April 10

The Difference Between Google and You
By Dennis Bauer www.dennisbauer.com

Stand with me in front of the high school seniors’ math class. I’m a substitute that day, trying to remember the basics of geometry and algebra learned many years before. The assignment from their regular teacher involves polynomial equations. You notice a boy in a blue shirt come to the front of a class and hear him say, “Mr. Bauer, what’s a polynomial?”

Now …YOU would know. But I was a substitute teacher covering everything from kindergarten to PE to high school English, science and …math.

So I did what I do best. I asked the boy to turn to the glossary in the back of the math book! Then, to the index that pointed him to the appropriate pages in the book. Problem solved, and the boy was happy.

If he’d had his laptop in class he might have Googled “polynomials” and found the definition. But I provided him something even better than a definition. I provided guidance.

Google does not guide you. Teachers do.

You know that Teaching is not just opening the lid on top of a student’s head and pouring in information. Teaching at its best guides a student to learn, to change and to grow.

You are not a bus boy pouring water into a glass, you are a farmer planting seeds in the fertile lives of students, seeds which will grow and change, beautify and make useful the landscape into which you plant. You till tough ground, you fertilize for better, healthier growth, you weed so the seeds don’t get choked by irrelevant, damaging intrusions, you chase away birds and predators to protect the fruit of your labor. Finally, you see the multiplication of your work as it enhances the world. You can’t Google that.

Google is great for definitions and information. It’s an information depot. You can find out about the seeds to buy, where and when to plant, and marketing plans for selling the produce. But it’s all just information …facts.

You, the teacher, are great for guiding, for growing and for going beyond yourself. You, the teacher, are the influencer and pointer, the personal, human element that a takes a boy’s question about polynomials beyond his laptop and Google. Google has its value but it cannot guide him. But YOU can.

Walk tall. Keep going and do not give up. The seeds of our future are in your hands. That’s why I’m investing in you. You are more valuable than Google.

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Beyond the Catch-All Rhetoric: Making Sense of Clean/Dirty ‘Clean Coal’
By By Christine Woodside, The Yale Forum on Climate Change and the Media

The effort to decarbonize the atmosphere in coming decades basically comes down to two grim challenges: drastically reduce carbon emissions, or drastically reduce energy consumption.

Given that the world’s population is expected to increase by a few billion more people by 2050, the energy consumption piece is a bit of a wild card. So experts and policymakers are getting serious about “clean coal,” a catch-all phrase dear to the hearts of industry public relations officials and a term meaning so many things, and different things, to different people. In addition, it’s a concept that exists only in a few places.

Coal is inherently dirty, both to mine and after it’s burned. But it’s also abundant and, so long as economic externalities are not considered, it can be economical. Furthermore, coal currently provides half of the electricity in the United States, where the industry and its work force have substantial political clout.

The following outlines basics of “clean coal” technologies and identifies resources for more information on a subject certain to be at the heart of energy and climate change policy considerations for decades to come.

What the technology does

Carbon capture and storage
(aka carbon capture and sequestration or CSS)

Prevents carbon dioxide from leaving the stack and transfers it to underground vaults or to ocean disposal. Ways to capture CO₂ are either “pre-combustion” or “post-combustion.”

One method pipes the carbon dioxide to underground oil wells, where the pressure allows more of the oil to be extracted than otherwise. Another sends the CO₂ to an aquifer or underground to be turned into methane, which can then be returned to the plant to burn.

Coal washing

In practice for many decades, it removes impurities like excess ash and sulfur before burning by crushing coal, screening it, and, sometimes, submerging it in liquid.

Coal gasification

Using steam, pressurized air or oxygen, forces coal’s carbon molecules apart, resulting in a synthetic gas that can be burned in a turbine.

Wet scrubbers, or flue gas desulfurization systems

Came into wide use after the 1990 Amendments to the Clean Air Act. Removes sulfur dioxide from gas after coal burns by spraying water and lime before the emissions leave the stack.

Environmental impacts

Carbon capture and storage
(aka carbon capture and sequestration or CSS)

Long-term impacts, such as leakage of CO₂ out of rock, are still not known.

Coal washing

After cleaning, coal emits less sulfur when burned. But to provide the same amount of energy as with unwashed coal, a plant must start out with more coal to begin with. Coal washing sends residues into holding ponds and waterways.

Coal gasification

Extremely energy intensive process to force the molecules apart.

Wet scrubbers, or flue gas desulfurization systems

Greatly reduces sulfur and nitrogen oxides ( “SOx and NOx” ). Obviously, much better for the air than stacks without them. Does not capture carbon dioxide, but the industry includes the technologies that “scrub” SOx and NOx in its definition of clean coal and does not consider CO₂, since no national regulations yet apply to it.

Example of current research

Carbon capture and storage

The DOE’s National Energy Technology Laboratory researchers Dr. Todd Gardner and Dr. Victor Abdelsayed are studying a low-energy way to convert CO₂ into useful energy using catalytic converters. They were scheduled to speak at the American Chemical Society National Meeting March 21-25, 2010, in San Francisco. See also “Economic impacts,” below.

Coal gasification

Research is focusing on how to use many fuels, from biomass to trash to coal, in gasification. DOE is also studying ash content and temperatures.

Wet scrubbers, or flue gas desulfurization systems

Scientists are trying to find a way to remove more elemental mercury.

Where it’s in use in the U.S.

Carbon capture and storage

Demonstration project at the Pleasant Prairie Power Plant in Wisconsin captures about 1.5 percent of that plant’s CO₂.

Systems that send CO₂ underground to improve oil well yields are in use in Texas.

CCS is planned for the FutureGen project in Illinois - see coal gasification.

The federal American Recovery and Reinvestment Act, the economic stimulus legislation, has awarded $22 million for several new projects in Louisiana, Mississippi, and elsewhere.

Coal washing

Coal preparation plants crush and screen coal all over the country. Washing of coal is more common in the eastern United States.

Coal gasification

Planned for the federal government’s recently revived FutureGen project in Mattoon, Illinois (which would also be the first U.S. plant capturing and storing all of its CO₂.)

Wet scrubbers, or flue gas desulfurization systems

Since the 1990 Clean Air Act Amendments, plants and industrial complexes have been required to phase in wet scrubbers.

Other countries

Carbon capture and storage

Statoil’s Sleipner Project in the North Sea captures CO₂ that is separated from the project’s natural gas production stream and injects it back into the permeable rock beneath the seabed.

Coal washing

India practices coal-washing but has struggled to improve methods. China now uses coal washing for about 15-20 percent of its coal. Poland is starting to use the technique to clean its relatively low-quality coal.

Coal gasification

In use in Europe, Japan, and Australia. China is experimenting with an underground gasification demonstration project.

Wet scrubbers, or flue gas desulfurization systems

Scrubbers are in wide use in many industrialized countries.

Economic impacts (costs and benefits)

Carbon capture and storage

The technology is well understood but not in wide use. It’s still more expensive to send CO₂ underground than it is to buy emissions permits on the emerging emissions trading market, says Daniel P. Schrag, a Harvard professor studying CCS efficiency. Schrag and three colleagues at Harvard and MIT estimate that a power plant loses between 11 and 40 percent of its energy to the effort of capturing and moving the CO₂ - with 29 percent a realistic goal, given challenges of capturing and storing CO₂.

Coal gasification

Commercial gasification plants run at about 40 percent efficiency now, or roughly comparable to conventional coal boilers, but the Department of Energy thinks gasification could reach 60 percent efficiency in the future. That would, it says, cut CO₂ emissions by 40 percent.

Wet scrubbers, or flue gas desulfurization systems

Scrubbers represent the difference between doing business and having to cease operations, as most plants grandfathered out of the regulations in the U.S. are nearing the end of their useful life, and they must either upgrade or rebuild.

Remaining hurdles

Carbon capture and storage

Virtually nothing is funded or built yet. In order to make progress in reducing emissions, the experts say that many projects must get started soon. Half of the United States’ electricity comes from coal. Cutting the cost is the key to using CCS. A major consideration, coal researchers believe, will be whether nuclear power takes off again in the face of high costs and continued political opposition in some quarters.

Coal washing

Current techniques to clean coal before burning do not remove enough sulfur to comply with most environmental regulations.

Coal gasification

Finding a way to cut the cost of gasification. Most commercial gasifiers cannot effectively use more than one type of fuel, or feedstock, at this point.

Wet scrubbers, or flue gas desulfurization systems

N/A

Major milestones

Carbon capture and storage

Citizens are still skeptical of the need for such a major change in technology, the U.S. Department of Energy reported in a January best-practices manual.

For further information

Carbon capture and storage

Carbon sequestration atlas, http://www.netl.doe.gov/technologies/carbon_seq/refshelf/atlas/.

World Energy Council is a U.K.-based nonprofit promoting new energy technologies. Some helpful background:

U.S. Department of Energy on January 13 released a best-practices manual on carbon capture and storage projects. (See http://www.netl.doe.gov/publications/press/2010/10002-DOE_Publishes_Best_Practices_Manua.html)

The CCSReg Project website includes slides and background on CCS technology, http://www.ccsreg.org/working_papers.html

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NASA gets billions to study Earth
By Katherine Butler, Mother Nature Network

Space Shuttle Discovery launched again on Monday, one of the last times it will go into orbit. In the future, NASA may be spending more time on Earth. NPR reports that the Obama administration has given NASA $2.4 billion over the next five years to help strengthen its satellites. Marking a 60 percent increase from the previous budget, the goal is to help NASA build its earth sciences program to determine just how the planet is reacting to threats like climate change.

NASA’s Earth Sciences Division has been severely underfunded for the past two decades. Satellites were allowed to fall into disrepair. Consequently, little was done to record ocean temperatures, polar ice, coastal wetlands, and other important signs for the planet’s health.

Much of the money will be spent trying to determine how fast the Earth’s climate is changing. Scientists will look at the rates in which carbon dioxide is added to the atmosphere. Despite their efforts, scientists still don’t know what happens to carbon dioxide once it gets into the atmosphere or how is it being exchanged between ocean and land. Michael Freilich is the director of NASA's Earth Science Division. As he told NPR, "In order to figure out where [carbon dioxide] is going, how it is being exchanged between the atmosphere and the ocean, and the atmosphere and the land, you have to make a whole variety of measurements."

This new cash infusion to the Earth Sciences Division will help answer these questions. What’s more, scientists will look at how fast the Earth’s ice is melting, as well as measurements of the Earth’s groundwater. (At present, the Earth’s groundwater is being depleted faster than it is being replaced.) NASA will be able to follow up on detailed measurements of the Earth’s gravitational pull, taken by the GRACE satellites since 2002.

The budget still needs approval from Congress, but it seems that most lawmakers are on board with the changes.

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NOAA: U.S. Winter and February Cooler Than Average

NOAA’s State of the Climate report for the winter season (December through February) and the month of February, state that temperatures were below normal for the contiguous United States. The winter season was wetter than normal; however precipitation in February alone was slightly below average.

Based on data going back to 1895, the monthly analyses, prepared by scientists at NOAA’s National Climatic Data Center in Asheville, N.C., are part of the climate services that NOAA provides to businesses, communities and governments so they may make informed decisions to safeguard their social and economic well-being.

U.S. Temperature Highlights

	For the winter season, 63 percent of the country experienced below normal temperatures. In contrast to this national trend, Maine experienced the third warmest winter.
	February’s average temperature was 32.4 degrees F, which is 2.2 degrees below the long-term average.
	Cold air in the wake of several reinforcing Arctic air masses dominated much of the United States during February, creating temperatures that were much-below average in the Deep South and below average in the Plains and mid-Atlantic states. Both the South and Southeast climate regions experienced their seventh coldest February on record. Meanwhile, warmer-than-average temperatures dominated the Northwest and Northeast climate regions.
	Florida had its fourth coldest February, Louisiana its fifth coldest, and Alabama, Georgia and Texas each had their sixth coldest. It was the seventh coldest February in Arkansas, while both Mississippi and South Carolina experienced their eighth coldest.

U.S. Precipitation Highlights

	Precipitation for the winter season was above average while it averaged slightly below the long term mean for the month of February.
	The season-long wet spell was notable for the Southeast, as Alabama, Florida, Georgia, and North Carolina each had their eighth wettest winter. Precipitation was also much above normal for South Dakota, Virginia, New Jersey and Maryland. Wyoming and Idaho experienced their eighth and ninth driest winters, respectively.
	Regionally, the active weather pattern in the South, Southwest, and Northeast created above normal precipitation for the month. The Northwest, West North Central, East North Central, and Central climate regions each had below-normal February precipitation. On the state level, New Mexico experienced its seventh wettest February on record. Conversely, Idaho had its seventh driest, and Wyoming its eighth driest.

Other Highlights

Major snowstorms on Feb. 4-7 and Feb. 9-11 plagued the Atlantic states. These storms ranked as Category Three (major) and Two (significant) storms respectively on the Northeast Snow Impacts Scale (NESIS). Combined and treated as one storm, they would become only the third Category Five (extreme) storm (the most extreme category) of the NESIS record.

A third storm, also ranking as a Category Three on the NESIS scale, occurred across southern New England on Feb. 23-28. February 2010 is the first month during the NESIS period of record, since 1956, to place three storms of Category Two or greater.

Several seasonal snowfall records were set: (previous record)

	Baltimore: 79.9 inches (62.5 inches, 1995-96)
	Washington (Dulles): 72.8 inches (61.9 inches, 1995-96)
	Washington (National): 55.9 inches (54.4 inches, 1898-1899)
	Wilmington, Del.: 66.7 inches (55.9 inches, 1995-96)
	Philadelphia: 71.6 inches (65.5 inches, 1995-96)
	Atlantic City, N.J.: 49.9 inches (46.9 inches, 1966-67)
	In several eastern cities, February was the snowiest month on record: (previous record)
	Washington (Dulles): 46.1 inches (34.9 inches, February 2003)
	Central Park, N.Y.: 36.9 inches (30.5 inches, March 1896)
	Pittsburgh: 48.7 inches (40.2 inches, January 1978)

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Be an Encourager
By Jon Gordon for Guide Posts

With so many people in the world telling us we can't succeed, we need to hear people telling us we can.

I remember my high school English teacher telling me not to apply to Cornell University because they wouldn't accept me and even if they did I wouldn't be able to do the work. (It's funny that I'm a writer now).

I almost didn't apply but a few days later I saw Ivan Foldfarb, a former teacher, in the hallway and asked him about Cornell. He said, "If you get in, then you go. You can do it." His words made all the difference. I applied, was accepted and majored in Lacrosse.

Too often we think it's our role to inject a dose of "reality" into someone's life. We think it's our job to protect people from the pain of failure and defeat. We think we must point out how bad the economy is and how horrible the job market is and how the sky is falling. We think that dreams were meant for others.

I say there are enough pessimists and "realists" in the world. The world doesn't need more negativity and impossible thinkers. The world needs more optimists, encouragers, and inspirers.

The world needs more people to speak into the hearts of others and say "I believe in you." "Follow your passion and live your purpose." "If you have the desire then you also have the power to make it happen." "Keep working hard." "You're improving and getting better. Keep it up." "The economy is tough but you can still grow your business." "The job market is not great but I believe you'll find the right job for you." "We've hit a lot of obstacles but we'll get the project finished." "Even if you fail it will lead to something even better." "You're learning and growing."

When it comes to encouragement I know that every one of us loves working for and with people who bring out the best in us. We love being around people who uplift us and make us feel great.

And while we'll always remember the negative people who told us we couldn't accomplish something, we will always cherish and hold a special place in our heart for those who encouraged us.

Today I want to encourage you to be an encourager. So often the difference between success and failure is belief. And so often that belief is instilled in us by someone who encouraged us.

Today decide to be that person who instills a positive belief in someone who needs to hear your encouraging words. Uplift someone who is feeling down. Fuel your team with your positive energy. Rally others to focus on what is possible rather than what seems impossible.

Share encouragement. It matters and we all need it.

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Why Are Women Underrepresented in Science and Math Fields?
By KATHERINE SCHULTEN
The New York Times

A recent report by the American Association of University Women found that although women have made gains, stereotypes and cultural biases still impede their success in science, technology, engineering and math (the so-called STEM fields). Does your own experience bear out these findings? Why do you think fewer women go into these fields?

In “Bias Called Persistent Hurdle for Women in Sciences,” Tamar Lewin reports that researchers examined decades of research to cull recommendations for drawing more women into the STEM fields:

The association’s report acknowledges differences in male and female brains. But Ms. Hill said, “None of the research convincingly links those differences to specific skills, so we don’t know what they mean in terms of mathematical abilities.”

At the top level of math abilities, where boys are overrepresented, the report found that the gender gap is rapidly shrinking. Among mathematically precocious youth — sixth and seventh graders who score more than 700 on the math SAT — 30 years ago boys outnumbered girls 13 to 1, but only about 3 to 1 now.

“That’s not biology at play, it doesn’t change so fast,” Ms. Hill said. “Even if there are biological factors in boys outnumbering girls, they’re clearly not the whole story. There’s a real danger in assuming that innate differences are important in determining who will succeed, so we looked at the cultural factors, to see what evidence there is on the nurture side of nature or nurture.”

The report found ample evidence of continuing cultural bias. One study of postdoctoral applicants, for example, found that women had to publish 3 more papers in prestigious journals, or 20 more in less-known publications, to be judged as productive as male applicants.

Students: Tell us about your experiences with science, technology, engineering or math, in school or out. Have you seen or experienced the kinds of stereotypes and biases described in this article? Why do you think women are underrepresented in these fields? What do you think could be done about it?

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Students 13 and older are invited to comment below. Please use only your first name. For privacy policy reasons, we will not publish student comments that include a last name.

Student Opinion, Education, math, Science, Women and Girls (Des);

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NASA Invites Educators to Webcasts Supporting National Lab Day

In preparation for National Lab Day on May 12, NASA will host a series of weekly live webcasts during the month of April through the agency's Digital Learning Network. The series is aimed at equipping teachers to promote hands-on science education in their classrooms.

"The professional development of educators in the area of science, technology, engineering and math is a critical component in getting students interested in these fields early in their schooling," said Caryn Long, manager of the Digital Learning Network at NASA's Langley Research Center in Hampton, Va.

Although many activities are focused on May 12, National Lab Day is more than just one day. It is a nationwide initiative that gets volunteers, university students, scientists and engineers to work together with educators to bring discovery-based science experiments to students in kindergarten through 12th grades.

NASA's National Lab Day webcasts are (all times EDT):

What Does it Matter? April 8, 4 p.m. to 5 p.m.
Join Rudo Kashiri, coordinator of NASA's Langley Explorer Schools, as she answers: "What does it matter?" Kashiri will share fun, hands-on activities to help educators teach students about matter, density and weight. Teachers will learn how to get their students to love discovering "mind over matter." This webcast targets teachers of grades 5-8.

Electricity and Magnetism, April 15, 4 p.m. to 5 p.m.
Join Langley engineer William Young as he shares activities that will engage and teach students about electricity and magnetism. Young offers an array of activities that will electrify students' scientific knowledge. This webcast targets teachers of grades 4-8.

Global Warming, April 22, 4 p.m. to 5 p.m.
Thomas Charlock, a scientist at Langley, will give classroom demonstrations about global warming and atmospheric science. Learn how scientists measure the temperature of Earth and explain the effects of global warming. This webcast targets teachers of grades 3-12.

The Moon, April 29, 4 p.m. to 5 p.m.
Aerospace Education Specialist Brandon Hargis from Langley will demonstrate how to teach students to become moon engineers. Students will design and build a solar hot water heater. This lesson will require student to "feel the heat" of science. This webcast targets teachers of grades 6-12.

NASA's Digital Learning Network allows the next generation of explorers to connect with scientists, engineers and researchers without leaving the classroom. Through interactive videoconferencing available across the agency at all 10 NASA field centers, the network provides distance-learning events designed to educate through demonstrations and real time interactions with NASA experts.

For more information about the Digital Learning Network and to watch the live webcasts, visit: http://dln.nasa.gov/dln

For more information on research at NASA education, visit: http://www.nasa.gov/education

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Newest NOAA Geostationary Satellite Reaches Orbit

NOAA and NASA officials announced a new Geostationary Operational Environmental Satellite (GOES), launched tonight, successfully reached its initial orbit, joining four other GOES spacecraft that help NOAA forecasters track life-threatening weather and solar activity.

The new satellite, GOES-P, lifted off at 6:57 pm EST from the Cape Canaveral Air Force Station in Florida, and separated from the launch vehicle at 11:18 pm EST. The first signal from the satellite was captured at the same time.

“Our geostationary satellites are the nation’s weather sentinels in the sky,” said Jane Lubchenco, Ph.D., under secretary of commerce for oceans and atmosphere and NOAA administrator. “With more than 35 million Americans living in hurricane prone areas and more than 1,000 tornadoes touching down in the U.S. annually, we need the reliable, accurate data that these satellites provide.”

GOES-P is the final spacecraft in the latest series of NOAA geostationary satellites, capturing higher resolution images of weather patterns and atmospheric measurements than those provided by earlier satellites. The higher resolution allows forecasters to pinpoint the location of severe weather with greater accuracy.

GOES-P also provides better data for space and solar weather thanks to its Solar X-Ray Imager. The SXI imager is to space weather forecasting what satellite images are to hurricane forecasting. This data will improve forecasts and warnings for solar disturbances, protecting billions of dollars of commercial and government assets in space and on the ground. This vital information will also reduce the effect of power surges for the satellite-based electronics and communications industry.

NOAA has two operational GOES satellites hovering 22,300 miles above the equator – GOES-12, in the east, and GOES-11, in the west – each provide continuous observations of environmental conditions of North, Central and South America and surrounding oceans. GOES-13, currently in a storage orbit, is being moved to replace GOES-12, which will be positioned to provide coverage for South America as part of the Global Earth Observing System of Systems, or GEOSS.

Since the first GOES launch in 1974, these satellites have supplied the data critical for fast, accurate weather forecasts and warnings, detecting solar storm activity and relaying distress signals from emergency beacons.

On March 14, GOES-P will be placed in its final orbit and renamed GOES-15. Once it reaches geostationary orbit, GOES-P will undergo a series of tests for approximately six months before completing its “check-out” phase. After check out, GOES-P will be placed into orbital storage and remain ready for activation if one of the operational GOES fail.

NOAA manages the operational environmental satellite program and establishes requirements, provides all funding and distributes environmental satellite data for the United States. NASA's Goddard Space Flight Center in Greenbelt, Md., procures and manages the development and launch of the satellites for NOAA on a cost reimbursable basis.

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Monterey Students Set to Receive Call from Orbiting Space Shuttle Astronauts -- Including Former Teacher

Eighth grade students and children of the military community in California's Monterey Peninsula area will speak with astronauts orbiting 220 miles above Earth on Saturday, April 10.

The call with the students and space shuttle Discovery Commander Alan Poindexter, Pilot Jim Dutton, and Mission Specialist Dottie Metcalf-Lindenburger will take place at 7:36 a.m. PDT at the Naval Postgraduate School in Monterey, Calif.

Reporters interested in attending the event must contact Alan Richmond at 831-656-3649 by 3 p.m. on April 7.

The Naval Postgraduate School has educated 38 NASA astronauts, including Poindexter and former astronaut Dan Bursch, the school's National Reconnaissance Office Chair, who is leading the downlink event.

Discovery and its crew launched Monday, April 5, from NASA's Kennedy Space Center in Florida. During the 13-day mission to the International Space Station, the astronauts will deliver science experiments and supplies; take three spacewalks to switch out a gyroscope on the station's truss, or backbone; install a spare ammonia storage tank and return a used one; and retrieve a Japanese experiment from the station's exterior.

Metcalf-Lindenburger is one of three teachers selected to fly as shuttle mission specialists in the 2004 Educator Astronaut Class. She operates the shuttle's robotic arm. Without robotics, major accomplishments like building the station, repairing satellites in space and exploring other worlds would not be possible.

To introduce the students to the mission and prepare them for the downlink, the Naval Postgraduate School produced a video using NASA footage of Discovery and the STS-131 crew in training. Astronaut John Phillips and former astronaut Jim Newman, both professors at the school, will join Bursch to provide an overview of the mission. They will answer questions before and after the downlink about how to become an astronaut, pursue a career in space, and train for shuttle missions. Students from the Graduate School of Engineering and Applied Sciences will host a variety of space artifact displays for the student participants.

The Naval Postgraduate School is a leader in space systems education and active in space-related outreach and education in the local and regional community; it celebrates its 100th anniversary in 2010.

The event is part of a series with educational organizations in the U.S. and abroad to improve teaching and learning in science, technology, engineering and mathematics. The in-orbit call is part of Teaching From Space, a NASA project that uses the unique environment of human spaceflight to promote learning opportunities and build partnerships with the kindergarten through 12th grade education community.

NASA Television will air video of the astronauts during the downlink. For NASA TV downlink, schedule and streaming video information, visit: http://www.nasa.gov/ntv

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PROJECT DESCRIPTION
Scholastic's "Challenging the Space Frontier" Online Activity gives students an opportunity to learn about the historical impact of space exploration. A time line of space firsts helps students learn about initial efforts to explore worlds beyond our own. They can also find out about three spaceflights that changed the public's perception of our world and the world beyond: John Glenn's orbiting of Earth onboard Friendship 7 in 1963; the first landing on the moon in Apollo 11; and Sally Ride's flight aboard the space shuttle Challenger in 1983. In addition, students can read interviews with two of the most important figures in the history of space exploration: astronauts Buzz Aldrin, the second man on the moon, and Sally Ride, the first American woman in space. Finally, students can build on what they have learned by creating their own Space Exploration timeling using Tom Snyder ® Productions' Timeliner 5.0 Demo.

Click here to view the lesson plan

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M.Y. S.P.A.C.E. Photos from the conference posted.
Click Here

Be a M.Y. S.P.A.C.E. Teacher
Click here
to find out how

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TABLE OF CONTENTS	CLICK ON THE RED LINKS BELOW TO VIEW ARTICLES	The important thing is not so much that every child should be taught, as that every child should be given the wish to learn. John Lubbock
NEW FEATURE Discussions with Dennis	The Difference Between Google and You
Hot Topic	Beyond the Catch-All Rhetoric: Making Sense of Clean/Dirty ‘Clean Coal’
Congress	NASA gets billions to study Earth
NEW FEATURE Comment	Why Are Women Underrepresented in Science and Math Fields? And Be an Encourager
News From NOAA	NOAA: U.S. Winter and February Cooler Than Average And Newest NOAA Geostationary Satellite Reaches Orbit
News From NASA	Monterey Students Set to Receive Call from Orbiting Space Shuttle Astronauts -- Including Former Teacher And NASA Invites Educators to Webcasts Supporting National Lab Day
Lesson Plan	Teacher's Guide for Challenging the Space Frontier
Go to SEA's Home Page	Visit the Satellite Educators Association home page