Author Archives: Andrea Swensrud

About Andrea Swensrud

Andrea joined KQED in 2007 to coordinate education and outreach for the public television series Jean-Michel Cousteau: Ocean Adventures. Between working on Ocean Adventures and joining the QUEST team, she developed the educational resources for the 4-hour documentary Saving the Bay. Andrea graduated from UC Berkeley with a B.A. in Environmental Science and earned her M.A. in Teaching and Multiple Subject Teaching Credential from the University of San Francisco. Before arriving at KQED, she taught, developed and managed marine science and environmental education programs in Aspen, Catalina Island, and the Bay Area.

Do Now #74: Earth Day

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photo restored by Royce Blair/Flickr


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Do Now

Do you make it a regular practice to care for the environment? If so, what do you do? If not, why?

Introduction

The first Earth Day celebration was held on April 20, 1970. Its founder, Senator Gaylord Nelson, developed the idea over a seven-year period after he realized that political leaders were not making environmental issues a priority. Senator Nelson began a massive grassroots effort among his colleagues and in local communities. Twenty million people participated in the first Earth Day. They became part of a change that continues today.

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Do Now #62: A Love of Science

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Credit: NASA JPL

Credit: NASA JPL


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Do Now

What do you love about science? Why is it interesting to you?

Introduction

There are numerous fields of science--everything from astronomy to biology to physics to climate science. And there are new fields of science, like nanotechnology, that didn't exist 50 years ago. Scientists can study tiny particles or huge ecosystems. They may use telescopes, microscopes, SCUBA gear or rock climbing gear. They may work in a laboratory, in a submersible, on a spaceship or in the jungle. They may study something down the street or on the other side of the world.

How do scientists get interested in doing science? Why do they do what they do? There is excitement in making discoveries and solving problems, in looking at data and finding patterns that answer questions. Some scientists want to make the world a better place for humans by finding cures to diseases, creating technological solutions or making our lives safer and more efficient. Some are interested in exploring the unknown and figuring out how things work. Other scientists seek answers to how humans are impacting the earth. Most all scientists are interested in sharing their knowledge with others.

What about science most interests you? What do you love about science?

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Do Now #56: Concussions in Sports

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Do Now

Should professional and amateur sports have stricter rules to prevent injuries like concussions? Why or why not? Please provide a suggestion that could tackle this issue.

Introduction

Concussions are not rare occurrences in contact sports, such as football. And this is not only for the pros, but for college, high school and even younger athletes. An article in the New York Times reports that half of all high school football players have had at least one concussion and 35 percent have had two or more. With about 1.3 million high school football players in the U.S., that adds up to a lot of concussions.

A concussion is an injury to the brain, caused by a traumatic blow to the head, or rapid acceleration and deceleration of the head, often from a hit. Concussions can be hard to diagnose because a doctor can't "see" a concussion like an x-ray can show a broken bone. Doctors have had to rely on patients reporting symptoms, which include loss of consciousness, loss of memory, difficulty thinking or concentrating, dizziness, headaches and nausea. For most people, recovery from a concussion happens in 7-10 days, but, for others, some symptoms can last months or years. For youth, concussions may be especially damaging because their brains are still developing. And scientists believe that there are cumulative long-term effects from enduring multiple concussions.

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Four Great Sites for Teaching About the Science of Winter Sports

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photo by Arthur Mouratidis/Wikimedia Commons

Winter break is just around the corner! And there's a good chance that some of your students will be watching or participating in winter sports during the break or over the next few months. Engage students with examples of scientific concepts in action! Teach about the science of skiing, ice hockey, snowboarding, ice skating and more with the following multimedia resources.

  1. Science of the Olympic Winter Games (NBC Learn)
    NBC Learn, in partnership with the National Science Foundation, delves into the physics, chemistry and engineering behind various sports of the Winter Olympics. A collection of 16 videos covers topics including the connection between speed skating and Newton's Laws of Motion, the engineering of skis for different ski-based sports and the physics of ski jumping.
  2. Inside the Action (The New York Times)
    This collection of six videos, created for the 2010 Winter Olympics by the New York Times, uses video footage, animation and graphics to break down and analyze various "tricks." Discover how snowboarders, skiers and figure skaters execute their winning moves and runs.
  3. The Science of Hockey (Exploratorium)
    This site from the Exploratorium incorporates video and text to examine the sport of ice hockey. It explores questions like, "Why is ice slippery?," "What's in a puck?" and "How do you hit a puck 100 miles per hour?"
  4. How It's Made: Snowboard (Discovery)
    Learn the process of making a snowboard in this video from Discovery. A great opportunity to investigate the crucial role of science in the manufacturing of materials.

Do Now #53: Cap-and-Trade for Carbon?

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Credit: Craig Miller



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Do Now

California recently implemented a cap-and-trade program in order to cut carbon emissions. Would a carbon tax be better or worse? What do you think about cap-and-trade? How can companies be best regulated to reduce greenhouse gas pollution?

Introduction

Since the Industrial Revolution, there has been a substantial increase in carbon dioxide emissions in the U.S. and countries around the world. The increase is due to human activities, namely the burning of fossil fuels for energy and transportation, industry processes and land-use changes. The additional carbon dioxide (and other greenhouse gases) in the atmosphere trap heat and cause the Earth's surface temperatures to rise, also known as the greenhouse effect. To combat climate change, scientists have said that we need to cut our greenhouse gas emissions.

Last month, California launched its cap-and-trade program. In this program, the government sets a limit on the total amount of allowable carbon emissions from businesses, refineries, manufacturers and power plants. This limit will decline 2-3% each year. Major emitters of greenhouse gases must get permits, known as allowances, for each ton of carbon they emit. Initially, businesses receive most of the allowances from the state for free. Over time, the state also auctions allowances to the highest bidders. As the overall cap on emissions is lowered each year, businesses must continue to obtain allowances equal to their emissions. They can buy unused emission allowances from other companies, or they can sell emission allowances that they may have leftover. So, a company that isn't ready to cut its carbon emissions enough to meet its allowance can buy emissions from other companies that can reduce their emissions.

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Do Now #50: Climate Change and Extreme Weather

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Photo by NOAA/NASA GOES Project


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What role do you think climate change played in Hurricane Sandy?

Introduction

During the last few days of October 2012, Hurricane Sandy brought heavy rains, tropical-storm-force winds, and record storm surges to much of the East Coast. This resulted in severe flooding, loss of power for millions of people, and the destruction of numerous homes, buildings and other structures in New York, New Jersey and other eastern states. The total economic damage by the storm is estimated to be $30-50 billion.

Scientists say that climate change has led to an average global rise in sea level of about eight inches over the past century. Expansion of the ocean water (from warming) and the melting of land-based ice are the two major reasons for the rise. A higher sea level means that storm surges become a bigger problem, causing more damage to coastal communities. Ocean water is able to reach further inland, leading to increased flooding, loss of life and widespread power outages, as witnessed during Hurricane Sandy.

Warm ocean water is a key factor in the occurrence of hurricanes. Hurricanes get their energy from the warm, moist air over ocean waters near the equator. Climate change has led to an average increase in the temperature of the oceans, due to a rise in heat-trapping greenhouse gases. According to the New York Times, several scientists said that during the last week in October, when Hurricane Sandy occurred, parts of the western Atlantic Ocean were as much as five degrees Fahrenheit warmer than normal, which could have increased the intensity of the hurricane.

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Do Now #43: Nuclear Energy

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What do you think about expanding the use of nuclear energy in California? Would you support the development of a new nuclear power plant in our state?

Introduction

Energy sources fit into three main buckets--fossil fuels (coal, oil and natural gas), renewable (e.g. wind, solar, hydroelectric, geothermal, etc.) and nuclear. In order to reduce greenhouse gas emissions produced by fossil fuels, there is movement toward increasing energy production from alternative sources. So, what about nuclear?

Nuclear energy is derived from the splitting of uranium atoms. In a nuclear reaction, a particle called a neutron hits the nucleus of a uranium atom. This reaction, called fission, breaks the nucleus in two, releasing more neutrons and a lot of heat. This heat can be used to create steam which turns a turbine to generate electricity. The neutrons collide with more uranium atoms, producing a chain reaction, so the process continues. Nuclear fission is very efficient, producing a lot more energy per unit weight than fossil fuel alternatives, with far fewer greenhouse emissions.

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Earthquake! A New eBook and iTunes U Course

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KQED and the California Academy of Sciences recently teamed up to produce Earthquake--a new eBook and iTunes U Course. Incorporating multimedia from both organizations, the eBook and course provide an engaging, hands-on way for students and teachers to learn about the science behind earthquakes. Videos, animations, interactive graphics and other classroom-ready materials are woven together to teach about what earthquakes are, and how they move continents, form our landscape, and fit into the larger story of plate tectonics. Learn more about these two new resources!


Do Now #34: Learning to Ride

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What was the hardest part of learning to ride a bicycle? What would you change about how today's bicycles are designed? Share your thoughts and stories.

Introduction

Learning to ride a bicycle is a strong memory from many of our childhoods. Bicycles have been around since the 1800s, although their design has changed from the earliest models. The Draisienne is one of the earliest two-wheeled machines. Made out of wood, it had two wheels of the same size mounted in a frame and handle bars to steer. There were no pedals, so people pushed themselves along with their feet.

The next model to come along was the Velocipede or Boneshaker in the 1860s. It was similar to the Draisienne, however it had pedals added to the front wheel. The wheels were still made of wood, and later metal. This bicycle earned its name "Boneshaker" from the movement riders received when pedaling over the cobblestone roads present during that time.

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Do Now #30: Making a Meal of Mealworms

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A plate full of edible insects, including bee larvae, grasshoppers and a waterbug native to Thailand. Image courtesy of Sevda Eris/QUEST.


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Would you consider eating insects? What if food resources were scarce?

Introduction

Ask your friends or neighbors what they think about insects and you'll probably hear that they're gross or a nuisance or even scary. But tasty? Not a likely response. Eating insects is not something you see everyday in the Bay Area, or even the U.S., however in four out of five nations insects are a source of food and protein. There are 1.1 million known species of insects and 1,700 of these are eaten by cultures around the world.

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