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Rotary catalytic mechanism of mitochondrial ATP synthase

Introduction

(Text in this section adapted from “ATP synthase.” Wikipedia, The Free Encyclopedia. 27 Mar. 2019.)

ATP synthase is an enzyme that creates the energy storage molecule adenosine triphosphate (ATP).

ATP is the most commonly used “energy currency” of cells for all organisms. It is formed from adenosine diphosphate (ADP) and inorganic phosphate (Pi).

The overall reaction catalyzed by ATP synthase is:

  • ADP + Pi + H+out ⇌ ATP + H2O + H+in

The formation of ATP from ADP and Pi is energetically unfavorable and would normally proceed in the reverse direction.

In order to drive this reaction forward, ATP synthase couples ATP synthesis during cellular respiration to an electrochemical gradient created by the difference in proton (H+) concentration across the mitochondrial membrane in eukaryotes or the plasma membrane in bacteria.

Molecular animation of ATP synthase

Here is a three dimensional animation of all the proteins working together in this complex. We see it situated in a lipid bilayer (organelle membrane.)

GIF mitochondrial ATP synthase

Here is another animation of a similar complex.

GIF mitochondrial ATP synthase 2

Video

Rotary catalytic mechanism of mitochondrial ATP synthase

Learning Standards

(TBA)

Biology, Chemistry, Simple machines

SETI notes

The search for extraterrestrial intelligence (SETI) is a collective term for any scientific searches for intelligent extraterrestrial life.

It is done by monitoring radio signals for signs of transmissions from civilizations on other planets.

Topics

The history of SETI

Where could other forms of life exist in our solar system?

Where could other forms of life exist in our galaxy?

How likely is it that life would exist? The Drake Equation

What exactly is our galaxy?

How could we detect sings of intelligent life from outside of our solar system?

scanning radio waves

Why don’t any Earthly organisms detect radio waves?

so what are radio waves, and how do we detect them?

The Water hole: What radio frequencies should we listen to?

Misconceptions about listening with radio telescopes

How can we differentiate between natural or artificial (intelligent) signals?

scanning infrared for signs of Dyson spheres or other megastructures

so what is IR, and how do we detect it?

Where might we find life?

Goldilocks Zone/Circumstellar habitable zone – single star systems

Habitable zones for binary star systems

Atmosphere of brown dwarf stars

surface of neutron stars (very speculative)

Could we realistically ever travel to other star systems? physics of interstellar travel

Where would other forms of intelligent life exist?

There may be other forms of life even here in our own solar system, but almost certainly that would be only primitive, single celled organisms.

That being said, the number of worlds in our own solar system where life may exist, even right now, is larger than more people think. For a variety of reasons, scientists believe that there is a possibility of life existing on

Europa, a moon of Jupiter

https://europa.nasa.gov/why-europa/ingredients-for-life/

NASA Europa Clipper expedition

Europa: A World of Ice, With Potential for Life. NASA

NASA Europa in depth

Enceladus, a moon of Saturn

https://solarsystem.nasa.gov/missions/cassini/science/enceladus/

https://solarsystem.nasa.gov/resources/17649/ingredients-for-life-at-enceladus/

https://solarsystem.nasa.gov/moons/saturn-moons/enceladus/in-depth/

Mars

https://mars.nasa.gov/news/8863/searching-for-life-in-nasas-perseverance-mars-samples/

https://en.wikipedia.org/wiki/Life_on_Mars

https://www.nature.com/immersive/d41586-021-00321-7/index.html

https://mars.nasa.gov/science/goals/

https://www.smithsonianmag.com/science-nature/life-on-mars-78138144/

NASA Viking mission: Evidence of Life on Mars in the 1970s

Jupiter – ideas about how life could exist in its upper cloud layers.

Carl Sagan, Cosmos. Possibility of life on Jupiter. Video

Particles, environments, and possible ecologies in the Jovian atmosphere.. Carl Sagan

https://www.centauri-dreams.org/2009/02/25/edwin-salpeter-and-the-gasbags-of-jupiter/

What exactly is our solar system? See our resource the Solar system.

When we talk about SETI, we’re not looking for life in general, but we’re looking for very complex forms of life that have evolved intelligence and the ability to communicate with the electromagnetic spectrum.

Such life could exist on other planets, or large moons, around other stars in our galaxy, the Milky Way.

At this point we should take a look at what we mean by “galaxy”.

Here is a view of our galaxy as seen from Earth, New Hampshire.

This is what our galaxy would look like if we were above the galactic center, looking down at it.

There are approximately 100 billion stars in our galaxy, with perhaps one trillion planets and large moons, each of which has existed for billions of years. Many scientists believe it likely that life has evolved on many of these worlds.

For a variety of reasons, we have reason to believe that many of these worlds would in many ways be Earth-like, some of them larger than Earth. These are often called super earths.

Dimitar D. Sasselov and Diana Valencia, Planets We Could call home, Scientific American, 303, 38 – 45 (2010)

Current – and even any other potentially feasible – technology is unable to let us detect SETI signals from life on planets in other galaxies. If we were to consider other galaxies, the odds of intelligent life existing somewhere out there is considered near certain.

Observations with the Hubble Space Telescope reveal that there are about two trillion galaxies in the observable universe – each of these galaxies likely having billions of planets and large moons.

This photo shows the Sombrero galaxy, m104. The other points of light around it are not stars, but entire galaxies!

A Hubble Space Telescope image of the Sombrero galaxy, M104 (credit: NASA)

At this point we should stop and clarify precisely what we mean by the word “universe.” – The universe

What are radio waves?

Radio waves are just a part of the EM (electromagnetic) spectrum.

Gamma rays Spectrum Properties NASA

That sounds dandy, except, what exactly is the “electromagnetic spectrum”?

All parts of the EM spectrum – radio, visible light, etc. – are oscillating electric and magnetic fields.

For details see Light is an electromagnetic field.

em-wave-gif

How are radio waves different from other parts of the EM spectrum?

They’re made of the same thing, behaving in exactly the same way.

The only difference is that radio waves are hundreds of meters to thousands of meters long.

Other parts of the EM spectrum have longer or shorter waves.

What creates radio waves?

With a radio receiver we can hear radio waves coming from all around us. They are naturally produced, and comes from all over the Earth, and outer space.

Radio waves are naturally created by:

* Wind whipping over a surface, creating static electricity

(Here’s a more mundane example of static electricity.)

* Lightning

* atoms trapped in the magnetic fields around the Earth, and around all other planets as well.

* The Sun (it puts out all frequencies of EM radiation!)

* All stars

* Ionized interstellar gas surrounding bright, hot stars

HST (Hubbble Space Telescope) Image: Gaseous Pillars In M16-Eagle Nebula Pillars Of Creation In A Star- Forming Region

* Supernovas

* There are also more complex radio waves that are naturally generated. See Natural and man-made terrestrial electromagnetic noise

By the late 1800’s humans had learned not only how to receive radio waves, but how to generate them.

Today we artificially create radio waves for all sorts of purposes, including

  • Traditional, over-the-air, radio stations (AM and FM radio)

  • Traditional, old-fashioned, TV (television)

  • Wi-Fi

  • Bluetooth

  • Cellphone communication (cell towers and the phones)

Cornell.edu: Observational-astronomy. SETI and extraterrestrial life

Kaiserscience – All about the electromagnetic spectrum

What is a radio telescope?

The technology of how we detect radio waves.

http://abyss.uoregon.edu/~js/glossary/radio_telescope.html

radio telescope

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

How does an antenna pick up radio waves?

“If we place a conducting material on the path of such a wave, the passing wave will create an oscillating electric field inside the material; and that field will accelerate charges back and forth through the conductor.”

radio antenna dipole oscillating electric field

https://en.wikipedia.org/wiki/Antenna_(radio)

http://spiff.rit.edu/classes/ast613/lectures/radio_ii/radio_ii.html

The history of SETI

This section has been adapted from “Search for extraterrestrial intelligence.” Wikipedia, The Free Encyclopedia. 4 Mar. 2019

There have been many earlier searches for extraterrestrial intelligence within the Solar System. In 1896, Nikola Tesla suggested that an extreme version of his wireless electrical transmission system could be used to contact beings on Mars. He conducted an experiment at his Colorado Springs experimental station.

In the early 1900s, Guglielmo Marconi, Lord Kelvin and David Peck Todd also stated their belief that radio could be used to contact Martians, with Marconi stating that his stations had also picked up potential Martian signals.

On August 21–23, 1924, Mars entered an opposition closer to Earth than at any time in the century before or the next 80 years. In the United States, a “National Radio Silence Day” was promoted during a 36-hour period from August 21–23, with all radios quiet for five minutes on the hour, every hour.

At the United States Naval Observatory, scientists used a radio receiver, miles above the ground in a dirigible, to listen for any potential radio messages from Mars.

A 1959 paper by Philip Morrison and Giuseppe Cocconi first pointed out the possibility of searching the microwave spectrum, and proposed frequencies and a set of initial targets.

In 1960, Cornell University astronomer Frank Drake performed the first modern SETI experiment, named “Project Ozma”, after the Queen of Oz in L. Frank Baum’s fantasy books. Drake used a radio telescope at Green Bank, West Virginia, to examine the stars Tau Ceti and Epsilon Eridani.

Soviet scientists took a strong interest in SETI during the 1960s and performed a number of searches. Soviet astronomer Iosif Shklovsky wrote the pioneering book in the field, Universe, Life, Intelligence (1962), which was expanded upon by American astronomer Carl Sagan as the best-selling book Intelligent Life in the Universe (1966).

In the March 1955 issue of Scientific American, John D. Kraus described an idea to scan the cosmos for natural radio signals using a radio telescope. Ohio State University soon created a SETI program.

In 1971, NASA funded a SETI study that involved Drake, Bernard M. Oliver of Hewlett-Packard Corporation, and others. The resulting report proposed the construction of an Earth-based radio telescope array with 1,500 dishes known as “Project Cyclops”. It was not built, but the report formed the basis of much SETI work that followed.

Why don’t any organisms detect radio waves?

Much life on earth can see in visible light. Some organisms can see IR (infrared) or UV (ultraviolet) light – but as far as we know none can see the radio part of the EM spectrum. Why not?

See Why don’t any organisms detect radio waves?

How difficult will this be?

It is very difficult to pick up Earth’s radio waves from another solar system. As such, we can imagine that it would  very difficult to pick up radio waves here, from some other solar system.

That’s why we aren’t really looking for random radio waves that happen to escape out into space. Rather, the current projects are looking for much more powerful signals, that we hope would be sent out on purpose.

https://io9.gizmodo.com/are-we-screwing-ourselves-by-transmitting-radio-signals-493800730

“That’s a rather extraordinary claim, so I spoke to SETI expert and scifi novelist David Brin about it — and he’s not convinced detection is this easy. He told me that, even if an ETI had a one square kilometer array, they would have to point it a at Earth for the duration of an entire year. “

Because it would take that long,” he told io9. “But why stare if you don’t already have a reason to suspect?”

Like SETI Institute’s Seth Shostak, Brin believes that Earth is not detectable beyond five light years. “With one exception: Narrow-focused, coherent (laser-like) planetary radars that are aimed to briefly scan the surfaces of asteroids and moons,” he says, “

And not to be confused with military radars that disperse.””

How can we differentiate between natural or artificial (intelligent) signals?

Consider listening to the sound of radio static. Compare that to the sound of a song, or a person giving a speech. Both are sounds – how are they similar? How are they different?

Come up with ideas on how we could differentiate between natural or artificial (intelligent) signals.

“Humanity has received some odd signals in the past. We’ve also sent out some signals ourselves. How could we determine that a signal we’d received was artificial in origin? Or of course inversely, how could an extraterrestrial civilization determine a signal we had sent out was was artificial?”

Space.stackexchange.com – What-evidence-would-be-needed-to-determine-a-signal-was-artificial-in-origin?

Listening for Extraterrestrial Blah Blah: At the cosmic dinner party, intelligence is the loudest thing in the room. By Laurance R. Doyle, Illustrations by Tianhua Mao

Listening for Extraterrestrial Blah Blah

The Water hole: What radio frequencies should we listen to?

Tba

Hailing Frequencies Open, Captain! What is the “water hole”?

Misconceptions about listening with radio telescopes

Radio signals diminish in strength very rapidly with distance – they decrease according to the inverse square law. What does that mean?

Consider cooking oil that is sprayed. The cooking spray hits a piece of toast and deposits an even layer of butter, 1 mm thick.

Hewitt Inverse Square Law Butter gun

Hewitt textbook

When the butter gets twice as far, it becomes only 1/4 as this.

If it travels 3 times as far, it will spread out to cover 3 x 3, or 9, pieces of toast.

So now the butter will only be 1/9th as thick. (1/9 is the inverse square of 3)

This pattern is called an inverse-square law.

The same is true for a can of spray paint: as the paint travels further, it covers a wider area, so the paint per area is inversely less thick.

Hewit inverse square law spray paint

Hewitt Conceptual Physics worksheets

The same pattern of spreading out and weakening, the inverse square laws, is true for radio waves.

Inverse Square Law GIF

Animations of the inverse-square law – animated clip: Inverse-square law for light

Okay – so by the time that radio signals reach even the next solar system they would be unbelievably weak. The radio signals would be even millions of times weaker by the time they travelled across even 1% of the galaxy.

Our radio telescopes could never pick up such radio signals.

So if that’s the case, what then are SETI researchers listening for?We are looking for a civilization that wants to be known, one that has deliberately built a high power radio beacon, aimed in one direction at a time.

A tightly beamed signal would be millions of times stronger – if by chance we happen to be in its path.

Do SETI researchers believe that someone out there is deliberately sending a signal to us here on Earth specifically? No. However, we know that there are billions of stars, and tens of billions of planets. Many of these planets might support life.

Therefore, at any given time there could be many thousands of other worlds with intelligent life. The hope is that some of them would want to communicate, sending a tight, beamed radio signal out into space. If so, then one day we might intercept such a communication.

Article: Is there anybody out there? Jason Davis, October 25, 2017, The Planetary Society Planetary.org – Is there anybody out there?

Goldilocks Zone/Circumstellar habitable zone

This section from evolution.berkeley.edu, A Place for Life: A special astronomy exhibit of Understanding Evolution

From the known properties of stars and of the chemistry of water, astronomers can define “habitable zones” around stars where liquid water (and hence life) could exist on the surface of planets.

Too close to the star, and water will boil; too far, and it will freeze. This so-called Goldilocks zone, where the temperature is just right, depends on both the distance from the star and the characteristics of the star itself.

The habitable zone around luminous giant stars is further from the star than the habitable zone around faint dwarfs.

Of course, as noted previously, life may also exist outside these zones, for example in subsurface oceans on icy moons heated from the moon’s interior.

We know that there are around 200 billion stars in our Galaxy. Recent research has revealed that most of them have planets, and that tens of billions of these planets are likely similar in size to Earth, made of rock, and orbit in their stars’ habitable zones.

The question that remains to be answered is what fraction of those potentially habitable worlds host life.

https://www.e-education.psu.edu/astro801/content/l12_p4.html

Image converted using ifftoany

from the NASA Kepler Mission

https://en.wikipedia.org/wiki/Circumstellar_habitable_zone

https://www.nasa.gov/content/kepler-multimedia

Habitable Zones of Different Stars. NASA/Kepler Mission/Dana Berry.

https://www.nasa.gov/ames/kepler/habitable-zones-of-different-stars

Habitable zones for binary star systems

What about planets in a solar system with two stars?

Most stars in the Galaxy have at least one stellar companion—binary or multiple star systems. Stars like our Sun with no stellar companion are in the minority.

It would probably be difficult for there to be stable, only slightly elliptical planet orbits in a binary or multiple star system.

Complex life (multi-cellular) will need to have a stable temperature regime to form so the planet orbit cannot be too eccentric.

Simple life like bacteria might be able to withstand large temperature changes on a planet with a significantly elliptical orbit but complex life is the much more interesting case.

Suitable binary stars would be those systems where either:

(a) the binary stars orbit very close to each other with the planet(s) orbiting both of them at a large distance (called a “circumbinary planet”)

or (b) the binary stars orbit very far from each other so the planet(s) could reside in stable orbits near each of the stars—the one star’s gravity acting on a planet would be much stronger than that of the other star.

Goldilocks habitable zone binary star

Image by Nick Strobel

image from https://www.astronomynotes.com/lifezone/s2.htm

A cool article on this subject:  I Built a Stable Planetary System with 416 Planets in the Habitable Zone

Strong magnetic fields may be necessary

Earth has a strong magnetic field.

It turns out that this might be necessary on a planet if complex life is to evolve.

magnetic_field Earth

v

Why does Earth have such a strong magnetic field? Earth’s core is still hot and molten. Metal still moves inside it, and moving metal has moving free electrons.

Electrons moving around – by definition – are an electrical current. And it turns out that electrical currents create their own magnetic field!

Electric current creates magnetic field

Image from S-cool revision. GCSE » Physics » Magnetism and Electromagnetism

Inside the earth

This field protects the Earth’s atmosphere from some of the Sun’s radiation.

Without such a field most of a planet’s atmosphere is likely to be blown away into space, as happened to Mars.

Mars now has very little atmosphere, and its surface is constantly irradiated by solar radiation.

Mars Earth biosphere due to magnetic field

What else may be necessary for life to evolve?

How do tectonic plates make Earth hospitable to life?

The Drake Equation

An equation named after Frank Drake, who first summarized the things we need to know to answer the question, “how many possible extraterrestrial civilizations are out there?”

The equation breaks this complex question into small parts. The Drake Equation

Matthew Bobrowsky says “I introduce the Drake Equation not to actually estimate the number of technological civilizations in the Galaxy, but to provide an indication of the kinds of things to consider when deciding about the likelihood of finding life on another world.”

“It’s also interesting to note that the most uncertain factor in the Drake equation is the average lifetime of a technological civilization. We have no idea how long we (humans) will last, but I have an interesting discussion with students about the various ways — both natural (e.g., an asteroid impact) and by our own hands (e.g., global nuclear war) that our species could become extinct at any time.”

Astrobiology: Life elsewhere in the universe

Here we will link to lessons about the realistic possibility of life existing elsewhere in our galaxy, The idea is far more mainstream than most people realize.

Why would anyone think that it is likely that life would also evolve elsewhere in the universe?

(A) Why not? We have no data to assume otherwise.

(B) We do have enormous amounts of data available on what life on Earth is made of, and how it evolved over time. We have enormous amounts of data available on biochemistry and organic chemistry. enormous amounts of data available on how stars work and how planetary systems form.

The most common chemical elements in life are the most common elements in the universe

Discussions on how atoms naturally form molecules, including precursors to the organic molecules here on Earth

Evidence that this same chemistry happens elsewhere in the galaxy

Class discussion: What conditions would life need to evolve on another world?

What conditions would life need to evolve into advanced forms of life?

Even if advanced forms of life evolve, would they necessarily be able to develop technology?

Example: Dolphins and whales on earth have near human-like intelligence, awareness, and emotions, but they don’t have hands. They can’t manipulate their environment; can’t mine minerals or metals, and this can’t develop technology.

needs for energy – what possible energy sources?

needs for a solvent – water seems to be the only likely solvent, although we can investigate other options

protection from radiation (from stars, supernovas, et.)

how long would it take for life to evolve? How long are the lives of stars?

Given this, what kinds of stars could we expect to possibly have intelligent life?

(likely not around O-type stars, they burn out too quickly)

What kind of biochemistry would exist?

  • probably carbon based

  • we can investigate other possibilities

What kind of conditions could life thrive under? Consider conditions necessary for human life in specific, then animal life in general. Then compare to range of conditions that archaea can survive in.

Potential habitats for life

Terrestrial planets

Super Earths

Worlds like Europa, Enceladus

Atmosphere of brown dwarf stars

Alien life could thrive in the clouds of failed stars: cold brown dwarf stars

Cold brown dwarf star no hotter than a summer’s day

Atmospheric Habitable Zones in Y Dwarf Atmospheres, Jack S. Yates, Paul I. Palmer, Beth Biller, Charles S. Cockell , The Astrophysical Journal

Megastructures (Dyson swarms, etc.)

Evidence for ET intelligent life

None currently exists

UFO fads in the late 1800s, 1950s, and today. Extremely low quality photographs, evidence is considered at best very poor.

The WOW signal and other somewhat more realistic events that could be interpreted as evidence

Possible significant downside to contacting ET intelligence

TBA

Could we realistically ever travel to other star systems?

Here we learn about the potentially realistic physics of interstellar travel

Learning Standards

Common Core, English Language Arts Standards » Science & Technical Subjects

CCSS.ELA-LITERACY.RST.9-10.1 – Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

CCSS.ELA-LITERACY.RST.9-10.2 – Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

CCSS.ELA-LITERACY.RST.9-10.4 – Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context.

CCSS.ELA-LITERACY.RST.9-10.5 –  Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

CCSS.ELA-LITERACY.RST.9-10.6 – Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

2016 Massachusetts Science and Technology/Engineering Curriculum Framework

HS-PS2-5. Provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.

6.MS-PS4-1. Use diagrams of a simple wave to explain that (a) a wave has a repeating pattern with a specific amplitude, frequency, and wavelength, and (b) the amplitude of a wave is related to the energy of the wave.

HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling within various media. Recognize that electromagnetic waves can travel through empty space (without a medium) as compared to mechanical waves that require a medium.

HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.

Next Generation Science Standards: Science & Engineering Practices
● Ask questions that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information.
● Ask questions that arise from examining models or a theory, to clarify and/or seek additional information and relationships.
● Ask questions to determine relationships, including quantitative relationships, between independent and dependent variables.
● Evaluate a question to determine if it is testable and relevant.
● Ask and/or evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of the design

Common Core Math Standards (Inverse-square law)

CCSS.Math.Content.7.RP.A.2a ( Grade 7 ): Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.

CCSS.Math.Content.7.RP.A.2c ( Grade 7 ): Represent proportional relationships by equations.

Stars – Resources

Star formation by collapse of molecular clouds: Computer simulation

“ collapse and fragmentation of a molecular cloud presented in “The Formation of Stars and Brown Dwarfs and the Truncation of Protoplanetary Discs in a Star Cluster” by Matthew R. Bate,”

https://www.youtube.com/watch?v=YbdwTwB8jtc

How Stars Are Formed and Born, National Geographic

https://www.youtube.com/watch?v=80eMTnnLjhs

Birth of a Star | Out There | The New York Times

https://www.youtube.com/watch?v=Q7MG-LahuX4

NASA/JWST | Planetary formation (HD)

https://www.youtube.com/watch?v=CkrJq2j9yGM

The Life of a star, Dillon Gu

https://www.youtube.com/watch?v=DzMwg8S_OwM

Boardgame – “Stellar Journey : The Game”, by Other Worlds Educational Enterprises

Formation of Black Holes

Black Holes Explained – From Birth to Death

https://www.youtube.com/watch?v=e-P5IFTqB98

Stephen Hawking explains black holes in 90 seconds – BBC News

https://www.youtube.com/watch?v=gU6yHXJuowU

Sound of Two Black Holes Colliding

https://www.youtube.com/watch?v=9IdVyArDlZ4

Neil deGrasse Tyson Explains Wormholes and Black holes

https://www.youtube.com/watch?v=PtA7O3AOCPU

 

How quickly can we reduce CO2 emissions

This is from Staffan Qvist (@QvistStaffan)
co-author of A BRIGHT FUTURE (PublicAffairs Books 2019).

If the world built clean power as aggressively as Germany (normalized by the size of the economy), how quickly would the global electricity grid be “cleaned up”? Answer (see graph) is unfortunately not encouraging, even disregarding nuke phase-out.

Time to get rid of using fossil fuels if more alternative energy

m

Time to get rid of using fossil fuels if more alternative energy 2

m

 

Stars are powered by nuclear fusion

Stars are powered by nuclear fusion

Before reading this section, you will first need to know

  • Atoms are the smallest stable building blocks of matter in the universe

  • Atoms are not solid. They are made of protons, neutrons, and electrons.

  • All solids, liquids, gases and plasma in our universe are made of these particles.

  • All matter is attracted to other matter through gravity. If you have enough mass floating around in space, over time, large amounts of matter will be attracted together to form giant gas clouds – nebulas.

  • Nebulas themselves can contract, due to gravity. This leads to the development of stars

  • Generally speaking, all matter in our universe is conserved (conservation of matter)

  • Generally speaking, all energy in our universe is conserved (conservation of energy)

  • Here’s the wacky bit: scientists discovered fascinating and unexpected violations of those supposedly inviolable laws, but instead of that being magic, it pointed towards an even greater discovery: the law of conservation of matter and  energy.  This was discovered by Albert Einstein, and is known as mass–energy equivalence.

As such, first read our lesson on the discovery of nuclear physics and radioactivity.

At this point you now have the background for what comes next.

Inside a star, gravity pulls billions of tons of matter towards the center. Atoms are pushed very close together. So close that sometimes two atoms will fuse into one, heavier atom. The mass of this new atom is slightly less than the mass of the pieces that it was made of in the first place? Where the did missing go? It effectively becomes energy – which we see as photons, or as the heat/motion energy of other particles.

As an example, here we see deuterium fusing with tritium. The resulting product has less mass than the parts going in to the collision. That missing mass we see becomes 3.5 mega electron-volts of energy,

Here we some typical nuclear fusion reactions that go on inside yellow dwarf stars like our sun.

fusion-sun

Here is a step-by-step cascade showing how hydrogen atoms can fuse to create Helium, giving off gamma rays and neutrinos in the process.

Solar nucleosynthesis

In a different form we see the same process here.issue3_fusion1_large

(More text TBA)

 

Climate Change Could Make Clouds Disappear, Triggering Cataclysmic Warming

Article archive for my students

A World Without Clouds, Natalie Wolchover, Quanta Magazine,

A state-of-the-art supercomputer simulation indicates that a feedback loop between global warming and cloud loss can push Earth’s climate past a disastrous tipping point in as little as a century.

On a 1987 voyage to the Antarctic, the paleoceanographer James Kennett and his crew dropped anchor in the Weddell Sea, drilled into the seabed, and extracted a vertical cylinder of sediment. In an inch-thick layer of plankton fossils and other detritus buried more than 500 feet deep, they found a disturbing clue about the planet’s past that could spell disaster for the future.

Lower in the sediment core, fossils abounded from 60 plankton species. But in that thin cross-section from about 56 million years ago, the number of species dropped to 17. And the planktons’ oxygen and carbon isotope compositions had dramatically changed. Kennett and his student Lowell Stott deduced from the anomalous isotopes that carbon dioxide had flooded the air, causing the ocean to rapidly acidify and heat up, in a process similar to what we are seeing today.

While those 17 kinds of plankton were sinking through the warming waters and settling on the Antarctic seabed, a tapir-like creature died in what is now Wyoming, depositing a tooth in a bright-red layer of sedimentary rock coursing through the badlands of the Bighorn Basin. In 1992, the finder of the tooth fossil, Phil Gingerich, and collaborators Jim Zachos and Paul Koch reported the same isotope anomalies in its enamel that Kennett and Stott had presented in their ocean findings a year earlier. The prehistoric mammal had also been breathing CO2-flooded air.

More data points surfaced in China, then Europe, then all over. A picture emerged of a brief, cataclysmic hot spell 56 million years ago, now known as the Paleocene-Eocene Thermal Maximum (PETM). After heat-trapping carbon leaked into the sky from an unknown source, the planet, which was already several degrees Celsius hotter than it is today, gained an additional 6 degrees. The ocean turned jacuzzi-hot near the equator and experienced mass extinctions worldwide. On land, primitive monkeys, horses and other early mammals marched northward, following vegetation to higher latitudes. The mammals also miniaturized over generations, as leaves became less nutritious in the carbonaceous air. Violent storms ravaged the planet; the geologic record indicates flash floods and protracted droughts. As Kennett put it, “Earth was triggered, and all hell broke loose.”

The PETM doesn’t only provide a past example of CO2-driven climate change; scientists say it also points to an unknown factor that has an outsize influence on Earth’s climate. When the planet got hot, it got really hot. Ancient warming episodes like the PETM were always far more extreme than theoretical models of the climate suggest they should have been. Even after accounting for differences in geography, ocean currents and vegetation during these past episodes, paleoclimatologists find that something big appears to be missing from their models — an X-factor whose wild swings leave no trace in the fossil record.

Evidence is mounting in favor of the answer that experts have long suspected but have only recently been capable of exploring in detail. “It’s quite clear at this point that the answer is clouds,” said Matt Huber, a paleoclimate modeler at Purdue University.

Clouds currently cover about two-thirds of the planet at any moment. But computer simulations of clouds have begun to suggest that as the Earth warms, clouds become scarcer. With fewer white surfaces reflecting sunlight back to space, the Earth gets even warmer, leading to more cloud loss. This feedback loop causes warming to spiral out of control.

For decades, rough calculations have suggested that cloud loss could significantly impact climate, but this concern remained speculative until the last few years, when observations and simulations of clouds improved to the point where researchers could amass convincing evidence.

Now, new findings reported today in the journal Nature Geoscience make the case that the effects of cloud loss are dramatic enough to explain ancient warming episodes like the PETM — and to precipitate future disaster. Climate physicists at the California Institute of Technology performed a state-of-the-art simulation of stratocumulus clouds, the low-lying, blankety kind that have by far the largest cooling effect on the planet.

The simulation revealed a tipping point: a level of warming at which stratocumulus clouds break up altogether. The disappearance occurs when the concentration of CO2 in the simulated atmosphere reaches 1,200 parts per million — a level that fossil fuel burning could push us past in about a century, under “business-as-usual” emissions scenarios. In the simulation, when the tipping point is breached, Earth’s temperature soars 8 degrees Celsius, in addition to the 4 degrees of warming or more caused by the CO2 directly.

Once clouds go away, the simulated climate “goes over a cliff,” said Kerry Emanuel, a climate scientist at the Massachusetts Institute of Technology. A leading authority on atmospheric physics, Emanuel called the new findings “very plausible,” though, as he noted, scientists must now make an effort to independently replicate the work.

To imagine 12 degrees of warming, think of crocodiles swimming in the Arctic and of the scorched, mostly lifeless equatorial regions during the PETM. If carbon emissions aren’t curbed quickly enough and the tipping point is breached, “that would be truly devastating climate change,” said Caltech’s Tapio Schneider, who performed the new simulation with Colleen Kaul and Kyle Pressel.

Huber said the stratocumulus tipping point helps explain the volatility that’s evident in the paleoclimate record. He thinks it might be one of many unknown instabilities in Earth’s climate. “Schneider and co-authors have cracked open Pandora’s box of potential climate surprises,” he said, adding that, as the mechanisms behind vanishing clouds become clear, “all of a sudden this enormous sensitivity that is apparent from past climates isn’t something that’s just in the past. It becomes a vision of the future.”

The Cloud Question

Clouds come in diverse shapes — sky-filling stratus, popcorn-puff cumulus, wispy cirrus, anvil-shaped nimbus and hybrids thereof — and span many physical scales. Made of microscopic droplets, they measure miles across and, collectively, cover most of the Earth’s surface. By blocking sunlight from reaching the surface, clouds cool the planet by several crucial degrees. And yet, they are insubstantial, woven into greatness by complicated physics. If the planet’s patchy white veil of clouds descended to the ground, it would make a watery sheen no thicker than a hair.

Clouds seem simple at first: They form when warm, humid air rises and cools. The water vapor in the air condenses around dust grains, sea salt or other particles, forming droplets of liquid water or ice — “cloud droplets.” But the picture grows increasingly complicated as heat, evaporation, turbulence, radiation, wind, geography and myriad other factors come into play.

Physicists have struggled since the 1960s to understand how global warming will affect the many different kinds of clouds, and how that will influence global warming in turn. For decades, clouds have been seen as by far the biggest source of uncertainty over how severe global warming will be — other than what society will do to reduce carbon emissions.

Kate Marvel contemplates the cloud question at the NASA Goddard Institute for Space Studies in New York City. Last spring, in her office several floors above Tom’s Restaurant on the Upper West Side, Marvel, wearing a cloud-patterned scarf, pointed to a plot showing the range of predictions made by different global climate models. The 30 or so models, run by climate research centers around the world, program in all the known factors to predict how much Earth’s temperature will increase as the CO2 level ticks up.

Each climate model solves a set of equations on a spherical grid representing Earth’s atmosphere. A supercomputer is used to evolve the grid of solutions forward in time, indicating how air and heat flow through each of the grid cells and circulate around the planet.

By adding carbon dioxide and other heat-trapping greenhouse gases to the simulated atmosphere and seeing what happens, scientists can predict Earth’s climate response. All the climate models include Earth’s ocean and wind currents and incorporate most of the important climate feedback loops, like the melting of the polar ice caps and the rise in humidity, which both exacerbate global warming. The models agree about most factors but differ greatly in how they try to represent clouds.

The least sensitive climate models, which predict the mildest reaction to increasing CO2, find that Earth will warm 2 degrees Celsius if the atmospheric CO2 concentration doubles relative to preindustrial times, which is currently on track to happen by about 2050. (The CO2concentration was 280 parts per million before fossil fuel burning began, and it’s above 410 ppm now.

So far, the average global temperature has risen 1 degree Celsius.) But the 2-degree prediction is the best-case scenario. “The thing that really freaks people out is this upper end here,” Marvel said, indicating projections of 4 or 5 degrees of warming in response to the doubling of CO2. “To put that in context, the difference between now and the last ice age was 4.5 degrees.”

The huge range in the models’ predictions chiefly comes down towhether they see clouds blocking more or less sunlight in the future. As Marvel put it, “You can fairly confidently say that the model spread in climate sensitivity is basically just a model spread in what clouds are going to do.”

Climate Change clouds feedback

Image from Lucy Reading-Ikkanda/Quanta Magazine

The problem is that, in computer simulations of the global climate, today’s supercomputers cannot resolve grid cells that are smaller than about 100 kilometers by 100 kilometers in area. But clouds are often no more than a few kilometers across. Physicists therefore have to simplify or “parameterize” clouds in their global models, assigning an overall level of cloudiness to each grid cell based on other properties, like temperature and humidity.

But clouds involve the interplay of so many mechanisms that it’s not obvious how best to parameterize them. The warming of the Earth and sky strengthens some mechanisms involved in cloud formation, while also fueling other forces that break clouds up. Global climate models that predict 2 degrees of warming in response to doubling CO2generally also see little or no change in cloudiness. Models that project a rise of 4 or more degrees forecast fewer clouds in the coming decades.

The climatologist Michael Mann, director of the Earth System Science Center at Pennsylvania State University, said that even 2 degrees of warming will cause “considerable loss of life and suffering.” He said it will kill coral reefs whose fish feed millions, while also elevating the risk of damaging floods, wildfires, droughts, heat waves, and hurricanes and causing “several feet of sea-level rise and threats to the world’s low-lying island nations and coastal cities.”

At the 4-degree end of the range, we would see not only “the destruction of the world’s coral reefs, massive loss of animal species, and catastrophic extreme weather events,” Mann said, but also “meters of sea-level rise that would challenge our capacity for adaptation. It would mean the end of human civilization in its current form.”

It is difficult to imagine what might happen if, a century or more from now, stratocumulus clouds were to suddenly disappear altogether, initiating something like an 8-degree jump on top of the warming that will already have occurred. “I hope we’ll never get there,” Tapio Schneider said in his Pasadena office last year.

The Simulated Sky

In the last decade, advances in supercomputing power and new observations of actual clouds have attracted dozens of researchers like Schneider to the problem of global warming’s X-factor. Researchers are now able to model cloud dynamics at high resolution, generating patches of simulated clouds that closely match real ones. This has allowed them to see what happens when they crank up the CO2.

First, physicists came to grips with high clouds — the icy, wispy ones like cirrus clouds that are miles high. By 2010, work by Mark Zelinka of Lawrence Livermore National Laboratory and others convincingly showed that as Earth warms, high clouds will move higher in the sky and also shift toward higher latitudes, where they won’t block as much direct sunlight as they do nearer the equator. This is expected to slightly exacerbate warming, and all global climate models have integrated this effect.

But vastly more important and more challenging than high clouds are the low, thick, turbulent ones — especially the stratocumulus variety. Bright-white sheets of stratocumulus cover a quarter of the ocean, reflecting 30 to 70 percent of the sunlight that would otherwise be absorbed by the dark waves below. Simulating stratocumulus clouds requires immense computing power because they contain turbulent eddies of all sizes.

Chris Bretherton, an atmospheric scientist and mathematician at the University of Washington, performed some of the first simulations of these clouds combined with idealized climate models in 2013 and 2014. He and his collaborators modeled a small patch of stratocumulus and found that as the sea surface below it warmed under the influence of CO2, the cloud became thinner. That work and other findings — such as NASA satellite data indicating that warmer years are less cloudy than colder years — began to suggest that the least sensitive global climate models, the ones predicting little change in cloud cover and only 2 degrees of warming, probably aren’t right.

Bretherton, whom Schneider calls “the smartest person we have in this area,” doesn’t only develop some of the best simulations of stratocumulus clouds; he and his team also fly through the actual clouds, dangling instruments from airplane wings to measure atmospheric conditions and bounce lasers off of cloud droplets.

In the Socrates mission last winter, Bretherton hopped on a government research plane and flew through stratocumulus clouds over the Southern Ocean between Tasmania and Antarctica. Global climate models tend to greatly underestimate the cloudiness of this region, and this makes the models relatively insensitive to possible changes in cloudiness.

Bretherton and his team set out to investigate why Southern Ocean clouds are so abundant. Their data indicate that the clouds consist primarily of supercooled water droplets rather than ice particles, as climate modelers had long assumed. Liquid-water droplets stick around longer than ice droplets (which are bigger and more likely to fall as rain), and this seems to be why the region is cloudier than global climate models predict. Adjusting the models to reflect the findings will make them more sensitive to cloud loss in this region as the planet heats up. This is one of several lines of evidence, Bretherton said, “that would favor the range of predictions that’s 3 to 5 degrees, not the 2- to 3-degree range.”

Schneider’s new simulation with Kaul and Pressel improved on Bretherton’s earlier work primarily by connecting what happens in a small patch of stratocumulus cloud to a simple model of the rest of Earth’s climate. This allowed them to investigate for the first time how these clouds not only respond to, but also affect, the global temperature, in a potential feedback loop.

Their simulation, which ran for 2 million core-hours on supercomputers in Switzerland and California, modeled a roughly 5-by-5-kilometer patch of stratocumulus cloud much like the clouds off the California coast. As the CO2 level ratchets up in the simulated sky and the sea surface heats up, the dynamics of the cloud evolve. The researchers found that the tipping point occurs, and stratocumulus clouds suddenly disappear, because of two dominant factors that work against their formation. First, when higher CO2 levels make Earth’s surface and sky hotter, the extra heat drives stronger turbulence inside the clouds. The turbulence mixes moist air near the top of the cloud, pushing it up and out through an important boundary layer that caps stratocumulus clouds, while drawing dry air in from above. Entrainment, as this is called, works to break up the cloud.

Secondly, as the greenhouse effect makes the upper atmosphere warmer and thus more humid, the cooling of the tops of stratocumulus clouds from above becomes less efficient. This cooling is essential, because it causes globs of cold, moist air at the top of the cloud to sink, making room for warm, moist air near Earth’s surface to rise into the cloud and become it. When cooling gets less effective, stratocumulus clouds grow thin.

Countervailing forces and effects eventually get overpowered; when the CO2 level reaches about 1,200 parts per million in the simulation — which could happen in 100 to 150 years, if emissions aren’t curbed — more entrainment and less cooling conspire to break up the stratocumulus cloud altogether.

To see how the loss of clouds would affect the global temperature, Schneider and colleagues inverted the approach of global climate models, simulating their cloud patch at high resolution and parameterizing the rest of the world outside that box. They found that, when the stratocumulus clouds disappeared in the simulation, the enormous amount of extra heat absorbed into the ocean increased its temperature and rate of evaporation.

Water vapor has a greenhouse effect much like CO2, so more water vapor in the sky means that more heat will be trapped at the planet’s surface. Extrapolated to the entire globe, the loss of low clouds and rise in water vapor leads to runaway warming — the dreaded 8-degree jump. After the climate has made this transition and water vapor saturates the air, ratcheting down the CO2 won’t bring the clouds back.

“There’s hysteresis,” Schneider said, where the state of the system depends on its history. “You need to reduce CO2 to concentrations around present day, even slightly below, before you form stratocumulus clouds again.”

Paleoclimatologists said this hysteresis might explain other puzzles about the paleoclimate record. During the Pliocene, 3 million years ago, the atmospheric CO2 level was 400 ppm, similar to today, but Earth was 4 degrees hotter. This might be because we were cooling down from a much warmer, perhaps largely cloudless period, and stratocumulus clouds hadn’t yet come back.

Past, Present and Future

Schneider emphasized an important caveat to the study, which will need to be addressed by future work: The simplified climate model he and his colleagues created assumed that global wind currents would stay as they are now. However, there is some evidence that these circulations might weaken in a way that would make stratocumulus clouds more robust, raising the threshold for their disappearance from 1,200 ppm to some higher level. Other changes could do the opposite, or the tipping point could vary by region.

To better “capture the heterogeneity” of the global system, Schneider said, researchers will need to use many simulations of cloud patches to calibrate a global climate model. “What I would love to do, and what I hope we’ll get a chance to do, is embed many, many of these [high-resolution] simulations in a global climate model, maybe tens of thousands, and then run a global climate simulation that interacts with” all of them, he said. Such a setup would enable a more precise prediction of the stratocumulus tipping point or points.

There’s a long way to go before we reach 1,200 parts per million, or thereabouts. Ultimate disaster can be averted if net carbon emissions can be reduced to zero — which doesn’t mean humans can’t release any carbon into the sky. We currently pump out 10 billion tons of it each year, and scientists estimate that Earth can absorb about 2 billion tons of it a year, in addition to what’s naturally emitted and absorbed. If fossil fuel emissions can be reduced to 2 billion tons annually through the expansion of solar, wind, nuclear and geothermal energy, changes in the agricultural sector, and the use of carbon-capture technology, anthropogenic global warming will slow to a halt.

What does Schneider think the future will bring? Sitting in his office with his laptop screen open to a mesmerizing simulation of roiling clouds, he said, “I am pretty — fairly — optimistic, simply because I think solar power has gotten so much cheaper. It’s not that far away from the cost curve for producing electricity from solar power crossing the fossil fuel cost curve. And once it crosses, there will be an exponential transformation of entire industries.”

Kerry Emanuel, the MIT climate scientist, noted that possible economic collapse caused by nearer-term effects of climate change might also curtail carbon emissions before the stratocumulus tipping point is reached.

But other unforeseen changes and climate tipping points could accelerate us toward the cliff. “I’m worried,” said Kennett, the pioneering paleoceanographer who discovered the PETM and unearthed evidence of many other tumultuous periods in Earth’s history. “Are you kidding? As far as I’m concerned, global warming is the major issue of our time.”

During the PETM, mammals, newly ascendant after the dinosaurs’ downfall, actually thrived. Their northward march led them to land bridges that allowed them to fan out across the globe, filling ecological niches and spreading south again as the planet reabsorbed the excess CO2 in the sky and cooled over 200,000 years. However, their story is hardly one we can hope to emulate. One difference, scientists say, is that Earth was much warmer then to begin with, so there were no ice caps to melt and accelerate the warming and sea-level rise.

“The other big difference,” said the climatologist Gavin Schmidt, director of the Goddard Institute, “is, we’re here, and we’re adapted to the climate we have. We built our cities all the way around the coasts; we’ve built our agricultural systems expecting the rain to be where it is and the dry areas to be where they are.” And national borders are where they are. “We’re not prepared for those things to shift,” he said.

https://www.quantamagazine.org/cloud-loss-could-add-8-degrees-to-global-warming-20190225/

This website is educational. Materials within it are being used in accord with the Fair Use doctrine, as defined by United States law.
§107. Limitations on Exclusive Rights: Fair Use. Notwithstanding the provisions of section 106, the fair use of a copyrighted work, including such use by reproduction in copies or phone records or by any other means specified by that section, for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement of copyright. In determining whether the use made of a work in any particular case is a fair use, the factors to be considered shall include: the purpose and character of the use, including whether such use is of a commercial nature or is for nonprofit educational purposes; the nature of the copyrighted work; the amount and substantiality of the portion used in relation to the copyrighted work as a whole; and the effect of the use upon the potential market for or value of the copyrighted work. (added pub. l 94-553, Title I, 101, Oct 19, 1976, 90 Stat 2546)

 

Learning Standards masterlist

curriculum standards wordle

Interdisciplinary

Common Core Literacy in History/Social Studies, Science, & Technical Subjects

Physics

2016 Massachusetts Science and Technology/Engineering Curriculum Framework

College Board Standards for College Success: Science

2006 Massachusetts Science and Technology/Engineering Curriculum Framework

Benchmarks for Science Literacy, AAAS

Biology and health

Next Generation Science Standards

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

SAT Biology Subject Area Test

Massachusetts Comprehensive Health Curriculum Framework

Chemistry

Next Generation Science Standards

Earth Science

Next Generation Science Standards

Ocean Literacy The Essential Principles and Fundamental Concepts of Ocean Sciences: March 2013

Ocean Literacy Network. The Centers for Ocean Sciences Education Excellence (COSEE) and Lawrence Hall of Science, University of California, Berkeley

Astronomy

Next Generation Science Standards

Mathematics

Common Core Mathematics Standards

Coding/Computers

Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework

CSTA K–12 Computer Science Standards

AP Computer Science Principles

History/Social Studies

National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment (2010 revision)

College, Career, and Civic Life (C3) Framework for Social Studies State Standards

Common Core Literacy in History/Social Studies,

Massachusetts 2018 History and Social Science Framework

2017 Standards for Classical Language Learning

English

ELA Common Core State Standards for English Language Arts & Literacy

The World-Readiness Standards for Learning Languages. – Define the central role of world languages in the learning career of every student. The five goal areas establish a link between communication and culture.

American Council on the Teaching of Foreign Languages Standards

Art

AP Art History Curriculum Framework

Music

Massachusetts Arts Curriculum Framework

Massachusetts

Overlapping standards on MCAS exams

Below are lists of the “overlapping standards from the 2001/06 and 2016 STE standards that will be assessed on the June 2019 MCAS High School Biology and Introductory Physics tests. The June 2019 Biology and Introductory Physics tests will consist of questions that align to both sets of standards. The focus of the test questions will be on the overlapping content and skills between the two sets of standards.

Bioethics

Exploring Bioethics, NIH

ethics-morality

image from commons.wikimedia.org

Topics to discuss: ethics, values, morality, empathy.

Getting Started
Technical information regarding the use of this Web site
Teacher's Guide Teacher’s Guide
Lesson plans and implementation support
About NIH and the Department of Bioethics About NIH & the Department of Bioethics
Information on the National Institutes of Health and Department of Bioethics
About EDC About EDC
Information on the Education Development Center, Inc.

https://science.education.nih.gov/supplements/webversions/bioethics/default.html

Also

Bioethics from NWABR

Learning Standards: Eurogames/Designer Games

..

Eurogames Using games to teach science Pandemic Tesla Evolution
Common Core ELA Literacy

CCSS.ELA-LITERACY.SL.9-10.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Bloom’s Taxonomy

Bloom’s taxonomy Skills
Evaluation Logical argument, assessment, prediction
Synthesis Arrangement, Collection, Manage, Planning
Analysis Appraising, calculating
Comprehension Classify, explaining, locating, recognizing, selecting
Knowledge Memorizing, defining, listing

From Mayer, Brian, and Christopher Harris. “TABLE 2.1.” Libraries Got Game: Aligned Learning through Modern Board Games. Chicago: American Library Association, 2010. 17. Print.

AASL (American Association of School Librarians) Standards Frameworks for Learners

Inquire/Share: exchange learning products with others in a cycle that includes:

  1. Interacting with content presented by others.
  2. Providing constructive feedback.
  3. Acting on feedback to improve.

Board Games: A direct alignment of modern board games with the new AASL Standards for the 21st century learner
(School Library System of Genesee Valley BOCES)

1.1.2 Use prior and background knowledge as context for new learning.

Most games utilize some form of a theme, using it to develop a setting or back story that provides some context for the gaming experience. By students already having knowledge of elements utilized within the game they are able to bring information with them to the table. That information provides a starting point from which they can engage in the inquiry process; building and strengthening new knowledge along the way

1.1.6 Read, view, and listen for information presented in any format in order to make inferences and gather meaning.

Students actively participate in the gaming experience, taking in information that can manifest itself in a variety of formats within a game. Rather than evaluating these sources in isolation, games require students to construct meaning through obvious and inferred informational sources and then synthesize a strategy for action based on the combined effect of all learned factors.

1.1.9 Collaborate with others to broaden and deepen understanding

Games naturally elicit social interaction and so, can provide a comfortable platform for students to engage in collaboration. With individuals discussing and working in teams, students have the opportunity to deepen their understanding of not only the content and skills involved with the activity, but of each other as well.

1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources or strategies when necessary to achieve success.

Because board and card games are an interactive activity, actions are not always predictable and the decisions needed are rarely the same with repeated plays. As a result, situations can and will change as a game progresses, requiring students to be flexible in the approaches and actions they take as they work towards achieving goals within the game.

1.26 Display emotional resilience by persisting in information searching despite challenges.

Games offer positive experiences which can teach persistence and help students to learn that it is alright to fail. They walk away knowing that they can learn from their mistakes and still grow as learners. This is a hard lesson to impart in an environment where so much matters, but games succeed by providing an opportunity where students can fail and still continue on to succeed within a single learning experience

1.3.4 Contribute to the exchange of ideas within the learning community.

Students can participate in the game experience by offering advice and leadership during cooperative play or giving feedback and suggestions after decisions are made while engaged in competitive activities. Student contributions can also take place away from the table as they discuss strategies as they relate to the game.

1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.

Games often have a learning curve that builds towards proficiency. Initial plays are explorations in the system, becoming familiar with the theme and mechanics of the game. However, students have the potential to excel within a game through a continual process of self-monitoring and adaptation of how they are utilizing information during their experience.

1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.

By participating within learning communities, students have the opportunity to develop their inquiry skills through feedback and interaction with their teachers and peers. With guided game play, teachers can utilize selected gaming resources to introduce new skills or reinforce specific ones that need attention. Students can also serve as peer mentors, initiating other students who are unfamiliar with a game and providing advice on how to interpret and interact with information throughout the gaming experience.

2..2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions can not be drawn.

The game experience itself also demands flexibility in where information is gathered and how it is utilized. Potential sources of information include other players, the game itself, past play experiences, and suggested strategies for play. How much each source factors into the player’s decisions varies with each game. Additionally, factor in that many games offer a variety of paths to victory and you now have a very fluid learning environment.

2.3.1 Connect understanding to the real world.

Games can then be used as springboards for conversations surrounding important topics of the day. If the game is well designed, the students will not simply be learning about these topics but will experience and interact with them.

3.1.2 Participate and collaborate as members of a social and intellectual network of learners.

Whether in the classroom or online, games facilitate the sharing of concepts and strategies through collaboration amongst players and an active reflection on personal performance. These moments of interaction and collaboration are not confined to sporadic moments of socialization, but instead transpire throughout the course of the game.

3.2.3 Demonstrate teamwork by working productively with others.

Cooperative games are a specific subset of gaming that uses teamwork as the primary driving factor for game play. Most cooperative games pit the students against the game, allowing little room for mistakes. Without communication and that unless they truly work together they will never be able to achieve success.

3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future.

Effective games, inspire students to mentally revisit the events of their gaming experience, asking themselves key questions such as: “How did I do?” and “How can I be more effective the next time I play?” These questions provide guiding answers that help students grow as learners. Organizing the results for reflection, students are able to develop a direction for improvement in future games.

4.1.7 Use social networks and information tools to gather and share information.

User driven resources like Board Game Geek (http://www.boardgamegeek.com), provide students an outlet to post and read information about the games they enjoy. Additionally, they have the ability to provide feedback and share their opinions through reviews, ratings and tags. These resources can serve as a research base for the student’s interests, allowing them the opportunity to begin the inquiry process before they sit down and start playing a game. Students can research the best strategies or look for clarification on a poorly translated rule set. The exchange of information can continue after game play as students discuss and share their experiences with their peers.

http://www.gvlibraries.org/sites/default/gc/aaslalignment.pdf

Particle Physics lesson

particles colliding LHC

Your job: Produce a document, with pictures, putting together what you have learned today. Ways that you can do this:

* Handwrite

* Create a PowerPoint presentation

* Google Docs (typing or voice-to-text)

* Create a poster – pencils, colored pencils, pens, markers.

Intro

Inside atoms we have protons, neutrons and electrons. Now we learn that protons and neutrons are not “solid”. They are built from smaller subatomic particles!

The particle zoo

http://hetdex.org/dark_energy/particle_zoo.html

Animation: Atoms to Quarks

https://www.learner.org/courses/physics/visual/vis_bytype.html?type=animation

Videos: Out Of Sight – Building From Quarks To Atoms to Molecules

https://www.youtube.com/watch?v=H8ZMmZ_2BnI

CERN: Two protons collide and create new particles

https://home.cern/resources/video/physics/atlas-physics-process-animations

CK-12 Chemistry Fundamental Particles

https://www.ck12.org/chemistry/fundamental-particles-in-chemistry/lesson/Fundamental-Particles-MS-PS/

At the end of this website launch and explore the “CK-12 Interactive”

 

Advanced topics

Quarks are particles within protons and neutrons.

How do point particles create atoms with size?