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Seismic waves

Seismic waves are waves of energy that travel through the Earth’s layers.

They are a result of earthquakes, volcanic eruptions, magma movement, large landslides and large man-made explosions.

They are studied by geophysicists called seismologists.

They are recorded by a seismometer/ seismograph, a hydrophone (when in water), or by an accelerometer.

P waves

Earth Science, Tarbuck & Lutgens, Chapter 8

Earth Science, Tarbuck & Lutgens, Chapter 8

Animation

S waves

Earth Science, Tarbuck & Lutgens, Chapter 8

Earth Science, Tarbuck & Lutgens, Chapter 8

Animation

Surface waves

Tarbuck & Lutgens

Tarbuck & Lutgens

Water waves are an example

Rayleigh surface waves

“The Rayleigh surface waves are the waves that cause the most damage during an earthquake. They travel with velocities slower than S waves, and arrive later, but with much greater amplitudes. These are also the waves that are most easily felt during an earthquake and involve both up-down and side-to-side motion.”

How do we measure motions of the Earth?

What is a seismograph?

Intro to be written

Earth Science, Tarbuck & Lutgens, Chapter 8

Earth Science, Tarbuck & Lutgens, Chapter 8

This is a seismograph record.

Earth Science, Tarbuck & Lutgens, Chapter 8

Earth Science, Tarbuck & Lutgens, Chapter 8

Thanks for reading. While you’re here see our other articles on astronomybiologychemistryEarth sciencemathematicsphysicsthe scientific method, and making science connections through books, TV and movies.

Cleavage and fracture

Many forces can act on tectonic plates, on mountains, even on individual rocks. Those rocks usually stay together as one piece, because the atoms and molecules are holding each other with strong bonds.

If a force becomes stronger than the bonds holding the rock together then the rock breaks apart. It will cleave or fracture.

 

Cleavage

Cleavage planes form along the weakest area of mineral’s structure.

These breaks create flat, planar surfaces.

These surfaces are determined by the structure of its crystal lattice.

These cleavage planes are smooth and are usually reflective.

Note – If a mineral’s structure is equally strong in all directions then it will not have cleavage planes – then it will show fracture (see next section.)

cleavage rocks

Example

Mica has 1d cleavage

Mica has cleavage mineral

Lumen Geology, Identify and classify common rock forming minerals.

Fluorite octahedral cleavage

Calcite has rhombohedral cleavage.

 

Fracture

If a mineral’s structure is equally strong in all directions then it will not have cleavage planes. Then it will just break unevenly.

Fractures have no definite shape.

fracture crystal

Chrysotile has splintery fracture.

Chrysotile has splintery fracture

Quartz has conchodial fracture

Quartz conchodial fracture

Obsidian conchoidal fracture

Obsidian Conchoidal fracture

Limonite, bog iron ore, earthy fracture

Limonite bog iron ore Earthy fracture

Crystals of native copper Hackly fracture (jagged fracture)

Crystals of native copper Hackly fracture (jagged fracture)

Magnetite uneven fracture

Magnetite uneven fracture

 

Samples with both cleavage and fracture

Cleavage and fracture in potassium feldspar

Cleavage and fracture in potassium feldspar

Further examples

GG101 Lab Minerals

 

Terminology

Cleavage terms (only use if cleavage planes can be recognized):

Perfect – Produces smooth surfaces (often seen as parallel sets of straight lines), e.g. mica;

Imperfect – Produces planes that are not smooth, e.g. pyroxene;

Poor – Less regular.

Non-existent.

 

Fracture terms (use in all other cases):

Conchoidal – Fracture surface is a smooth curve, bowl-shaped (common in glass);

Hackly – Fracture surface has sharp, jagged edges;

Uneven – Fracture surface is rough and irregular;

Fibrous – Fracture surface shows fibres or splinters.

This section from Geololgy, Rocks and Minerals, Univ. of Auckland

Thanks for reading. While you’re here see our other articles on astronomybiologychemistryEarth sciencemathematicsphysicsthe scientific method, and making science connections through books, TV and movies.

What does “law” mean in “laws of nature?” ELA and Science

o-que-e-design

What does the word “law” mean in the phrase “laws of nature?” We won’t be able to understand the science until we understand the English.

In our English language arts classes we have learned about homographs – words spelled the same but have different meanings.

For instance, what is a “bow?” With the same spelling it used for 4 entirely different words.

bow – noun, the front of a boat

bow – verb, to bend at the waist.

bow – noun, a type of ribbon we used to decorate a present.

bow – noun, sporting equipment used to shoot arrows.

The same is true for the word “law.” It can refer to three different things:

Laws made up by people

City, state, or national “laws” aren’t real in any scientific sense. They aren’t part of the universe. They don’t even stay the same. They change all the time.

How old does one have to be in order to vote? How fast can you drive a car on the road? How much property tax does a homeowner have to pay on a house?

None of those rules are part of the universe. These “laws” are just things that people agree on. Nothing more. People get together in communities, clubs, or governments, and decide upon rules so that (hopefully) their society runs safely and smoothly.

Writing Laws Legal Books

Natural law

The idea of natural law is a somewhat controversial idea in philosophy, ethics, and religion. The idea is that there are universal moral laws in nature that mankind is capable of learning, and obligated to follow.

This idea is held by some religious groups and some schools of philosophy.

It isn’t necessarily related to religion; there are many non-religious people who believe in the necessary existence of natural law.

ethics-morality

image from commons.wikimedia.org

Laws of nature

In physics, a law of nature is something scientists have learned about how things in our physical world actually work.

A law of nature is a precise relationship between physical quantities, and is expressed as an equation.

Laws of nature are relationships universally agreed upon – but not agree upon because we want this relationship to exist. Rather, the law is only accepted because repeated experiments show us that this relationship exists.

People don’t decide what nature’s laws are. People can only investigate and discover what they are.

Here’s an example: Electrical charge is conserved. The total electric charge in an isolated system never changes. People can’t pass a law that says “positive charges can now be created.” That won’t work. Nothing humans say changes the way that the universe works,

Conservation of charge

Laws of nature are true for every time and every place.  They are just as true in Michigan, Moscow, or Miami, just as true on the Moon or on Mars. They are just as true 10,000 years ago as today, and as next year.

We explore the concept of laws of nature in more detail here – What are laws of nature? What are theories?

_______________________

Thanks for reading. While you’re here see our other articles on astronomybiologychemistryEarth sciencemathematicsphysicsthe scientific method, and making science connections through books, TV and movies.

How high can a mountain grow?

There is some kind of process that builds mountains, but there also must be something limiting that process. After all, we don’t see mountains 20 or 30 miles tall, right? So we must ask, how high can a mountain grow?

We start by asking, what are the highest mountains on Earth?

Which then brings up the next question, what do we mean by “highest”? The answer isn’t obvious because there are three different ways to think about “highest” – see this diagram.

Highest Mountain on the Earth

Given this, we next notice that most mountains on Earth are nowhere near this height. For instance, the highest mountain in New England is Mount Washington New Hampshire 1,900 m (6,300 ft.). The highest mountain in the Rocky Mountains in Mount Elbert in Colorado 4400 m (14,000 ft.)

In general, almost everywhere on our planet, the highest that a mountain can be is about half the height of Everest.  This is as tall as a mountain can grow on a lithospheric tectonic plate.

So our next question is, “why is there one set of rules for the highest that a mountain can be almost everywhere on Earth, and why do some locations have exceptions?”

What factors control the height of a mountain?

There is a balance of the forces:

Tectonic plate forces pushes the Earth’s crust upward.

Gravity pulls the mountain downward.

And, when the mountain is high & big enough, the weight of the mountain can crack and shatter the rock inside of it. This causes the mountain to crumble, and settle down to a lower height.

Don’t believe me? Even rock has a maximum amount of strength. Here is a GIF of what happens to solid rock when you put enough pressure on it! 🙂

Source: Unconfined compressive strength test of rock

Thus, if the weight of mountain > yield strength of the base rock then the mountain’s base will crumble.

Then he mountain will compress down to the maximum allowable height.

Of course, when this happens depends on what the mountain is made of. SiO2 is the most common molecule. But there are many minerals that are lighter, or stronger, or both, that can also be found in a mountain.

By the way, this gives us a neat relation – the surface gravity X maximum height of a mountain should be a constant.

Formula lets us relate height of Mt Everest on earth and Olympus Mons on Mars. Or find max deformation of asteroid before gravity pulls it into a sphere.

All the other downward forces on a mountain

Erosion wears the mountain down

How well does the mountain resist weathering/erosion? This depends on what kind of chemicals it is made out of.

Does being in the ocean affect how high a mountain can be?

Consider Mauna Kea, in Hawaii.

Much of Mauna Kea is underwater. It’s base can support more pressure since it’s underwater. Underwater, there is a buoyant force on the object that counteracts the force of gravity. Since nothing counteracts the gravity on Mount Everest, the mountain’s base can only support so much pressure.

Roy Blitz

What else makes mountains rise or grow?

Even while a mountain is eroding, the underlying plate activity may be forcing the mountain to grow higher.

A tectonic plate pushing more directly against another plate will create higher mountains than a plate moving less directly (say, at an angle) against another plate.

How strong are the crustal roots of the mountain?

As a mountain range grows in height, this root grows in depth, and thus the pressure and temperature experienced by the bottom of this root increases.

At a certain point, rocks in the base of this crustal root metamorphose into a rock called eclogite. At that point this rock will be denser than the material supporting the crustal root.

This causes delamination to occur. Depending on the amount of material removed, the rate of new material added, and erosion, scenarios with net increases or decreases in elevation are possible after a delamination event. This sets another limit on how thick a crustal root can get (and thus how high a mountain range grow on the long term).

Source, Reddit comment

Why are there some special spots on Earth where mountains can grow twice as high?

George W Hatcher writes

Mauna Kea rests on oceanic crust, which is denser than continental crust and able to support more weight without displacement. Being mostly inundated with seawater precludes some of the erosional processes to which mountains exposed to the upper atmosphere are subjected.

In addition, the very material of which Mauna Kea is composed (basaltic igneous rocks) is stronger than the variety of rocks that make up the continental crust and uplifted limestone seafloor that can be found atop Everest.

The actual lithospheric limit to mountain height averages about half the height of Everest, which is why Fourteeners are so famous in Colorado. Mountains that exceed this limit have local geologic circumstances that make their height possible, e.g. stronger or denser rocks.

In the case of Everest and the Himalayas, you have a geologic situation that is very rare in Earth history. The Indian plate is ramming into the Eurasian plate with such force that instead of just wrinkling the crust on either side into mountain ranges it has actually succeeded in lifting the Eurasian plate up on top.

So the Himalayas have double the thickness of the average continental plate, thus double the mountain height that would be considered “normal”.

George W Hatcher, Planetary Scientist, Aerospace Engineer

References

How high can a mountain possibly get? Earth Science StackExchange

How High can a mountain get? 2 Earth Science Stack Exchange

How tall can a mountain become on Earth? Quora

What is the theoretical limit to how tall mountains can get on Earth? Reddit

Glacial Buzz Saw Hypothesis: New Scientist article

Examples with math details

Why are some moons spherical while others are shaped like potatoes? Quarks & Coffee

How High Can Mountains Be? Talking Physics

How High Could A Mountain Be? Physics World hk-phy.org

How tall can I make a column of stone? Rhett Allain, Wired magazine columnist

Related lab ideas

Play Doh Modeling Folds: Block Diagrams and Structure Contours

Play-Doh Modeling Folds: Block Diagrams and Structure Contours

Play Doh Introduction to Igneous Intrusions

Play Doh Unconformities

Maslow’s hierarchy of needs – claims and reality

Maslow’s hierarchy of needs is a theory in psychology proposed by Abraham Maslow. His first discussion of this idea was in his 1943 paper “A Theory of Human Motivation” in Psychological Review. This was was developed further in his 1954 book Motivation and Personality.

Maslow's hierarchy of needs

Created by FireflySixtySeven, CC BY-SA 4.0, Wikimedia

Yet contrary to popular belief, Maslow never created a pyramid to represent these needs. Nor did he conclude that in order for motivation to arise at the next stage, each stage must be satisfied. Much that teachers have heard about Maslow’s hierarchy of needs isn’t what he taught.

How his ideas were changed, incorrectly claimed as scientifically proven, and then became the basis of profitable seminars in business and education, is the subject of these papers:

Who Built Maslow’s Pyramid? A History of the Creation of Management Studies’ Most Famous Symbol and Its Implications for Management Education, by Todd Bridgman, Stephen Cummings and John Ballard, Academy of Management Learning & EducationVol. 18, No. 1, 3/1/2019

“Who Created Maslow’s Iconic Pyramid?” by Scott Barry Kaufman Scientific American, 4/23/2019

A modern packaging of Maslow’s work is popular in management training and secondary and higher psychology and education instruction.

Saul McLeod points out that

Maslow continued to refine his theory based on the concept of a hierarchy of needs over several decades. Regarding the structure of his hierarchy, Maslow proposed that the order in the hierarchy “is not nearly as rigid” as he may have implied in his earlier description. Maslow noted that the order of needs might be flexible based on external circumstances or individual differences. For example, he notes that for some individuals, the need for self-esteem is more important than the need for love. For others, the need for creative fulfillment may supersede even the most basic needs.

Maslow’s Hierarchy of Needs, 3/20/2020, Saul McLeod, Simply Psychology

In Scientific American, Scott Barry Kaufman writes

Abraham Maslow’s iconic pyramid of needs is one of the most famous images in the history of management studies. At the base of the pyramid are physiological needs, and at the top is self-actualization, the full realization of one’s unique potential. Along the way are the needs for safety, belonging, love, and esteem.

However, many people may not realize that during the last few years of his life Maslow believed self-transcendence, not self-actualization, was the pinnacle of human needs. What’s more, it’s difficult to find any evidence that he ever actually represented his theory as a pyramid.

On the contrary, it’s clear from his writings that he did not view his hierarchy of needs like a video game– as though you reach one level and then unlock the next level, never again returning to the “lower” levels. He made it quite clear that we are always going back and forth in the hierarchy, and we can target multiple needs at the same time.

If Maslow never built his iconic pyramid, who did? In a recent paper, Todd Bridgman, Stephen Cummings, and John Ballard trace the true origins of the pyramid in management textbooks, and lay out the implications for the amplification of Maslow’s theory, and for management studies in general. In the following Q & A, I chat with the authors of that paper about their detective work.

Question: Why did you set out to answer the question: Who built “Maslow’s Pyramid”?

My colleague Stephen Cummings and I have long been interested in how foundational ideas of our field, management studies, are represented in textbooks. Textbooks often present ideas very differently than in the original writings. We’re interested in understanding how and why this happens. We’ve taught Maslow’s hierarchy of needs for many years and were aware the pyramid did not appear in his most well-known works, so were interested in delving deeper. We contacted John Ballard, who knew Maslow’s work better than we did and who shared our concern about Maslow’s theory being misrepresented. Thankfully, he agreed to join us on the project.

Question: Do you think the popularity of Maslow’s hierarchy of needs is due in part to the iconic appeal of the pyramid that became associated with it?

Yes, absolutely. Maslow wasn’t the first psychologist to develop a theory of human needs. Walter Langer presented a theory with physical, social and egoistic needs that appeared alongside Maslow’s in an early management textbook. And Maslow’s theory generally hasn’t performed well in empirical studies (although I’m aware of your recent research which challenges this).

In fact, this lack of empirical support is one of the main criticisms of the theory made by textbook authors. So why do they continue to include it? The pyramid. We know from having taught management courses for 20 years that if there’s one thing that students remember from an introductory course in management, it’s the pyramid. It’s intuitively appealing, easy to remember and looks great in PowerPoint. Students love it and because of that, so do textbooks authors, teachers, and publishers.

Question: So what’s your problem with the pyramid?

It’s described as ‘Maslow’s pyramid’ when he did not create it and it’s just not a good representation of Maslow’s hierarchy of needs. It perpetuates unfair criticisms of the theory. For example, that people are only motivated to satisfy one need at a time, that a need must be 100% satisfied before a higher-level need kicks in, and that a satisfied need no longer affects behavior.

Another is the view that everyone has the same needs arranged and activated in the same order. In his 1943 article in Psychological Review Maslow anticipates these criticisms and says they would give a false impression of his theory. Maslow believed that people have partially satisfied needs and partially unsatisfied needs at the same time, that a lower level need may be only partially met before a higher-level need emerges, and that the order in which needs emerge is not fixed.

Question: How did this inaccurate interpretation of the hierarchy of needs become established in management textbooks?

It’s a complicated story and one we address fully in the paper. Douglas McGregor is a key figure, because he popularized Maslow within the business community. McGregor saw the potential for the hierarchy of needs to be applied by managers, but for ease of translation he deliberately ignored many of the nuances and qualifications that Maslow had articulated. To cut a long story short, McGregor’s simplified version is the theory that appears in management textbooks today, and most criticisms of Maslow’s theory are critiques of McGregor’s interpretation of Maslow.

Question: Did McGregor create the pyramid? Or if not, who did?

No pyramid appears in McGregor’s writing. Keith Davis wrote a widely-used management textbook in 1957 that illustrated the theory in the form of a series of steps in a right-angled triangle leading to a peak. The top level shows a suited executive raising a flag, reminiscent of the flag-raising at Iwo Jima. But this representation of the theory did not catch on.

We traced the pyramid that we associate with the hierarchy of needs today to Charles McDermid, a consulting psychologist. It appeared in his 1960 article in Business Horizons ‘How money motivates men’ in which he argued the pyramid can be applied to generate “maximum motivation at the lowest cost”. We think McDermid’s pyramid was inspired by Davis’ representation, but it was McDermid’s image that took off. If there is an earlier pyramid, we did not find it.

Question: Is it right that you actually found no trace of Maslow framing his ideas in pyramid form? Where did you look, and how comprehensive was your search?

That’s correct. It was a comprehensive search. Maslow was a prolific writer. We examined all of his published books and articles that we could identify, as well as his personal diaries, which are published. John immersed himself in the Maslow archives at the Centre for the History of Psychology at the University of Akron in Ohio and examined many boxes of papers, letters, memos, and so forth. We found no trace of the pyramid in any of Maslow’s writings. Additionally, John went through pre1960 psychology textbooks for any discussions of Maslow. Most psych books in those times did not even mention Maslow.

Question: Why didn’t Maslow argue against the Pyramid once he saw it? He could have criticized it, right? I heard from someone who knew Maslow that he actually thought the pyramid on the back of the $1 bill was a fair representation of his theory.

Also, one of his students who took his course at Brooklyn College told me he would include a slide of the pyramid when he described his theory in class. So perhaps he was pleased with the iconic pyramid even if he didn’t invent the depiction himself?

Answer: Those are interesting questions. Maslow lived for 10 years after McDermid presented the pyramid. We found no evidence of Maslow challenging the pyramid at any time. We don’t think that’s because he regarded pyramid as an accurate representation. A more plausible explanation, which comes from our analysis of his personal diaries, is that aspects of his professional life were unravelling.

He felt underappreciated in psychology. The major research journals in psychology had been taken over by experimental studies, which depressed Maslow for their lack of creativity and insight. He also had more pragmatic concerns, suffering periods of ill health and financial difficulties. Key figures in the management community saw him as a guru and rolled out the red carpet. They gave him the recognition he felt he deserved. Furthermore, through speaking engagements and consulting, he could generate additional income. Seen in that light, it’s not surprising he went along with it.

Question: You wrote: “Inspiring the study of management and its relationship to creativity and the pursuit of the common good would be a much more empowering legacy to Maslow than a simplistic, 5-step, one-way pyramid.” I agree! It seems like Maslow’s original thinking about self-actualization is at odds with how business leaders treated the concept, right?

Definitely. Following the publication of Motivation and Personality in 1954, Maslow emerged as one of the few established psychologists to challenge the prevailing conformism of the 1950s. He spoke out on how large organizations and social conformity stifled individual self-expression. At times he was frustrated that the business community treated his theory of human nature as a means to a financial end–short-term profits–rather than the end which he saw, a more enlightened citizenry and society.

It would be great if students were encouraged to read what Maslow in the original. Students would better understand that motivating employees to be more productive at work was not the end that Maslow desired for the hierarchy of needs. He was concerned with creativity, freedom of expression, personal growth and fulfillment – issues that remain as relevant today in thinking about work, organizations, and our lives as they were in Maslow’s time.

State of the theory today

William Kremer and Claudia Hammond write

There is a further problem with Maslow’s work. Margie Lachman, a psychologist who works in the same office as Maslow at his old university, Brandeis in Massachusetts, admits that her predecessor offered no empirical evidence for his theory. “He wanted to have the grand theory, the grand ideas – and he wanted someone else to put it to the hardcore scientific test,” she says. “It never quite materialised.”

However, after Maslow’s death in 1970, researchers did undertake a more detailed investigation, with attitude-based surveys and field studies testing out the Hierarchy of Needs.

“When you analyse them, the five needs just don’t drop out,” says Hodgkinson. “The actual structure of motivation doesn’t fit the theory. And that led to a lot of discussion and debate, and new theories evolved as a consequence.”

In 1972, Clayton Alderfer whittled Maslow’s five groups of needs down to three, labelled Existence, Relatedness and Growth. Although elements of a hierarchy remain, “ERG theory” held that human beings need to be satisfied in all three areas – if that’s not possible then their energies are redoubled in a lower category. So for example, if it is impossible to get a promotion, an employee might talk more to colleagues and get more out of the social side of work.

More sophisticated theories followed. Maslow’s triangle was chopped up, flipped on its head and pulled apart into flow diagrams. Hodgkinson says that one business textbook has just been published which doesn’t mention Maslow, and there is a campaign afoot to have him removed from the next editions of others.

The absence of solid evidence has tarnished Maslow’s status within psychology too. But as a result, Lachman says, people miss seeing that he was responsible for a major shift of focus within the discipline.

“He really was ground-breaking in his thinking,” Lachman says. “He was saying that you weren’t acting on the basis of these uncontrollable, unconscious desires. Your behaviour was not just influenced by external rewards and reinforcement, but there were these internal needs and motivations.”

Abraham Maslow and the pyramid that beguiled business, William Kremer and Claudia Hammond, BBC World Service 9/1/2013

Links

Maslow’s Hierarchy: Separating Fact From Fiction

 

Female sexual anatomy

It is of critical importance for high school students to graduate high school with knowledge of how their bodies work. This includes sexual anatomy. In this resource we present anatomical information on external and internal female sexual anatomy.

There is a difference in student population between college level and high school level health and science classes. As such, we have taken care to select images that are anatomically correct yet not quite overt.

The vulva – external female sexual anatomy

The vulva includes

The inner and outer lips of the labia.

The clitoris.

The opening to the vagina (although the vagina itself is technically the long muscular opening moving back from this opening, see below.)

Vaginal glands, which are between the vulva and anus (the perineum).

The urethral opening. This is the opening to the urethra (the tube that carries urine outside of the body).

Image from Memorial Sloan Kettering Cancer Center

Above image from Memorial Sloan Kettering Cancer Center

Internal female reproductive system

Vagina (birth canal) – A muscular tube leading inside a woman’s body. Where sperm enters a woman. Also is where a baby is born from.

Cervix – The muscular wall at the end of the vagina. It has a tiny hole that sperm can swim through.

Uterus (womb) -A thick muscular organ. Has two purposes

(a) Allows sperm to pass, from the vagina, up towards the fallopian tubes

(b) If a woman becomes pregnant, the fetus will attach to the wall of the uterus and grow here.

Fallopian tubes – Tubes that connect the uterus to the ovary

(a) sperm swim up into these tubes. If the woman has recently released an egg, this is where the egg and sperm meet.

Ovary – these are where a woman’s eggs are stored. After puberty, women usually mature one egg a month.

Also see Human reproductive system

Also see Female reproductive system, Teens Health

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Science catalog & supplier list

Science catalogs

American Surplus and Supplies (Sciplus)
https://www.sciplus.com/

Arbor Scientific
https://www.arborsci.com/

Carolina
https://www.carolina.com/

Daydream Education (great science posters)
https://www.daydreameducation.com/

Delta Education (K-8)
https://www.deltaeducation.com/

Edmund Optics
https://www.edmundoptics.com/

Educational Innovations (Teachersource)
https://www.teachersource.com/

Fisher Scientific
https://www.fishersci.com/

Flinn Scientific
https://www.flinnsci.com/

Frey Scientific & CPO Science
http://www.freyscientific.com/

Hand2mind (K-8)
https://www.hand2mind.com/

Lab-aids
https://store.lab-aids.com/

Kelvin Educational
http://kelvin.com/

NASCO (STEM, STEAM products)
https://www.enasco.com/c/Education-Supplies/Steam

PASCO
https://www.pasco.com/index.cfm

Pittsco
https://www.pitsco.com/

School Speciality
https://www.schoolspecialty.com/?param=ssi

STEMfinity (technology, engineering, robotics)
https://www.stemfinity.com/

ThermoFisher Scientific (Massachusetts)
https://www.thermofisher.com/us/en/home/order.html

Trend Enterprises posters
https://www.trendenterprises.com/home.cfm

Vernier
https://www.vernier.com/

VWR
https://us.vwr.com/store/product?keyword=educational%20classroom%20kits

Wards’s Science / SK Science Kit & Boreal Laboratories
https://www.wardsci.com/

 

Easy labs and manipulatives

Easy labs and manipulatives

DNA protein translation manipulative

Astronomy

TBA

Biology

Modeling DNA with Legos

Osmosis & Diffusion labs

Teaching protein translation

Chemistry

Precipitates: Coca Cola and milk

Teaching about the Periodic Table

Creating the periodic table

Element Data Cards Lab instructions

Element Data Cards the cards themselves

Chemistry labs

Electrochemistry: Two potato clock

Organic molecule models

TBA

Earth Science

TBA

Physics

CPO Kinematics labs

Reaction time lab

Friction lab

Gravity and tides: Why Is There a Tidal Bulge Opposite the Moon?

Inertial mass and gravitational mass lab

Magnetism labs

Magnetism: Lenz’s law demo

Measuring data with smartphone apps

Engineering/Simple machines

Catapult and Trebuchet build project

Hovercraft build project

Mousetrap racers

General science

Teaching science with augmented reality

________________

Exploratorium Science Snacks
(San Francisco, California)

How do viruses spread? Airborne vs non-airborne

How viruses spread handshake sneeze

How do viruses spread?

Not by individual virus particles

An individual virus particle is unbelievably tiny.

Since they are so lightweight they can float in the air for relatively long distances. So that makes them airborne, right?

Yet these airborne individual virus particles are almost never a problem. People are not at risk of being infected by single viral particle.

Why not? We’re always inhaling single viral particles here and there. They quickly break down in our bodies, or if they persist then our immune system quickly wipes them out.

So if that ain’t the problem then what is? The problem is when we encounter an exhaled drop of fluid which may have many hundreds or thousands of such viral particles.

Droplets from sneezing and coughing

Sneezing or coughing sends out lots of tiny water droplets. Each droplet could hold thousands of viral particles. If we inhaled some of these drops then that could make us sick.

Most droplets are short range.

Larger ones usually travel about six feet before they fall to the ground. That’s why it is important to practice social distancing. Stay at least six feet away from people outside of your home.

In a room with insufficient ventilation those droplets can stay in the air longer and travel further. That’s a real problem.

But in a room with good ventilation those drops stay in the air for a shorter period of time, and safety increases.

viral airborne transmission routes droplets

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

Smaller droplets remain in the air longer

Larger particles fall quickly, but small particles float in the air longer – and then dehydrate ( lose water molecules.) That leaves an even lighter particle.

These lighter particles are sometimes called a bioaerosol.  They can remain airborne much longer, over 20 feet.

So if you are indoors – like in a restaurant – the air could become saturated with lots of these tiny droplet nuclei, making the location unsafe.

Health authorities suggest wearing a mask if you have to do so. Even an imperfect mask is better than none at all.

Airborne transmission virus aerosol droplets

Tiny aerosol drops, less than 5 microns across, can float for hours in a place with little ventilation.

A micron is 0.001 millimeters , or 0.000039 inch.

Its symbol is μm

SARS-CoV-2 thus is effectively an airborne virus.

researchers reported earlier this year in The New England Journal of Medicine that SARS-CoV-2 can float in aerosol droplets—less than 5 microns across—for up to 3 hours, and remain infectious

You may be able to spread coronavirus just by breathing, new report finds, Science, AAAS, Robert F. Service, 4/2/2020

Yes, wearing cloth face masks works!

COVID mask virus transmission coronavirus risk

Cloth masks can help stop the spread of COVID-19, save lives and restore jobs.

“Some people have said that covering their faces infringes on their rights, but…it’s about protecting your neighbors…Spreading this disease infringes on your neighbors’ rights.” –Larry Hogan, Governor of Maryland (Republican)

“If everybody’s wearing a mask, it will dramatically reduce the opportunity and possibility of spread.” –Charlie Baker, Governor of Massachusetts (Republican)

Countries that have contained major COVID-19 outbreaks have close to 100% mask usage. An international review of the scientific research on masks by 19 experts (from Stanford, MIT, Oxford, UPenn, Brown, UNC, UCLA, and USF) concluded that:

Near-universal adoption of non-medical masks in public (in conjunction with other measures like test & trace) can reduce effective-R below 1.0 and stop the community spread of the virus.

Laws appear to be highly effective at increasing compliance and slowing or stopping the spread of COVID-19.

There are “34 scientific papers indicating basic masks can be effective in reducing virus transmission in public — and not a single paper that shows clear evidence that they cannot.” –The Washington Post

Read more about the science.

Masks4All

References

Flight of the aerosol, Ian M Mackay et al. Virology Down Under, 2/9/2020

How to deal with a viral pandemic

What is a pandemic?

A pandemic is an epidemic occurring on a scale which crosses international boundaries, usually affecting a large number of people.

Pandemics can also occur in important agricultural organisms (livestock, crop plants, fish, tree species) or in other organisms.

continuum pandemic phases CDC

from The Continuum of Pandemic Phases, CDC

The World Health Organization (WHO) has a classification – starts with the virus mostly infecting animals, with a few cases where animals infect people, then moves through the stage where the virus begins to spread directly between people, and ends with a pandemic when infections from the new virus have spread worldwide.

A disease is not a pandemic merely because it is widespread or kills many people; it must also be infectious. For instance, cancer is responsible for many deaths but is not a pandemic because the disease is not infectious or contagious.

(Intro adapted from Wikipedia article, Pandemic)

Viruses spread exponentially

How does the likelihood of death from any common cause compare to the likelihood of death from something that spreads exponentially? The important difference is that for any other cause of death, that cause is (a) usually not transmissible, and (b) the rate of death stays (more or less) the same over time.

But for deaths caused by a virus the situation is different – (c) it is transmissible from one person to another, and (d) the number of people infected grows exponentially over time.

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

Methodology and sources for the animation

How would we respond to a pandemic?

What happens if a pandemic hits? Jon Evans, Techcrunch, 2/23/2020

Don’t get all disaster-movie here. Some people seem to have the notion that a pandemic will mean shutting down borders, building walls, canceling all air travel and quarantining entire nations indefinitely. That is incorrect.

Containment attempts can slow down an outbreak and buy time to prepare, but if a pandemic hits, by definition, containment has failed… [so] the focus will switch from containment to mitigation: slowing down how fast the virus spreads through a population in which it has taken root.

Mitigation can occur via individual measures, such as frequent hand washing, and collective measures, such as “social distancing” — cancellations of mass events, closures, adopting remote work and remote education wherever possible, and so forth.

The slower the pandemic moves, the smoother the demands on health-care systems will be; the less risk those systems will have of becoming overloaded; the more they can learn about how best to treat the virus; and the greater the number of people who may ultimately benefit from a vaccine, if one is developed.

Observed cases vs non-observed cases

Pandemic viral symptons iceberg analogy

How should we respond to a pandemic?

Past Time to Tell the Public: “It Will Probably Go Pandemic, and We Should All Prepare Now” by Jody Lanard and Peter M. Sandman

1. Tell friends and family to try to get ahead on their medical prescriptions if they can, in case of very predictable supply chain disruptions, and so they won’t have to go out to the pharmacy at a time when there may be long lines of sick people. This helps them in a practical sense, but it also makes them visualize – often for the first time – how a pandemic may impact them in their everyday lives, even if they don’t actually catch COVID-19….

2. We also recommend that people might want to slowly (so no one will accuse them of panic-buying) start to stock up on enough non-perishable food to last their households through several weeks of social distancing at home during an intense wave of transmission in their community. This too seems to get through emotionally, as well as being useful logistically.

3. Three other recommendations that we feel have gone over well with our friends and acquaintances: Suggesting practical organizational things they and their organizations can do to get ready, such as cross-training to mitigate absenteeism. Suggesting that people make plans for childcare when they are sick, or when their child is sick.

4. Right now, today, start practicing not touching your face when you are out and about! You probably won’t be able to do it perfectly, but you can greatly reduce the frequency of potential self-inoculation. …

How should we respond to a pandemic?

Develop vaccines

Josh Michaud, Associate Director Global Health at Kaiser Family Foundation, John Hopkins School of Advanced International Studies, writes:

CDC guidance urges flexibility in implementing mitigation measures, and continual re-assessment of their effectiveness as new information comes in. A “targeted, layered” approach that addresses current circumstances is the best practice.

The ultimate goal of such measures is to reduce the intensity of an outbreak, flattening out the epidemic curve and therefore reducing strain on the health system, and on social economic well-being (see this graphic representation).

community mitigation for viral pandemic outbreak graph

With community transmission of #COVID19 in multiple countries it appears that containment of the virus in China will not happen (this outcome was not unexpected). Emphasis in many places could turn from containment to “mitigation”. What does mitigation mean?

First, to be clear: it’s not either/or, because containment efforts and mitigation efforts encompass a spectrum of activities, are complementary and can occur at the same time.

Still, we can contrast their goals: containment is meant to halt transmission, while mitigation is meant to reduce negative impacts of transmission.

For the U.S., CDC has long had recommendations for how communities can use mitigation to address pandemic influenza. A revision to this guidance came in 2017, incorporating lessons learned from the 2009 H1N1 influenza pandemic.

“Community Mitigation Guidelines to Prevent Pandemic Influenza — United States, 2017”
https://www.cdc.gov/mmwr/volumes/66/rr/rr6601a1.htm?s_cid=rr6601a1_w

Not all guidance from pandemic influenza is applicable to #COVID19 because the epidemiology and circumstances differ, but countries face similar challenges with both.

For example, both are highly transmissible, and in both cases we have no specific countermeasures available at first (e.g. vaccines). Containment is difficult if not impossible in both cases.

The 2009 H1N1 pandemic is often remembered as being “mild”, but there was a quite a significant health impact: an estimated 43-89 million people in the US were infected and 12,000 people died between Apr2009-Apr2010.

CDC talks about mitigation in three buckets: 1) individuals behaviors (hand hygiene, staying at home, avoiding ill people); 2) “social distancing” (closing schools and public gatherings, and 3) environmental mitigation (surface cleaning efforts). Let’s focus in 1 and 2.

Encouraging better individual hygiene behaviors is cornerstone of mitigation. Good hand hygiene (wash those hands!), and voluntary home isolation when ill (and even home quarantine when potentially exposed) are recommended.

Many studies show the effectiveness of hand hygiene; one study on H1N1 from Egypt highlighted by CDC showed 47% fewer cases of influenza occurred after twice-daily hand washing and health hygiene instruction was provided in elementary schools.

Studies of the US public during H1N1 found that people actually did change their hygiene behaviors: in one survey 59% of Americans reported washing hands more frequently and 25% said they avoided public places like sporting events, malls, and public transportation.

CDC guidelines also support social distancing in some cases, including school closures, canceling public gatherings, and workplace closures/telework.

During H1N1, CDC recommended communities with confirmed cases consider closing child care facilities and schools. From Aug–Dec 2009, communities in 46 states implemented 812 dismissals (in a single school or all schools in a district), affecting 1,947 schools.

This number of schools represented 0.7% and 3.3% of all urban and rural schools, respectively, in the U.S. Evidence from TX indicated school closures there reduced acute respiratory illness in households with school-age children by 45%–72%.

Interestingly, surveys of parents whose children were affected by school closures found strong support for, and belief in the effectiveness of these measures: 90% of parents agreed with dismissal decisions, and 85% believed dismissals reduced transmission.

Even so, closing schools was disruptive, and a systematic review of US school closures during H1N1 was not able to determine whether the benefits outweighed the cost in this “mild” epidemic, though they did recommend such measures during a “severe” pandemic.

CDC guidelines also note there are practical obstacles to asking people to stay home from school and work: in 2009 a major difficulty was that many people did not have access to paid leave, and therefore had a hard time following guidance.

Another challenge for mitigation in the U.S. is that while CDC can offer recommendations and guidance, implementation of these policies mostly occurs at local district, county, & state levels. This can lead to a patchwork of different mitigation approaches across locations.
A recent publication looked at US local health department decision-making around social distancing during outbreaks, and concluded resources available and actions implemented are inconsistent and unpredictable across the country. https://journals-sagepub-com.proxy1.library.jhu.edu/doi/pdf/10.1177/0033354918819755

CDC guidance urges flexibility in implementing mitigation measures, and continual re-assessment of their effectiveness as new information comes in. A “targeted, layered” approach that addresses current circumstances is the best practice.

The ultimate goal of such measures is to reduce the intensity of an outbreak, flattening out the epidemic curve and therefore reducing strain on the health system, and on social economic well-being (see this graphic representation).

Reliable sources of information

CDC: Centers for Disease Control – Coronavirus Disease 2019 (COVID-19)

Massachusetts Department of Public Health

US FDA Food and Drug Administration Coronavirus Disease 2019

Coronavirus disease: Myth busters – WHO World Health Organization