metals.

The Austrian lawyer and scholar Philipp Wilhelm von Hornick detailed a program which sums up mercantilism:

  • every little bit of a country’s soil be utilized for agriculture, mining or manufacturing.

  • all raw materials found in a country be used in domestic manufacture, since finished goods have a higher value than raw materials.

  • A large, working population should be encouraged.

  • All exports of gold and silver should be prohibited and all domestic money be kept in circulation.

  • All imports of foreign goods be discouraged as much as possible.

  • When certain imports are indispensable they be obtained at first hand, in exchange for other domestic goods instead of gold and silver.

  • As much as possible, imports be confined to raw materials that can be finished in the home country.

  • Opportunities should be constantly sought for selling a country’s surplus manufactures to foreigners, so far as necessary, for gold and silver.

  • That no importation be allowed if such goods are sufficiently and suitably supplied at home.

Some critics of capitalism lump manorialism in with capitalism to create what they say is a millennia-long pattern of economic oppression. However, historians do not agree that mercantilism is capitalism.

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Marx and Engels Socialism

Marx and Engels had a utopian dream for what they claimed to be was scientifically proven ultimate form of society, communism. They also clearly recognized that there was no way to transition a society from what it was, in the mid 1800s, to communism, in one step. Their communist manifesto outlined a series of changes that people would gradually need to go through to create such a society. Socialism is the word they chose to describe an intermediate economy and society.

In communist-aimed socialism, the state owns and operates all industries and land. There is a centrally planned economy. Private property is permitted for consumer goods, clothes, books, art, etc. But land and property, almost all buildings, and all industries, are owned by the state.

A semi-capitalist market exists, as people earn money and spend it. In various ways this form of economy existed under Lenin, Stalin, and Nikita Khrushchev.

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Marx and Engels Communism (final stage, aka Utopian)

In their imagination, someday the entire world will be politically and economically one unified entity. The one world state owns and operates all industries and land. There is a centrally planned economy. The state and even the economy wither away, and eventually become almost non-existent, as the social order, allocation of goods and services, becomes virtually perfected.

Communist nations admit that no communist nation ever actually came near this goal, although on an official level they maintain that this is still the plan.

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Jucheism – North Korean communism

Originally North Korea followed Marxism–Leninism until juche was declared a distinct ideology by Kim Jong-il. Now it is a set of principles: political independence, economic self-sufficiency, and military self-reliance. The state owns and operates all industries and almost all land. Centrally planned economy. Private property permitted for consumer goods, clothes, books, art, etc. Some private land ownership is now recognized by the state.

North Korea seems to be experimenting with allowing small private businesses as well, but, as far as I can tell, this isn’t really a coherent, ideological system. More like a top-down, absolute dictator who doesn’t care much about whether things are communist or capitalist so much as wanting absolutely everything under his control, with less or more capitalism as long as it serves his and the state’s goals.

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China style communism (pre 1980)

The state owns and operates all industries and land. There is a centrally planned economy. Private property is permitted for consumer goods, clothes, books, art, etc. But land and property, almost all buildings, and all industries, are owned by the state.

A semi-capitalist market exists, as people earn money and spend it. In various ways this form of economy existed under Mao Zedong, Liu Shaoqi, Deng Xiaoping, and Li Xiannian.

China’s economic system was changed in a remarkable way by Deng with his Four Modernizations program in 1977. It was a program to energize China’s economy following the death of Mao Zedong.

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China style communism (post 1980)

Politically everything is run by the Communist party. No democracy. But economically China has allowed private enterprise to have much more leeway, and as a result, has more a rule in the overall national economy. Private property permitted for consumer goods, clothes, books, art, etc.

An increasing amount of land and housing is totally private. Anyone have any idea how much of China’s houses and buildings are private? Seems like an almost capitalist market exists, as people earn money and spend it.

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Anarchism

Total or almost complete total absence of the state. Order is derived from ground-up, self-governing groups and communities. There is no private land or businesses. (What does anarchism say about private belongings?)

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Anarcho-Capitalism

Total or almost complete total absence of the state. Order is derived from ground-up, self-governing groups and communities. People can own private land and businesses and property. A capitalist market exists, as people earn money and spend it. Utilities and essential services are provided almost entirely by self-governing groups.

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Fascism

Most people assume that Nazi Germany and Fascist Italy had right-wing economic systems. While fascism is a political and socially right-wing dictatorship, it doesn’t specific any particular economic system.

In practice Fascist economies allowed people to own private property and belongings, homes, businesses, etc., and encouraged capitalism. This is actually a centrist, populist economic system.

David Brin political economic axes 2D metaphors

David Brin writes:

Their rule was one of unparalleled horror, but Nazi opinion about personal property was indisputably far more centrist… than old-line Marxists would have us believe. This at once illuminates a lesson which the old model conveniently disguised, and yet one of vital importance to us all — that the center, too, can go mad.

Communists perpetually repeat the assertion that Nazism grew out of the political right wing. The notion has been repeated so often that it is taken as gospel, even by fierce opponents of communism… Nazi leaders claimed that they were the sole defense of the common people against the contrivances of both the “Bolsheviks of the east” and the “capitalist plutocrats of the west.”

Hitler’s was a populist revolution… It helps at this point to make one straightforward and yet startling observation — that neither left nor right have monopolies on fanaticism or terror. The center, too, can go mad. Populist demagogues can lead a nation into insanity quite independent of radical economics.

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Libertarianism (strict form)

The strict Libertarians I have read seem identical to Anarcho-capitalism. Some Libertarian writers openly say that their goals are ultimately the same as anarcho-capitalism. This is the philosophy of Ayn Rand. In this form of government all utilities and essential services are provided entirely by private businesses.

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Moderate Libertarianism (Is there a better name for this?)

A system in which the state is reduced in size and political power as much as possible, but still recognizing the need for a state to exist, to create rules for the welfare of society. People can own private land and businesses and property. A capitalist market exists, as people earn money and spend it. Complete separation of government from the economic sector. Utilities and essential services are provided almost entirely by private businesses.

Question: Is there any significant and consistent difference between this and laissez-faire capitalism? See next entry:

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Laissez-fair capitalism

In this economic system, transactions between private groups of people are free or almost free from any form of economic interventionism. Almost no government regulation and no government subsidies.

Rests on the following axioms: “the individual is the basic unit in society, i.e. the standard of measurement in social calculus; the individual has a natural right to freedom; and the physical order of nature is a harmonious and self-regulating system.”

State activity is limited to maintaining order and security, providing public goods and services, and providing the legal framework for the protection of property rights and enforcement of contracts. Utilities and essential services are provided to a large degree by private businesses.

This economic system is often mistakenly attributed to Adam Smith in his “The Wealth of Nations,” but see below for Smith’s true views.

Question: Is there any significant and consistent difference between laissez-faire and moderate Libertarianism?

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Mixed economy

The view that capitalist market economies are good and necessary, but not stable in the long run without some government regulatory oversight and interventions into markets. John Maynard Keynes is one of the advocates of this system. Capitalist aspects include private ownership of land, homes, businesses; encouragement of profit-seeking enterprise.

Markets are subject to government regulatory control through fiscal and monetary policies. The goal is to counteracting capitalism’s history of boom/bust cycles, unemployment and often massive income disparities. Some public utilities and essential services are provided by the government. The state provides most education, funding for healthcare, creates national and state level physical infrastructures.

This contrasts with laissez-faire capitalism, where state activity is limited to maintaining order and security, providing public goods and services, and providing the legal framework for the protection of property rights and enforcement of contracts.

Here is a two-dimensional systems for showing political and economic beliefs

Authoritarian vs Libertarian Left vs Right political axes 2D

Or we could show various ideas like this

Political belief spectrum Economic Personal Security

Some hopefully non-partisan commentary:

The mixed economy system is the system closest to the teachings of Adam Smith. Smith was aware that unregulated markets don’t always produce the best outcomes. His idea was that creative free market competition merges with compatible notions of public responsibility.

This is typical American style capitalism, like what is promoted by people like an Eisenhower or Romney Republican or moderate/centrist Bill Clinton and Barack Obama Democrat.

America’s economy in practice, however, is largely controlled by billionaires and companies that have become oligarchies. Their campaign donations sway politicians to create policies that they favor. There is always lip-service to the idea of competition and free markets, but we have instead increasing monopolies and centralization of economic-political power in megacorporations .

How vaccinated people can be protected yet still transmit covid-19

Epidemiologist and immunologist Michael Mina has been writing about covid-19 vaccines and virus transmission. Contrary to popular belief, vaccines don’t always prevent infections. So what is the point? Let’s find out!

Part I: Vaccines aren’t forcefields

Many people think something like this:

(A) Vaccines keep pathogens out of our body, and thus keep us safe.

(B ) Unvaccinated people don’t have this protection. Therefore a pathogen can get into their body, make them sick, and maybe kill them.

But this is an over-simplification. Covid-19 exists as tiny particles which float in the air. They can be inhaled. They also exist as particles which can be on a desk or door handle, and could later be picked up by someone.

Image from paper by Jianjian Wei and Yuguo Li. Airborne spread of infectious agents in the indoor environment

Main point: Vaccines don’t make a sci-fi forcefield around our bodies.

Thus, vaccinated people can inhale covid-19 (or other pathogens) as easily as non-vaccinated people.

No vaccine, for any disease, prevents airborne pathogens from entering your nose or mouth.

The only way to prevent a pathogen particle from entering your body would be by wearing this all the time. What you see here is someone working in a Biosafety level 4 (BSL-4) lab. She works with the United States Army Medical Research Institute of Infectious Diseases. She is working with the Ebola virus – but you and I obviously don’t protect ourselves like this.)

Biosafety level 4 hazmat suit: researcher is working with the Ebola virus, Wikipedia

So vaccines don’t prevent us from inhaling a pathogen! What they actually do is prime our immune system.

As such, our body now can fight the disease quickly and well, if we do inhale the virus. Our body now can fight the replicating viral particles off much faster. So if we do get infected, we fight it off so quickly that sometimes we don’t even feel sick at all! Or, if we do get sick, for most of us we just get uncomfortable for a few days.

Only very small amount of vaccinated people need medical care at a hospital.

In contrast, when unvaccinated people contract covid-19 many more get very sick. Many more need hospitalization. Hundreds of thousands of unvaccinated people here already have died from covid-19.

Part II: Some viruses live in our nose and upper throat

But wait, there’s more – there are two types of protection

◉ Some vaccines protect us and almost totally stop virus transmission.

◉ Other vaccines protect us yet do allow more virus transmission.

What’s the difference between these two cases?

Vaccines create layers of protection. Our vaccines stop pathogens in our lungs, blood, lymph very well. Great! But most vaccines offer less protection from viruses that are replicating in our nose/mouth /throat.

(A ) Some viruses first infect our upper respiratory system

They then spread to internal body cells (blood, lungs, lymph.) For example, measles gets picked up in lungs but then replicate in our lymphoid system. Measle virus particles then exit via the lungs.

Our vaccines against viruses like these work throughout the entire body. So when our vaccines stop internal viral replication then it stops most virus reproduction, and thus stops transmission. Excellent.

(B ) But some upper respiratory viruses don’t require replication deep inside our bodies (lungs, blood, lymph.)

They land in our nose and upper throat and replicate locally. Those parts of our body are practically external.

So we release new virus particle as we talk or cough. They spread much easier.

Here we see virus particles spread through the air.

Image from paper by Jianjian Wei and Yuguo Li. Airborne spread of infectious agents in the indoor environment

To be clear, covid-19 vaccines do a good job. They block the viruses from replicating internally.

Even if we get infected by covid-19, the viruses is beaten down so much that either we don’t feel sick at all (fantastic!) or we (usually) just get mildly sick for a few days, like the common cold. That’s a win! This is why even vaccinated people should wear masks when in crowds and during times that the virus is surging.

We are mostly protected from getting sick but still can transmit virus particles to others.

◉ By the way, covid-19 vaccines do reduce virus transmission: They reduce the amount of days that someone is infected, they reduce viral load; thus they reduce the likelihood that such a person can infect others. Covid-19 vaccination does reduce viral transmission – it just doesn’t stop it totally.

Terminology: The official name for the covid-19 virus is Severe acute respiratory syndrome coronavirus 2, and is abbreviated as SARS‑CoV‑2.

Related articles

Covid-19 (novel coronavirus)

What does 95% efficacy actually mean?

How do viruses spread? Airborne vs non-airborne

Unmasking mask myths

Face masks – which ones really work?

How to deal with a viral pandemic

High effectiveness of covid-19 vaccines, breakthrough cases and the base rate fallacy

How vaccinated people can be protected yet still transmit covid-19

Animation: Global Deaths Due to Various Causes and COVID-19

Global Deaths Due to Various Causes & COVID-19 (YouTube video)

Methodology and sources for the animation

Thanks for visiting my website. We also have resources here for teachers of AstronomyBiologyChemistryEarth SciencePhysicsDiversity and Inclusion in STEM, and connections with reading, books, TV, and film. At this next link you can find all of my products at Teachers Pay Teachers, including free downloads – KaiserScience TpT resources

Molecular geometry gumdrop lab

Goals

Distinguish between atoms and molecules.

Understand how atoms can share electrons to form bonds

Visualize and create three dimensional geometric models of molecules

Materials needed

Toothpicks

Gumdrops or small marshmallows (must be in assorted colors)

Ziploc bags

Worksheets for students

Basic idea

Chemical bonding is one of the most basic fundamentals of chemistry.

It explains other concepts such as molecules and reactions.

Without understanding bonding we can’t understand why atoms are attracted to each other or how products are formed after a chemical reaction has taken place.

To understand bonding one must know

 ◉ Atomic structure – how atoms are made of protons, neutrons, and electrons

 ◉ Core electrons are very tightly held to atoms; under normal circumstances they can’t be taken away or shared.

 ◉ Valence electrons, further from the nucleus, are held less tightly. These are possible to take away from atom and move to another.

 ◉ atoms can share atoms to create covalent bonds

Analogy: Dogs like to hold on to bones. Imagine two dogs, both good at this, run into each other. It’s possible that if they get close enough to each other, each dog is able to hold onto their own bone, and the bone of the other dog.  At that point the two dogs are held together. This is called bonding.

GIF Dogs with bones covalent bonding analogy

Here we see two Hydrogen atoms. Each has 1 electron. As they close to each other, each atom is able to hold onto their own electron, and the electron of the other atom. At that point they are held together. This is covalent bonding.

When atoms do share electrons and bond, they create molecules. Those molecules have shapes with very specific geometries.

We can use gum drops to represent atoms, and toothpicks to represent electrons that are shared.

When electrons are shared between 2 atoms, their sharing is a bond which hold them together.

So a toothpick represents electron bond.

For the next photograph

Black = carbon
White = hydrogen 
Red = oxygen
Blue = nitrogen (Or purple since those may be more common)
Green = chlorine
Yellow = sulfur
Orange = phosphorus

This next photo is from Exploration and Observation: Elemental Ornaments

Here are examples from another class. (Here the student focused only on the geometry and didn’t use a consistent color scheme. We won’t do that; we strive to always use consistency in color.) Molecules shown here are –

     methane, formaldehyde, O2 (molecular oxygen,) CO2

     sulfur hexafluoride, ???, phosphine, H2O

External resources

NASA Greenhouses gases gumdrop lab

Learning Standards

NGSS

HS-PS1-2. Use the periodic table model to predict and design simple reactions that result in two main classes of binary compounds, ionic and molecular. Develop an explanation based on given observational data and the electronegativity model about the relative strengths of ionic or covalent bonds.

Common Core Math Geometry Standards

CCSS.MATH.CONTENT.HSG.MG.A.1 – Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).

CCSS.MATH.CONTENT.HSG.MG.A.3 – Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).*

Geometric Measurement and Dimension

  • Explain volume formulas and use them to solve problems
  • Visualize relationships between two-dimensional and three-dimensional objects

Modeling with Geometry

  • Apply geometric concepts in modeling situations

Mathematical Practices

  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Construct viable arguments and critique the reasoning of others.
  4. Model with mathematics.
  5. Use appropriate tools strategically.
  6. Attend to precision.
  7. Look for and make use of structure.
  8. Look for and express regularity in repeated reasoning.

Thanks for visiting my website. We also have resources here for teachers of AstronomyBiologyChemistryEarth SciencePhysicsDiversity and Inclusion in STEM, and connections with reading, books, TV, and film. At this next link you can find all of my products at Teachers Pay Teachers, including free downloads – KaiserScience TpT resources

Evolution manipulatives lab – playing cards and pipe cleaners

Before engaging in this activity, we first learn some background about evolution by natural selection.

We then learn What are family trees? What are cladograms?

Learning about cladograms with playing cards

It’s one thing to tell students that cladograms exist. Showing them with a variety of examples is more helpful. But many students need to prompted to engage in internal mental reflection. What do these cladograms lines and shapes mean? To some it may be “obvious” but to others it is just a geometrical pattern; for some it takes time to understand how moving one way along the path is moving forward in time; etc.

Perhaps the best way to help students understand cladograms is to give them information, and allow them to build their own. Give them an opportunity, table space, and time. At first they may make errors but that is part of the learning process.

I like to give students cladograms of many forms of life on earth, and then colorful cards which show various forms of life. The students are asked to find where these animals are in the book; which cladograms show them.

Then the students use the book to lay out the cards that they have, building a cladogram across a tabletop.

Resources

Card games: Clades: The Evolutionary Card Game and Clades Prehistoric: The Evolutionary Card Game, Atlas Games.

Book – The Variety of Life: A Survey and a Celebration of All the Creatures that Have Ever Lived, Colin Tudge, Oxford Univ Press.

Photo by RK

Learning about cladograms with pipe cleaners

The same kind of thing can be done with pipe cleaners; these can be laid out on a large sheet of paper (to facilitate labeling.)

Using Pipe Cleaners to Bring the Tree of Life to Life. Kristy L. Halverson. The American Biology Teacher, Vol. 72, No. 4 (April 2010), pp. 223-224

Learning Standards

NGSS

Disciplinary Core Ideas – LS4.A: Evidence of Common Ancestry and Diversity
 Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent.

NGSS Evidence Statement – Reasoning – Students use reasoning to connect the evidence to support an explanation. Students describe the following chain of reasoning for the explanation… Changes over time in the anatomical features observable in the fossil record can be used to infer lines of evolutionary descent by linking extinct organisms to living organisms through a series of fossilized organisms that share a basic set of anatomical features.

Teaching About Evolution and the Nature of Science, National Academy Press (1998)

Biological classifications are based on how organisms are related. Organisms are classified into a hierarchy of groups and subgroups based on similarities which reflect their evolutionary relationships. Species is the most fundamental unit of classification.

National Science Education Standards, The National Academies Press, 1996
Biological classifications are based on how organisms are related. Organisms are classified into a hierarchy of groups and subgroups based on similarities which reflect their evolutionary relationships. Species is the most fundamental unit of classification.

Massachusetts Science Frameworks Curriculum, High School

HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence, including molecular,  anatomical, and developmental similarities inherited from a common ancestor (homologies), seen through fossils and laboratory and field observations.

HS-LS4-2. Construct an explanation based on evidence that Darwin’s theory of evolution by natural selection occurs in a population when the following conditions are met: (a) more offspring are produced than can be supported by the environment, (b) there is heritable variation among individuals, and (c) some of these variations lead to differential fitness among individuals as some individuals are better able to compete for limited resources than others.

HS-LS4-4. Research and communicate information about key features of viruses and bacteria to explain their ability to adapt and reproduce in a wide variety of environments.

HS-LS4-5. Evaluate models that demonstrate how changes in an environment may result in the evolution of a population of a given species, the emergence of new species over generations, or the extinction of other species due to the processes of genetic drift, gene flow, mutation, and natural selection.

Thanks for visiting my website. We also have resources here for teachers of AstronomyBiologyChemistryEarth SciencePhysicsDiversity and Inclusion in STEM, and connections with reading, books, TV, and film. At this next link you can find all of my products at Teachers Pay Teachers, including free downloads – KaiserScience TpT resources

The Palisades

The Palisades are striking cliffs along the west bank of the Hudson River in New Jersey, going up into part of New York State. On the opposite side of the Palisades is Westchester county, New York. The Palisades run for 20 miles, about 300 to 540 feet high.

They are a striking example of a geological feature – intrusive igneous activity – known as a sill.

The word palisade derives from the Latin word pālus (meaning stake, as in a stake used to support a fence) through the French palissade. A palisade, in general, is a defensive fence or wall made up of wooden stakes or tree trunks.

This amazing rock structure received its name from explorers with Giovanni da Verrazzano in 1524. They thought these rocks resembled a fence of stakes around forts. This visual interpretation of the cliffs was shared by native Americans of the region, the Lenape – they referred to this region as Weehawken. Some records indicate that this word means “rocks that look like rows of trees.”

The Palisades were originally formed as a sill – A sill is a tabular sheet intrusion that has intruded between older layers of sedimentary rock or beds of volcanic lava. They don’t cut across preexisting rock beds; they are parallel with existing layers of rock.

The feature labeled here as (5) is a sill. In this image the sill is still being formed, and is deep underground. Many years after it has cooled into solid rock, layers of Earth over it were worn away, exposing the sill as the new surface.

basic types of intrusions, Motilla, Wikipedia

How do they form? Sills are fed by dikes. Magma is pushed up a dike, and then may flow sideways, when pushing against brittle regions. The force of magma fractures this rock, allowing more magma to flow in. For more details see intrusive igneous activity.

What is it made of? Diabase (or microgabbro) – rock rich in silicon, magnesium and iron. When viewed at the molecular level these rocks are highly crystalline (holocrystalline.)

When was this formed? In multiple stages between about 192 to 186 million years ago (Jurassic era.) This was shortly after when the supercontinent Pangaea was starting to break apart.

As the continents were separating.

During this era what is now eastern North America began to separate from what is now north-western Africa. The space in-between became the early Atlantic Ocean.

Some geological details

When “magma first intruded into the Triassic layers of sedimentary rock, it was so hot that contact metamorphism occurred, altering the rock around it. In the case of the Palisades, the magma cooled under the sedimentary layers, forming a sill made of igneous diabase about 40 miles long and 1,000 feet thick”

Shaped by Nature and Man: The Geological History of the Palisades, Young Naturalist Awards, AMNH

The last ice age (15000 years ago) affected the Palisades – “When the glacier passed through, all the loose sediments, rocks, plants, and wildlife were swept away, leaving stark vertical cliffs. In addition, the bedrock was polished and smoothed by the weight of the ice. Friction between the rocks the glacier was carrying and the diabase gouged out marks in the sill called chatter marks.”

“when the glaciers moved on, rebound occurred. The release of the stress of the glaciers’ extreme weight caused long vertical cracks, or “joints,” to form in the sill, breaking it up into polygonal columns several feet wide.”

Shaped by Nature and Man: The Geological History of the Palisades, Young Naturalist Awards, AMNH

Resources

Palisades Interstate Park Commission

Videos

New Jersey’s Palisades Interstate Park takes urban exploration to new heights | Jersey’s Best

Palisades Interstate Park, New Jersey, USA – cinematic drone video

Articles

Palisades Vista from Westchester Saved by Conservation Groups, Joyce Newman, The Loop, 6/2/2016

Learning Standards

NGSS

HS-ESS2-1 – Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.

Emphasis is on how the appearance of land features … are a result of both constructive forces (such as volcanism, tectonic uplift, and orogeny) and destructive mechanisms (such as weathering, mass wasting, and coastal erosion).

HS-ESS2 Earth’s Systems – Cross-cutting concepts: Stability and Change
* Much of science deals with constructing explanations of how things change and how they remain stable. (HS-ESS2-7)
* Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. (HS-ESS2-1)

AAAS Benchmarks for Science Literacy

Some changes in the earth’s surface are abrupt (such as earthquakes and volcanic eruptions) while other changes happen very slowly (such as uplift and wearing down of mountains). 4C/M2a

Rock bears evidence of the minerals, temperatures, and forces that created it. 4C/M4

Thanks for visiting my website. We also have resources here for teachers of AstronomyBiologyChemistryEarth SciencePhysicsDiversity and Inclusion in STEM, and connections with reading, books, TV, and film. At this next link you can find all of my products at Teachers Pay Teachers, including free downloads – KaiserScience TpT resources

Hands-on understanding of the periodic table of elements

Goals

* Understanding elements is critical for ideas in Biology, Chemistry, and Earth Science.

* Translate physical/tactile manipulation into a mental model of the periodic table.

* Learn the names of the chemical groups and basic categories of elements.

* Learn the layout of the periodic table.

* Learn how groups are built from elements with similar chemical behaviors.

* Learn how periods are built by elements which progressively get heavier.

Discover a pattern

Although there are over a hundred different elements, they don’t have random properties, and there’s no need to use raw memorization.

We can look at how elements behave. When we find their patterns they offer a natural way to understand and organize them.

Let’s start off with an analogy a pattern that we find in music. How are elements arranged like piano keys?

Getting started: We can purchase kits with tiles for each of the elements.

Elements as Building Blocks: The periodic table is organized as a grid.

Each element is placed in a specific location because of its atomic structure.

The periodic table has rows (left-to-right) and columns (up-and-down).

Elements in each row and column have specific characteristics.
seaport periodic table 2

Here is how it looks when the students are engaging in an activity.

Learning Standards

Massachusetts Science and Technology/Engineering Curriculum Framework

HS-PS1-1. Use the periodic table as a model to predict the relative properties of main group elements, including ionization energy and relative sizes of atoms and ions, based on the patterns of electrons in the outermost energy level of each element.

Use the patterns of valence electron configurations, core charge, and Coulomb’s law to explain and predict general trends in ionization energies, relative sizes of atoms and ions, and reactivity of pure elements.

Thanks for visiting my website. We also have resources here for teachers of AstronomyBiologyChemistryEarth SciencePhysicsDiversity and Inclusion in STEM, and connections with reading, books, TV, and film. At this next link you can find all of my products at Teachers Pay Teachers, including free downloads – KaiserScience TpT resources

SETI – Is the Fermi paradox really a paradox?

Is the Fermi paradox really a paradox? Let’s consider –

Image from universetoday.com, drake-equation

The Milky Way galaxy contains between 100-400 billion stars and at least that many planets. Most of those planets have existed for billions of years.

And we know from numerous lines of evidence that the laws of physics and chemistry are the same throughout the galaxy. (Indeed, this must also be true for all observed galaxies, but I’m limiting this discussion to our own galaxy.)

We know that throughout our solar system – and in all others – organic molecules form spontaneously, in many different environments, in many different ways. They form in oceans, in clays, and especially on the surfaces of asteroids and meteors, where organic chemicals are bombarded with ultraviolet light from the sun. Tons of these organic molecules have rained down upon Earth and other worlds for billions of years.

In other words, we know that the conditions necessary for life to evolve are occurring constantly, in millions of solar systems at a time, and have been doing so for billions of years.

Most scientists would agree that the likelihood of some forms of life elsewhere in our galaxy must be as close to 100% as one can get. So we ask – over billions of years, how much of this life could have evolved intelligence, and then technology?

There could have been *thousands* of intelligent civilizations like ours. Yet we obviously haven’t discovered this yet. Physicist Enrico Fermi suggested that given this, we should have expected to have discovered such life. Since we haven’t, there must be some sort of paradox. And lots of scientists today agree, they call this phenomenon the Fermi paradox. But are they correct in their logic?

No, there are two assumptions leading to the mistaken assumption of a Fermi paradox.

(1) Here’s the dirty almost-secret of the SETI program: None of these SETI attempts were looking for electromagnetic signals from other civilizations.

Rather, they were always and only looking for beacon signals. Why? All electromagnetic signals, including radio and laser, diminish in strength rapidly with distance. They decrease according to the inverse square law.

What does this mean? By the time that any planet’s radio signals reach even the next solar system they would be unbelievably weak. Radio signals would be even millions of times weaker by the time they traveled across even 1% of the galaxy. Our current radio telescopes could never pick up such radio signals.

Image from website of James Schombert, Dept of Physics, Univ. Oregon

So if that’s the case, what have been SETI researchers listening for? For a signal from a civilization that wants to be known, a signal from one that has built a high power radio beacon, aimed in one direction at a time.

A tightly beamed signal would be millions of times stronger – but only detectable by us here on Earth if by chance we happen to be in its path.

Jingchuan Yu, Beijing Planetarium / NRAO

This image symbolically shows a planet covered with huge radio transmitters, sending a signal in the direction of another planet.

(Do you see the flaw in this image, though? It shows two planets in the same solar system. But for SETI we are looking for possible signals from one solar system to another.)

This image attempts to illustrate the idea of a signal being sent from one star system in our galaxy, being picked up here on Earth by us.

Fermi, and many other people writing on this topic, never wrote papers showing the math about this. They assumed that the lack of observed signals meant that the signals weren’t there, but this is incorrect.

(2) There is another mistaken assumption: We need to recognize that other worlds are distant in space AND in time. There could have been radio-transmitting civilizations just 20 light years from us… but perhaps they existed 300 million years ago. Or not until 100 million years from now. There’s no reason to assume they’re all around at the same time, i.e. right now.

The geologic time spiral—A path to the past (ver. 1.1): U.S. Geological Survey

So I’m saying that there never was a Fermi paradox. The seeming paradox seems to be predicated on the assumption that there are many radio transmitting civilizations nearby in space AND exactly at this very moment, AND are aiming a beacon at us. There’s no reason to assume this.

So if we want to really know what is out there we need to take these realities into consideration; we might need to look for centuries or millennia, with ever more powerful radio telescope arrays, to even begin to have a chance at picking signals from some extraterrestrial civilization.

Videos

Inspired by the second book in Liu Cixin’s excellent Three-Body Problem trilogy, Kurzgesagt made a video about the Dark Forest solution to the Fermi paradox.

Confronted with the seemingly empty universe, humanity faces a dilemma. We desperately want to know if we are alone in the Milky Way. We want to call out and reveal ourselves to anyone watching but that could be the last thing we ever do. Because maybe the universe is not empty. Maybe it’s full of civilizations but they are hiding from each other. Maybe the civilizations that attracted attention in the past were wiped away by invisible arrows. This is the Dark Forest solution to the Fermi paradox.

Why We Should NOT Look For Aliens – The Dark Forest Kurzgesagt – In a Nutshell

Related articles

Dark Forest theory: A terrifying explanation of why we haven’t heard from aliens yet

Dark Forest Theory and SETI – Reddit discussion

Beyond “Fermi’s Paradox” XVI: What is the “Dark Forest” Hypothesis?

The Fermi Paradox: First Contact with Alien Syntellects in Extra Dimensions is More Than a Possibility

Academic papers

Dissolving the Fermi Paradox

That is not dead which can eternal lie: the aestivation hypothesis for resolving Fermi’s paradox

If a civilization wants to maximize computation it appears rational to aestivate until the far future in order to exploit the low temperature environment: this can produce a 1030 multiplier of achievable computation. We hence suggest the “aestivation hypothesis”: the reason we are not observing manifestations of alien civilizations is that they are currently (mostly) inactive, patiently waiting for future cosmic eras. This paper analyzes the assumptions going into the hypothesis and how physical law and observational evidence constrain the motivations of aliens compatible with the hypothesis.
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Don’t mix household cleaners

Please do not mix household cleaners. Doing so doesn’t make something “better.” This just can create something more dangerous.

Bleach + vinegar ➞ chlorine gas

Bleach + ammonia ➞ chloramine gas

Bleach (sodium hypochlorite) + rubbing alcohol (isopropyl alcohol)

Will undergo a number of reactions. One of these ➞ chloroform

Hydrogen peroxide + vinegar ➞ Peracetic acid

Chemical names

  • NH3 = ammonia

  • CH3COOH , CH3COO = Acetic acid

  • HCl = hydrochloric acid

  • NaOCl = sodium hypochlorite (bleach)

  • HOCl = hypochlorous acid

  • Cl = chlorine (single atoms, not stable by itself)

  • Cl2 = chlorine gas

  • NH2Cl = chloramine

  • N2H4 = hydrazine

  • NaCl = sodium chloride or salt

  • H2O = water

  • CH3CO3H Peracetic acid, aka peroxyacetic acid

 

Bleach + vinegar ➞ chlorine gas

Chlorine bleach contains sodium hypochlorite (NaOCl), but because it’s dissolved in water, the chemical exists as hypochlorous acid (HOCl):

NaOCl + H2O ↔ HOCl + Na+ + OH

Hypochlorous acid is so good at bleaching and disinfecting because it’s a strong oxidizer. This also makes it good at participating in undesirable chemical reactions. Mixing bleach with an acid produces chlorine gas.

2HOCl + 2H•CH3COOH ↔ Cl2 + 2H2O + 2•CH3COO

An equilibrium exists between the different chlorine-containing species.

At low pH (which you get when adding vinegar or toilet bowl cleaner), the reaction favors the production of chlorine gas.

This section has been excerpted from sciencenotes . org

Bleach + ammonia ➞ chloramine gas

Bleach      + water    → sodium hydroxide + Hypochlorous acid

NaOCl (l) + H2O (l)   → NaOH (aq)             + HOCl (aq)

Then

Ammonia + hypochlorous acid ⇌ monochloramine + water

NH3          + HOCl                      ⇌ NH2Cl                  + H2O

Bleach + rubbing alcohol ➞ chloroform

hypochlorite is used to oxidize the alcohol to the ketone (acetone).

You then need excess hypochlorite to drive the acetone to acetic acid and chloroform.

This is a specific case of the haloform reaction:

First step

Some bleach + isopropanol ➞ acetone

NaClO + C3H8O ➞ (CH3)2CO

Next step

acetone + bleach     ➞ chloroform + sodium hydroxide + Sodium acetate

(CH3)2CO + 3NaClO ➞ CHCl3          + 2NaOH                    + NaOCOCH3

Hydrogen peroxide + vinegar ➞ Peracetic acid

The distilled white vinegar found in grocery stores is usually 5% acetic acid and has a pH of 2-3.

Hydrogen peroxide + vinegar makes peracetic acid/peroxyacetic acid + water.

Irritating to the eyes, respiratory tract and skin.

H2O2 + CH3CO2H ⇌ CH3CO3H + H2O
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What colors of light do plants use?

What colors of light do plants use?

Plants mostly use red and blue wavelengths of light.

When you see a leaf, green is the color that the leaf doesn’t absorb. (Green is reflected.)

How much of each color is reflected, absorbed, or transmitted?

What does this look like, within the leaf itself?

Shine sunlight on a plant.

That sunlight really is made of many different colors, as a prism reveals:

The plant absorbs some of these colors/wavelengths of light, and reflects others.

From the graph below, tell us

  • which colors/wavelengths are mostly absorbed?

  • which colors/wavelengths are mostly reflected?

Plant abosrb Red Blue reflects Green spectra

from pinklightaeroponics.net, science-of-futuristic-aeroponic-indoor-gardening.

According to this diagram, do plants use IR (infrared) light?

Why is chlorophyll green?

Why did the chlorophyll pigment evolve to be green? That only absorbs some wavelengths of light. Why not evolve into a black pigment, which would absorb all visible colors of light?

The answer has to do with quantum mechanics!

Why did chlorophyll evolve to be green – as opposed to black – which would absorb more energy?
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Thanks for visiting my website. We also have resources here for teachers of AstronomyBiologyChemistryEarth SciencePhysicsDiversity and Inclusion in STEM, and connections with reading, books, TV, and film. At this next link you can find all of my products at Teachers Pay Teachers, including free downloads – KaiserScience TpT resources

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