London 2012. The Summer Olympics. A once-every-four-years phenomenon that attracts world-wide attention and participation. As we mentioned last time, the Summer Games are the focus of another team effort of NSTA, NBC Learn, and the National Science Foundation (NSF). “Science of the Summer Olympics,” is an online video series that explores the engineering behind the competition of sport. The series is available cost-free on www.NBCLearn.com and www.NSF.gov.

When asked what topics teachers would like more resources on, a common answer is “anything engineering.” We understand why. So we’re here to help.

The practices of science and engineering are distinctly different. The videos of the Science of the Summer Olympics series will aid students in realizing that science seeks an understanding of the natural world through a question about a phenomenon while engineering pursues a solution to a constrained problem through the recursive process of design. Engineers use the knowledge of science and mathematics as factors that influence the nature of a solution. In some situations, the practices of science and engineering overlap, but often they are not complimentary due their fundamental goal, process, and outcome.

This installment, The Impact of Jenny Simpson, focuses on how the engineering design process results in solutions that enable an athlete to perform longer at a higher level of competition. NSTA has developed two forms of a lesson plan connected to each video in the series. One illustrates the practice of engineering through design and a second illustrates the practice of science through inquiry. With these two forms, STEM teachers will be able to compare the practices side-by-side and use the version that best meets their needs. In addition, we hope that having the opportunity to compare and contrast the two forms in this manner you will come to better understand the unfamiliar practice of engineering and be more adept at duplicating the process authentically with your own activities.

As always, we are very interested in how these work for you in real classroom situations. Let us know!

–Judy Elgin Jensen

Photo showing close up of running track by HKmPUA.

Video: In “The Impact of Jenny Simpson,” Dr. Rory Cooper, biomechanical engineer at the National Science Foundation Engineering Research Center at the University of Pittsburgh, and Dr. Justin Laferrier, a physical therapist in Cooper’s lab, detail the forces applied to the body when running and how engineers develop products to reduce the impact of these forces. One highlight is the anti-gravity treadmill, which does not actually reduce gravity, but supports part of the runner’s weight while running on a cushioned surface.

Lesson plans
Two versions of the lesson plans help students build background and develop questions they can explore regarding the impact forces and how they can be ameliorated. Both includes strategies to support students in their own quest for answers and strategies for a more focused approach that helps all students participate in hands-on inquiry.

SOTSO: The Impact of Jenny Simpson models how students might investigate factors involved in impact forces.

SOTSO: The Impact of Jenny Simpson An Engineering Perspective models how students might apply what they learn in the video or other sources about force and impact to designing objects that reduce the effects.

You can use the following form to e-mail us edited versions of the lesson plans:

[contact-form 2 “ChemNow]

Arenal to Monteverde
NSTA Costa Rica Trip Day 7
July 29, 2012
(posted on behalf of Greg Neff)
Arenal erupted on July 29, 1969.  This eruption occurred on the north side of the volcano and killed approximately 80 people. The pyroclastic material from the eruption spewed and flowed mainly into a natural basin area where the town of Arenal was located.  After the eruption survivors no longer wanted to live in the area.  The Costa Rican (CR) government, obtained all the land in the basin area, and in 1977, 9 years after the eruption,  built a dam to flood the basin.  This created lake Arenal with a size of 40 km long and as wide as 6 km in some areas.  The lake originally provided 50 percent of the electrical needs for CR.  Demand for energy has increased, so today the Arenal hydroelectric facilities can only provide approximately 40 percent of current needs. 
We left our bus and boarded a ferry boat to take us across the lake.  Our land trip would continue from the north side of the lake, where we will have to climb up to and cross over the continental divide on our way to our destination in Monteverde.  Lake Arena was stocked by the CR government with rainbow bass, tilapia, and fresh water tarpon.  The tilapia, not native to CR, have been an ecological challenge and have been out competing the native species for resources.  The lake hosts all the species of kingfishers known in the America’s; we saw 2   Ring-necked kingfishers.

We also observed the anahinga (snake bird), its cousin the cormorant, egrets, and green herons on the shores. In mid-lake the clouds to the south dispersed slightly and we were finally able to get a glimpse of Arenal volcano.
Water of Arenal lake would normally be directed the Caribbean lowlands, however, from the lake it is diverted to the western side of the continental divide, channeled through the Guanacaste providence for irrigation and agricultural use.  Main crops that benefit by this irrigation include rice, tilapia, watermelon and cattle. Not sure if studies have been done to examine how this diversion of water affects the Caribbean lowland ecology, but we felt wet all the time we were there in Tortuguera.  The lowlands have in excess of 350 cm of rain a year.  It seems like they get enough water without The Arenal diversion.
The government owns a corridor circumventing the lake, prohibiting development of the lake from.  There are only a few areas of exception where private land approaches the lake.
Our journey across the lake completed after an hour and we disembarked on the north shore of the lake.  We then engaged the services of 2 tourist vans to take us the 2 hours up the Tilarán mountain range via gravel road to the town of Sant Elena in Monteverdi.
In 1940, 8 Quaker families settled in the Santa Elena, Monteverde area, originally seeking to establish a religious community.  These settlers removed large tracts of forest and developed farm communities.  They pretty much have a clear cut policy, to establish their farms.  The Monteverde area is classified as Tropical Cloud Forest.  In 1968 George Powell, arrived to study ornithology in the Monteverde area. Mr. Powell wanted to study tropical birds in Latin America and he chose CR because it was free of the guerrilla warfare common in several central and South American countries.  Powell quickly realized that immediate efforts were necessary to preserve the rich diversity of bird life in the area.  He returned to the states and appealed to The Nature Conservancy and World Wildlife Fund for help to establish some protection for the forest and bird species in the Monteverde area.  With the help of these organizations, Powell was able to establish a private preserve starting with 8000 hectares.  This preserve was then put into the control of the Tropical Science Center a non-profit CR research institution.  Additionally, a large tract of land surrounding the preserve is the Children’s Perpetual Rainforest, operated by the Monteverdi conservation group.
We then arrived at the Monteverde Institute in Santa Elena.  The Monteverde Institute is a Costa Rican non-profit association dedicated to education, applied research, and community engagement.  In partnership with universities and schools around the world, the Institute runs approximately 25 education programs a year, bringing students from abroad. 
We were given a presentation by Debbie Hamilton, about the history of the Monteverde conservation efforts and the bird research done in this area. Debbie is currently managing a project sponsored by the Local Corridor Council of the Three-Wattled Bellbird Biological Corridor Project.  This project seeks to connect critical Pacific-slope habitat between the Monteverde Reserve Complex along the continental divide and coastal mangroves on the Gulf of Nicoya. This initiative hopes to enhance critical altitudinal migratory routes for several species of birds.
Ms. Hamilton, introduced us to part of the garden area of the institute where important forage trees had been replanted, so that we could collect growth data, including height, foliage analysis, and DBH (diameter at breast height).  While collecting data we were able to spot a 3 wattles bellbird, the species of concern.

Bus tour/Tortuguera to La Fortunate
NSTA Costa Rica Trip Day 5
July 27, 2012
(posted on behalf of Greg Neff)
We first have to load into a water taxi and take the 1 1/2 hour trip up-river to meet up with our bus.  Not raining yet but the boat is sending up as spray getting some of us just as wet as the rain.

Load up the bus and head towards La Fortunate.  Our drive takes us through large agricultural areas, cattle is the main income in this area, with pineapple yuca, palm heart, taro, corn, papaya and rice also being important products.
County of San Carlos, Largest town we passed through Aguas Zacara (calm, pure waters) named after the local river. This area is one of the most prosperous areas, as the farmers own larger tracts of area (1000 plus acres) and have diversified their crops, producing a variety of crops that provide a steady income all year.
Dairy farming is free-range, with grazing being supplemented only slightly with higher protein grain such as corn.  No dry cropping of haulage produced. Until 1940 this area was not well settled, it was frontier, unbroken continuous forest.  The government at time encouraged settlement, and offered for free 1000 acres (400) hectares.  2 provisions had to be met by settlers, 1 to improve the land, and 2 settlers had to live on it for 10 years. Then the land would be granted to them.  Life was harsh without improvements, and developments.  Clinics were far apart, no groceries stores, life required hard work. In order to generate cash settlers used cattle.  This was a non-product product they could bring to the market to generate the much needed cash. Settlers needed cash for things like clothes that they could not produce themselves.  This is what started the cattle industry in this area, now the most important product of the area.
Sugar cane another important crop produced, is harvested by hand. This draws many immigrants from Nicaragua.  Costa Rica has similar immigrant situation with Nicaragua as the US has with Mexico.  Many immigrants seeking work where little is available in home country.
Living fences are very common along the borders of the property; farmers use 4 different tree species for these.  All 4 of these species are distantly related to the bean plants.  If not cultured tree could grow to 100 feet.  Farmers cut them at about 1 1/2 meter, trees continue to live and provide excellent fence post, which is ecologically sound practice, providing habitat and food for wildlife.
Rain is heavy today, after days of always being in the rain, so it is good to be on the bus and be able to stay dry, even though we have been driving for 5 hours.  Town of La Fortunate suddenly appears out of the fog and rain, we are at our destination.  We’re looking forward to a soak in the hot springs pools that are a part of our hotel.

Perhaps our students don’t think so, but it’s unfortunate that the summer Olympics happen when most of the schools here in the U.S. are on break. There are many ways to show the connections between science concepts and sports that will have to wait until classes resume.
As described in a previous NSTA blog, Science of the Summer Olympics has resources to help you students understand the science behind sports.
There are other topics in the series, which includes related lesson plan ideas:

• Science of the Winter Olympic Games
• Science of NHL Hockey
• Science of NFL Football

NSTA’s SciLinks database has reviewed websites on topics related to sports and athletics:

• Health Benefits of Sports (5-8 and 9-12)
• Energy and Sports (5-8 and 9-12)
• Sports and Conditioning (5-8)

One of my favorites on the topic is Sport Science from the Exploratorium. Let the Games begin!
 
Photo: http://www.flickr.com/photos/jeremywilburn/2859958331/

Let the Games begin!

NSTA has teamed up once again with NBC Learn and the National Science Foundation (NSF) to bring you another exhilarating video series with connected lesson plans that will excite your students and add to your hands-on repertoire. Science of the Summer Olympics consists of 10 learning packages that will bring life to your STEM efforts.

The Science of… series has become a hit. Exciting live action coupled with explanations of the science behind it gives teachers a tool that piques student interest. Science of the Summer Olympics focuses on the link between science knowledge and engineering design with input from NSF engineers helping your students see how science is put to work. Then NSTA-developed lesson plans complete the packages. The series is available cost-free on www.NBCLearn.com and www.NSF.gov.

NSTA will also post portions of each package in this blog over the next several weeks, under the “NSF Videos and Lessons” category, and we hope you will try them out in the classroom. If you do, please leave comments below each posting about how well the information worked in real-world classrooms. And if you had to make significant changes to a lesson, we’d love to see what you did differently, as well as why you made the changes. Leave a comment, and we’ll get in touch with you with submission information.

–Judy Elgin Jensen

Photo of giant Olympic rings by Government Olympic Communications.

Video: In “Missy Franklin & Fluid Dynamics,” Timothy Wei, Dean of the College of Engineering at the University of Nebraska, Lincoln, applies concepts of fluid dynamics to “engineering” elite swimmers’ strokes, such as Olympic swimmer Missy Franklin’s, in much the same way as engineers design cars and airplanes to move through the fluid atmosphere.

Lesson plans

Two versions of the lesson plans help students build background and develop questions they can explore regarding the actions of objects in fluids. Both includes strategies to support students in their own quest for answers and strategies for a more focused approach that helps all students participate in hands-on inquiry.

SOTSO: Missy Franklin & Fluid Dynamics models how students might investigate factors that impact movement of objects through fluids.

SOTSO: Missy Franklin & Fluid Dynamics An Engineering Perspective models how students might apply what they learn in the video or other sources about fluids and motion to designing objects that move more efficiently in fluids.

You can use the following form to e-mail us edited versions of the lesson plans:

[contact-form 2 “ChemNow]

Exploring the Canals around Tortuguera
NSTA Costa Rica Trip Day 3
July 26, 2012
(posted on behalf of Greg Neff)
We departed Evergreen lodge at 8:30 am in a boat to explore the canals connecting three rivers in the Tortuguero area. Took a 2 1/2 hour trip through the canals. We observed and identified 31 different species of flora and fauna on this tour.
As mentioned on an earlier posting, the lumber company built the canals to access a greater amount of the commercially viable trees.  However, trees had to be floated in rafts down the canal to the coast where they could be processed and shipped.  The Almendro tree, avery dense and massive tree with excellent wood, was not harvested because it would not float. This was very beneficial to the area because these almendro trees are an ecosystem in themselves.  They host massive amounts of vines, bromeliads, orchids, reptiles, and birds.  Most notable is the Great Green Macaw, 90% of which nest in almendro trees.  The fruit of the almendro also is a major part of their diet.
Almendro trees in other areas of CR that are more accessible have been harvested, and this has devastated the Green Macaw population of CR.  It is estimated that there are approximately 200 Green Macaws remaining in CR. The macaw has a distinctive raucous call that can be heard a long distance away.  We heard them coming then observed a group of 7, then moments later a pair, flying high overhead.
Encountered a family of white faced monkeys, pulled the boat under some trees and soon were within reach of at least 4 juveniles.  Acting oblivious to our presence, these monkeys climbed the bushes next to us and about 1 meter overhead.  The white faced monkey, better known as the Capuchin monkey, is omnivorous, eating insects, small animals, fruit, and nuts. They travel great distances in a day and virtually sweep through the forest as they go.  Their diet requires large tracts of land for habitat, thus they are not found in small forested areas.  We also observed 2 groups of spider monkeys.  Spider monkeys are more specific in their diet and can live in much smaller tracts of land.
Returned to the Evergreen lodge for lunch, then off to visit the elementary school in the village.

 
Night 2
(posted on behalf of Greg Neff)
July 25, 8-12:00 pm
Returned to the research center for the second night shift of monitoring the turtles. It was a beautiful starry night, not a cloud in sight and comfortable temperatures.  This is going to be a breeze compared to last night! This time our crew was assigned to the parquet beach which goes south from the research station. The tide was low, an unwelcome sight for the turtles as they prefer high tides as they have less crawling to do on land to reach a suitable nesting area.
Because of the low tide we had a long way to walk before we saw fresh turtle tracks. When we did discover trackside, it was like a highway, with multiple tracks crisscrossing each other. Very confusing to the novice, but the research assistants and our guides were very competent in distinguishing tracks which were fresh and had no return path.

In the earlier sift we discovered one of the challenges of preservation and sustainability.  During the hours of 8:00-12:00 local guides are allowed to bring groups of tourists onto the beach to observe the turtle nesting. Groups are restricted to 10 observers or less.
Our first 2 turtles this evening, each had 4 groups waiting to see the turtle.  We did our measuring tasks, being celebrities for the tourists.  It was an educational experience for us as well as the tourists and a very vivid reminder that protecting and exploitation run a fine line.
We saw several turtles trying to leave the water, but nervous about the activity on land, and observed 2 returning to the sea from the nesting sites.  Because of the low tide and no rain conditions, we were able to easily walk to the limits of the beach.  Then we turned around and began our return to the research center.  In our walk back we found 2 more turtles that were ready to be logged.

One of these was totally entwined in beach vines.  This and being in the later stages of     nesting cause this turtle to be more agitated than our previous charges. This turtle was throwing great quantities of sand and rolling around, making the carapace measurement a challenge.  After completing the log, we were all covered with sand and sand flies.

Next 15 minutes were very uneventful, but we realized that our shift was almost over and we needed to pick up our pace dramatically in order to be back and allow the second shift to work.  Then it happened the lovely stray skies disappeared and the rain immediately became torrential.  Barely had time to cover the data collection kit-pack with the poncho!  The last 1/2 hour was in this deluge and we had no more turtles to monitor.  Half hour wait at the research station for our boat-taxi to come and return us to the Evergreen lodge.  Another shower with all adds my clothes on, to remove the sand, but this time I was able to hang it all up and craw into bed by 1:00. 6 whole hours before breakfast and night 2 is done!
Tomorrow we explore the canals around Tortuguera.  The canals were built by the lumber companies in order to facilitate access to remote trees and connect the rivers in the area.  The lumber company was able to convince the CostaRican government that the canals would be a good idea because it would give the population better access to and from the coast.  This was pare-national park days.  Today the project would not be allowed as the canals dissect the national park.
Pictures are not allowed on the turtle walk. The turtle images above are from the Sea Turtle Conservancy’s web site http://www.conserveturtles.org

Turtle Data Collection
(posted on behalf of Greg Neff)
July 24 PM
On a very rainy afternoon, we visited the town of Tortuguero, being sure to equip ourselves with rain gear and take in some of the culture of this isolated community, yet dependent on tourism.
We attended a presentation on the history of the Sea Turtle Conservancy.  Interesting program, where the local monitoring of Turtle nesting beaches and data collection is done mainly by college student interns.
Historical presentation was followed up by a 1 1/2 hour training session on how to approach and log nesting turtles.  We given instructions off sad how to collect and log the data followed by several practice sessions.  Felt well prepared to go and do some turtle research. This would happen in shifts later in the evening
Part of a group that pulled the 12:00-4:00 am shift, 2 groups returned to research center at 11:45. Though we all had rainwear, we were quite unprepared for the deluge we were to experience.  The 8-12 shift was returning drenched and coated with black volcanic sand!
Quick review of data collection protocol and we were out on the beach in very dark wet conditions, use of lights for navigation is forbidden so as not to alarm the turtles.  We walked the beach watching for turtle tracks, which in the dark, look as if you had tied a log to a rope and dragged it up the beach.  The research assistant, explained how to determine weather it was an up beach track or a down beach (to the water) track.  You just have to pass your hands in the wet sand and feel for the direction of flipper marks.
Rain continued to come down sporadically in torrents and as a fine mist the entire time.  Dark conditions made walking challenging, but the real treachery was in the terrain itself.  The beach was littered with coconut, shells, driftwood and fallen trees.  These you could sense as you approached them.  There were also the body pits dig by turtles to lay their eggs.  These were no small obstacle, often being almost 1 meter deep.  Often the first indication you were at one of these was when you were plunging into it.  Now I know why the first crew was covered in sand!
Finding a turtle in the process of nesting, there are 4 stages as that the turtle goes through:
Leaving the sea and dragging itself up the beach
Digging a body pit large enough to contain its entire body and the egg chamber
Going into a trance, and laying the eggs
Leaving the trance, camouflaging the actual egg site, and returning to the sea
During these stages the only time the turtle is actually workable is during the trance/egg laying stage.  We found turtles, 6 of them, but were able to approach only 2 of them.  Even in the trance stage, the turtle was throwing around sand, giving measurement a challenge.
Returned to the research center and encountered the other late shift group.  They had measured 6 turtles.
Boat ride back to Evergreen lodge, totally wet and caked in sand.  Took a shower with all my clothes on to remove the sand. Removed 1 layer at a time.  Fell into bed for a 2 hour nap before breakfast time.  One night of data collection done, 2 to go!
Day 2

(posted on behalf of Greg Neff)
July 25, 2012
Departed San Jose at 6:30 for Tortuguero, Costa Rica. Traveled main Hwy 32  towards province of Limon.
Drove over the continental divide. East of which rivers flow towards the Caribbean, west rivers flow toward the Pacific.
Most of the first 2 hours took us through the Braulio Carillo National park. The park and highway 32 were both named after the first Costa Rican president, instrumental in establishing Costa Rica as an independent country, and developing communication and access between the central valley and the Caribbean coastal areas.
CR National Park system is modeled after the National Park system of the US,  however with some major philosophical management differences.
US park system is designed for the parks to have minimal development and be economically self sustaining units that preserve the natural environment and provide access to the public.
CR has different levels of environmental protection including,  wildlife refuge, national forest, and national park. The park, the highest level of protection, is a system primarily intended to preserve the natural environment, and prohibits development beyond the necessary management facilities.  Besides preventing construction of hotels and lodges, hunting and resource harvesting are also forbidden. The parks are mainly accessible only at the perimeters, minimizing public as well as tourist use.
The a preservationist approach to managing the parks results in a system economically dependent on government directed funds. CRs current challenge is to balance the economic sustainability with the environmental and global necessity of preserving its unique and precious resources.  Even educating its own population.

Left the bus at the parameter of Tortuguero National Park, and began our 1 1/2 hour journey to the coast and the community of Tortuguero.  Tortuguero is only accessible by water and is a community/town that was established and developed before the national park was declared. This remains a small area of privately owned land, completely surrounded by the national park.
The Tortuguero National Park is a classic example of the challenges CR faces convincing the national population of the need to rethink traditional methods of resource usage.  The sea turtles have traditionally provided food, and have been harvested with sour restriction until the 1970’s.  Due to the efforts of Dr. Archie Carr during the 1960’s, the CR government became concerned about the sustainability of the sea turtle population, as the CR coastlines are one of the primary global nesting sites for turtles.  The Tortuguero National Park was declared, but it required educating the local population as to the value of such a protection.  Locals were first employed in the research and data collection, eventually a tourist industry developed, making live turtles of far greater value to the local population.  Poaching and local clandestine use still occurs, however the scale of harvesting has been dramatically reduced, with the local population well aware of the value of preserving this resource.
Next, taking part in the count, data collection on turtle nesting.

(Posted on behalf of Leisa Clark)
July 24, 2012
We have arrived in Tortuguera! This is the view from one of our rooms. We are off to hear a lecture on sea turtles because tonight we will be assisting with sea turtle monitoring. It is nesting season!

From NSTA Bloggers Peggy Ashbrook and Mary Bigelow:
Whether we had met her personally or not, the death of astronaut, physicist, and educator Dr. Sally Ride deeply saddened us. Dr. Meg Urry speaks for many women in science when she writes about Dr. Sally Ride, “…thanks to her notoriety as a NASA astronaut, I found out about one more precious role model, someone in whose steps I could hope to follow. (OK, not the astronaut part — I am far too chicken for that.) Ride made success seem attainable, even in the men-only world of physics.” See her full statement here.
I hadn’t realized what Sally Ride’s achievements and life work meant to me until I heard that she died at only 61 and I immediately teared up. Even though I thought, “Of course women can and should,” at the time of her first space mission, it was Dr. Ride’s accomplished example that confirmed this. – Peggy Ashbrook
First and foremost, we remember her as an astronaut. Listen to Sally Ride describe her shuttle missions  and NASA’s statement on her passing.
Sally’s first mission took place after school was out for the summer (June 18, 1983). But for her next mission in October 1984, my colleagues and I had the television on to watch with our students when two women astronauts were part of the team. The look on the girls’ faces (and mine) was priceless.  – Mary Bigelow
Having role models is not enough to empower girls to pursue their interest in science. Dr. Ride established a company (Sally Ride Science) to support girls’ (and boys’) interest in science and to educate teachers.
Thank you, Sally Ride, for continuing to inspire and support girls and women in science during your career as an astronaut, physicist, and educator.  Your leadership and example will be missed.

 
Links from the Sally Ride Science site:
Contributions of 20th-Century Women to Physics — An archive presenting and documenting some important and original contributions made before 1976 by 20th century women.
Role Model Project for Girls — A resource center for collaborative work among women’s groups, inquisitive feminists, women activists, and others.
The Archives of Women in Science and Engineering — The Archives of Women in Science and Engineering seeks to preserve the historical heritage of American women in science and engineering.
Note: The second woman on the 1984  STS-41G mission was Kathryn D. Sullivan.
Photos: NASA