Creating Pathways to Science for Students of Color
Paul Doherty, the Exploratorium's Beloved Senior Scientist, Dies at 69
Empowering Schools Worldwide With Solar Suitcases
Helix Science Center in Los Altos Will Close Its Doors at the End of November
Communicating Science Through an Artistic Lens at Stanford
Bay Area’s Best Geology Museum: Children's Natural History Museum
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She lives in Sonoma County and enjoys backpacking.","avatar":"https://secure.gravatar.com/avatar/ebaf11ee6cfb7bb40329a143d463829e?s=600&d=blank&r=g","twitter":"DanielleVenton","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["contributor"]},{"site":"news","roles":["editor"]},{"site":"futureofyou","roles":["editor"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Danielle Venton | KQED","description":"Science reporter","ogImgSrc":"https://secure.gravatar.com/avatar/ebaf11ee6cfb7bb40329a143d463829e?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/ebaf11ee6cfb7bb40329a143d463829e?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/dventon"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"news","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"science_1949531":{"type":"posts","id":"science_1949531","meta":{"index":"posts_1591205157","site":"science","id":"1949531","score":null,"sort":[1571641266000]},"guestAuthors":[],"slug":"creating-pathways-to-science-for-students-of-color","title":"Creating Pathways to Science for Students of Color","publishDate":1571641266,"format":"audio","headTitle":"Creating Pathways to Science for Students of Color | KQED","labelTerm":{},"content":"\u003cp>\u003cspan style=\"font-weight: 400;\">A combination of preconceptions, stereotypes and misunderstandings keeps many students from fulfilling their potential as scientists, a Stanford education professor asserts in a \u003c/span>\u003ca href=\"https://www.hepg.org/hep-home/books/science-in-the-city#\">\u003cspan style=\"font-weight: 400;\">new book\u003c/span>\u003c/a> called “Science in the City\u003cspan style=\"font-weight: 400;\">.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">\u003cstrong>Bryan Brown\u003c/strong>, an Oakland native and former high school science teacher, maintains that young black and Latino students understand scientific concepts, but not in the way their teachers describe those ideas. He told KQED’s Brian Watt that can lead to frustration all around. Here are excerpts from their conversation, edited for length and clarity: \u003c/span>\u003c/p>\n\u003cp>\u003cb>You’ve been running science camps at Stanford for fifth and sixth graders. What have these students been telling you about science education?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The brilliance of these kids is often not reflected in the ways they communicate. And so in my time as a teacher, one of the things that has been really shocking to me is the distance between how we allow the kids to represent what they know and then what we expect of them. We almost expect kids to speak like little scientists when what they know is learned in the context of their community. We should be listening for the brilliant science that sounds like the neighborhoods they come from.\u003c/span>\u003c/p>\n\u003cp>\u003cb>How might some brilliance be lost in translation on a science teacher?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">I’ll give you an example. We studied baseball, and the kids had ways to distinguish between directional velocity — how fast the ball is changing directions. The phrase that they use was “the ball has a lot of movement. It had bite, it would fall off the table.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">But when they spoke of speed, they used the word “velocity,” the exact opposite of the physics term for velocity, which is about representing directional change. So although the language and the culture of baseball enabled the kids to make this scientific distinction, it would be invisible for the teachers because they are looking for language expressed in the academic way, which is not taught in the (kids’) classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cb>So how do middle and high schoolers who are interested in science navigate this gap?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">What I’m really arguing for is that teachers rethink how they think about learning. I’ll put it this way: When you’re in a Spanish class, you’re getting new words for old ideas. You’re still talking about chairs and tables, but they’re just new words. When you enter a science classroom, you’re getting new words and new ideas simultaneously. And the cost of that is kids often feel intimidated, and they simply don’t understand. But the other (side) of the coin is then we don’t hear the brilliance that the kids have, because we’re listening for science language when the ideas are right there in front of us.\u003c/span>\u003c/p>\n\u003cp>\u003cb>When you were coming up as a student, did you learn about scientists other than, say, George Washington Carver and Dr. Charles Drew? Did you imagine yourself in their number?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">You have offered the two names that are shared in the African American community so readily. The irony is, right now, we’ve never seen the numbers of African American scientists getting advanced degrees that we’ve seen today. And so you don’t need to do a historical analysis to find representations of who a scientist of color can be. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">All you need to do is connect kids to the actual scientists that are out there, and they are out there in growing numbers, which I think is something we really don’t understand. This is where African American institutions play a big role; 38 to 39% of all advanced degrees in science [received by African Americans] come from historically black colleges and universities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In Oakland, I was often introduced to doctors and dentists who could serve as role models for me. So I didn’t have to look far for representation of how science could be something for me. \u003c/span>\u003c/p>\n\u003cp>\u003cb>How can parents, teachers and other adults foster kids’ interest in science? \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">If you give a kid an experiment, some test tubes, and let them play around with science, you’re going to foster a love for science immediately. I taught in urban contexts where there were some challenges in the community, but the moment those kids crossed the threshold to the classroom, everyone became a scientist.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">So I would argue first that there is no greater way of accessing science than to do science and do it early. The good news for parents is, you don’t need to be an expert. You can learn together. YouTube provides a wealth of resources for you to just take on experiments and do them at home. And so the best thing is to provide kids a vision of who they can be is just to do science with your child.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>The original version of this post incorrectly stated that \u003cspan style=\"font-weight: 400;\">38 to 39% of all advanced degrees in science come from historically black colleges and universities. The correct statistic is that 38-39% of all advanced degrees received by African Americans come from historically black colleges and universities. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n","blocks":[],"excerpt":"A combination of preconceptions, stereotypes and misunderstandings keeps many students from fulfilling their potential as scientists, a Stanford education professor asserts in a new book called 'Science in the City.'","status":"publish","parent":0,"modified":1704848222,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":886},"headData":{"title":"Creating Pathways to Science for Students of Color | KQED","description":"A combination of preconceptions, stereotypes and misunderstandings keeps many students from fulfilling their potential as scientists, a Stanford education professor asserts in a new book called 'Science in the City.'","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Creating Pathways to Science for Students of Color","datePublished":"2019-10-21T07:01:06.000Z","dateModified":"2024-01-10T00:57:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"source":"Science Education","audioUrl":"https://www.kqed.org/.stream/anon/radio/science/2019/10/WattBryanBrown2way.mp3","sticky":false,"audioTrackLength":277,"path":"/science/1949531/creating-pathways-to-science-for-students-of-color","parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">A combination of preconceptions, stereotypes and misunderstandings keeps many students from fulfilling their potential as scientists, a Stanford education professor asserts in a \u003c/span>\u003ca href=\"https://www.hepg.org/hep-home/books/science-in-the-city#\">\u003cspan style=\"font-weight: 400;\">new book\u003c/span>\u003c/a> called “Science in the City\u003cspan style=\"font-weight: 400;\">.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">\u003cstrong>Bryan Brown\u003c/strong>, an Oakland native and former high school science teacher, maintains that young black and Latino students understand scientific concepts, but not in the way their teachers describe those ideas. He told KQED’s Brian Watt that can lead to frustration all around. Here are excerpts from their conversation, edited for length and clarity: \u003c/span>\u003c/p>\n\u003cp>\u003cb>You’ve been running science camps at Stanford for fifth and sixth graders. What have these students been telling you about science education?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The brilliance of these kids is often not reflected in the ways they communicate. And so in my time as a teacher, one of the things that has been really shocking to me is the distance between how we allow the kids to represent what they know and then what we expect of them. We almost expect kids to speak like little scientists when what they know is learned in the context of their community. We should be listening for the brilliant science that sounds like the neighborhoods they come from.\u003c/span>\u003c/p>\n\u003cp>\u003cb>How might some brilliance be lost in translation on a science teacher?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">I’ll give you an example. We studied baseball, and the kids had ways to distinguish between directional velocity — how fast the ball is changing directions. The phrase that they use was “the ball has a lot of movement. It had bite, it would fall off the table.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">But when they spoke of speed, they used the word “velocity,” the exact opposite of the physics term for velocity, which is about representing directional change. So although the language and the culture of baseball enabled the kids to make this scientific distinction, it would be invisible for the teachers because they are looking for language expressed in the academic way, which is not taught in the (kids’) classroom.\u003c/span>\u003c/p>\n\u003cp>\u003cb>So how do middle and high schoolers who are interested in science navigate this gap?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">What I’m really arguing for is that teachers rethink how they think about learning. I’ll put it this way: When you’re in a Spanish class, you’re getting new words for old ideas. You’re still talking about chairs and tables, but they’re just new words. When you enter a science classroom, you’re getting new words and new ideas simultaneously. And the cost of that is kids often feel intimidated, and they simply don’t understand. But the other (side) of the coin is then we don’t hear the brilliance that the kids have, because we’re listening for science language when the ideas are right there in front of us.\u003c/span>\u003c/p>\n\u003cp>\u003cb>When you were coming up as a student, did you learn about scientists other than, say, George Washington Carver and Dr. Charles Drew? Did you imagine yourself in their number?\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">You have offered the two names that are shared in the African American community so readily. The irony is, right now, we’ve never seen the numbers of African American scientists getting advanced degrees that we’ve seen today. And so you don’t need to do a historical analysis to find representations of who a scientist of color can be. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">All you need to do is connect kids to the actual scientists that are out there, and they are out there in growing numbers, which I think is something we really don’t understand. This is where African American institutions play a big role; 38 to 39% of all advanced degrees in science [received by African Americans] come from historically black colleges and universities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In Oakland, I was often introduced to doctors and dentists who could serve as role models for me. So I didn’t have to look far for representation of how science could be something for me. \u003c/span>\u003c/p>\n\u003cp>\u003cb>How can parents, teachers and other adults foster kids’ interest in science? \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">If you give a kid an experiment, some test tubes, and let them play around with science, you’re going to foster a love for science immediately. I taught in urban contexts where there were some challenges in the community, but the moment those kids crossed the threshold to the classroom, everyone became a scientist.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">So I would argue first that there is no greater way of accessing science than to do science and do it early. The good news for parents is, you don’t need to be an expert. You can learn together. YouTube provides a wealth of resources for you to just take on experiments and do them at home. And so the best thing is to provide kids a vision of who they can be is just to do science with your child.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>The original version of this post incorrectly stated that \u003cspan style=\"font-weight: 400;\">38 to 39% of all advanced degrees in science come from historically black colleges and universities. The correct statistic is that 38-39% of all advanced degrees received by African Americans come from historically black colleges and universities. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/science/1949531/creating-pathways-to-science-for-students-of-color","authors":["6387"],"categories":["science_32","science_40"],"tags":["science_3370","science_346"],"featImg":"science_1949535","label":"source_science_1949531"},"science_1916019":{"type":"posts","id":"science_1916019","meta":{"index":"posts_1591205157","site":"science","id":"1916019","score":null,"sort":[1506640408000]},"guestAuthors":[],"slug":"paul-doherty-the-exploratoriums-beloved-senior-scientist-dies-at-69","title":"Paul Doherty, the Exploratorium's Beloved Senior Scientist, Dies at 69","publishDate":1506640408,"format":"standard","headTitle":"Paul Doherty, the Exploratorium’s Beloved Senior Scientist, Dies at 69 | KQED","labelTerm":{"site":"science"},"content":"\u003cp>Paul Doherty’s wife, Ellen Henson, loved watching his hands when he taught. An animated, enthusiastic speaker, Doherty used movement to lend his words extra meaning. His teaching paired his brilliant, scientifically astute mind with an intuitive understanding of his audience.\u003c/p>\n\u003cp>The celebrated teacher and senior scientist at San Francisco’s Exploratorium museum died last month, after a return of cancer that had been in remission.\u003c/p>\n\u003caside class=\"pullquote alignright\">‘One of the most important lessons he taught was to love what you’re doing so that others love doing it with you.’\u003ccite> Bree Barnett Dreyfuss\u003cbr>\nAmador Valley High School\u003c/cite>\u003c/aside>\n\u003cp>For the past three decades, Doherty has been a key figure at the Exploratorium’s Teacher Institute, where the museum is \u003ca href=\"https://www.exploratorium.edu/support/doherty-fund\" target=\"_blank\" rel=\"noopener\">creating a fund\u003c/a> in his name. The institute trains and mentors middle and high school math and science teachers. He has authored several books; the most recent, “\u003ca href=\"https://www.amazon.com/Then-Youre-Dead-Swallowed-Barreling/dp/0143108441\" target=\"_blank\" rel=\"noopener\">And Then You’re Dead: What Really Happens If You Get Swallowed by a Whale, Are Shot from a Cannon, or Go Barreling over Niagara\u003c/a>,” written with Cody Cassidy, was published in April.\u003c/p>\n\u003cp>Doherty was chosen as “Best Science Demonstrator” at the World Congress of Museums in Helsinki in 1996. The National Science Teachers Association selected him in 2003 for the Faraday Science Communicator Award. And seven years ago, he traveled to India as part of a team from the Exploratorium, invited by the Dalai Llama to \u003ca href=\"http://www.exo.net/~pauld/workshops/ScienceForMonks/Geshe%20Project/Science%20for%20Geshes2.html\" target=\"_blank\" rel=\"noopener\">teach science to Buddhist Monks\u003c/a>.\u003c/p>\n\u003cp>Colleagues say Doherty’s most lasting legacy will be his infectious warmth and enthusiasm for teaching science, and inspiring science teachers to bring their passion and curiosity to the classroom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“One of the most important lessons he taught,” says Bree Barnett Dreyfuss, a high school physics teacher at Amador Valley High School in Pleasanton, “was to love what you’re doing so that others love doing it with you.”\u003c/p>\n\u003cfigure id=\"attachment_1916020\" class=\"wp-caption alignright\" style=\"max-width: 768px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-1916020\" src=\"https://ww2.kqed.org/science/wp-content/uploads/sites/35/2017/09/142.jpg\" alt=\"\" width=\"768\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/35/2017/09/142.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/35/2017/09/142-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/35/2017/09/142-240x320.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/35/2017/09/142-375x500.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/35/2017/09/142-520x693.jpg 520w\" sizes=\"(max-width: 768px) 100vw, 768px\">\u003cfigcaption class=\"wp-caption-text\">Paul Doherty atop Mount Clarence King, Kings Canyon National Park. July 2007 \u003ccite>(Hal Murray)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Throughout his life, Doherty loved being outdoors and was an avid mountain climber. He climbed the face of El Capitan and made the first ascent of a 20,000-foot peak in the Sierra Nevada de Lagunas Bravas in the Andes.\u003c/p>\n\u003cp>“He could out-climb and out-bike most 20-year-olds,” says Eric Muller, senior science and math educator at the Exploratorium.\u003c/p>\n\u003cp>In interviews, friends and colleagues say they were continually astounded by the depth and breath of Doherty’s knowledge. Yet, they say, he was unfailingly humble, and not afraid to say, “I don’t know, but let’s find out.”\u003c/p>\n\u003cp>“Everything was an experiment — it was never about providing an answer,” says Barnett Dreyfuss. “I was so fearful of not knowing the content, of having kids question me and not being able to answer. To see that it was OK to not know everything, and that my job was to teach— not to be an encyclopedia— was a big thing.”\u003c/p>\n\u003cp>Barnett Dreyfuss went through the Teacher Institute more than a decade ago when she started teaching.\u003c/p>\n\u003cp>“I learned more from three weeks of Paul talking than I did in my entire undergraduate,” she says.\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=4aJ36-TlPD4\u003c/p>\n\u003cp>It was in college that Doherty found his love of teaching.\u003c/p>\n\u003cp>“I would go climb a mountain and see something beautiful,” he says in an \u003ca href=\"https://www.youtube.com/watch?v=Ce1qVgeynls\" target=\"_blank\" rel=\"noopener\">Exploratorium video,\u003c/a> “and then I would bring people to show them, to share with them the beauty that I found.”\u003c/p>\n\u003cp>After doing this for weeks on end, he says, he realized that he was both a scientist and a teacher.\u003c/p>\n\u003cp>Doherty received his doctorate in physics from the Massachusetts Institute of Technology in 1974. The following year he moved to Michigan and began teaching at Oakland University, covering a spectrum of subjects including physics, astronomy, geology and electronics.\u003c/p>\n\u003cp>That year, 1975, was also the year he married Ellen Henson, his wife of 42 years.\u003c/p>\n\u003cp>Ellen says she was drawn to Paul for his “aliveness” and his relationship to “both sides” of nature. Since her girlhood, she says, she has loved stones. “I could take a handful of stones to Paul and show him,” she says. “And he would both appreciate the beauty of them and he knew what they were made of.”\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=Ce1qVgeynls\u003c/p>\n\u003cp>He was ever the experimentalist, she says. They used laugh that their marriage vows implied a clause of “Thou shalt not use the home microwave for anything other than normal cooking of food.”\u003c/p>\n\u003cp>It was not the marriage vows, however, that she remembers as the key moment when they made their commitment to each other. It was the selecting of the stone that would be set in her wedding ring. Shortly after Paul’s proposal, in the small shop of a science museum where they were visiting a geology exhibit, they were both taken by a beautiful cabochon of moss agate.\u003c/p>\n\u003cp>“I still wear it,” says Ellen. Depending on the light or the angle of view, she says, the stone reveals new rich detail. “That was how we saw our marriage. Multi-faceted. With many layers.”\u003c/p>\n\u003cp>The couple moved to the Bay Area in 1986, where Doherty joined the Exploratorium’s \u003ca href=\"https://www.exploratorium.edu/education/teacher-institute\" target=\"_blank\" rel=\"noopener\">Teacher Institute\u003c/a>.\u003c/p>\n\u003cp>Beyond his raft of interests in the real world, Doherty was also active in the online virtual world of Second Life. He helped created what Linda Shore, a friend and former staff at the Teacher Institute, believes was the first science museum in Second Life: The Splo (as in the Ex-splo-ratorium). In the virtual museum, visitors can explore color, optical illusions and motion, in much the same way they can at the Exploratorium. (Shore, currently executive director at the Astronomical Society of the Pacific, has inherited the job of looking after The Splo.)\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=BbgmVdgWbeY\u003c/p>\n\u003cp>\u003cem>Sir Isaac Newton invites people to celebrate Pi Day (March 14) at The Splo in Second Life.\u003c/em>\u003c/p>\n\u003cp>On special occasions at the Exploratorium, such as their evening ‘After Dark’ parties, Doherty would bring his avatar: Patio Plasma, to life, displaying what friends recall as a “fabulous fashion sense.”\u003c/p>\n\u003cp>One of his lasting legacies, colleagues say, will be the culture of inclusion, understanding, acceptance and honesty that Doherty helped foster at the museum and in the educational community.\u003c/p>\n\u003cp>“Paul led by example. His way of being in the world, his complete and constant enthusiasm for life and learning was a constant mentorship,” says Lori Lambertson, also on staff at the Teacher Institute. “He moved so easily. Everybody turned to him. He had time for everybody.”\u003c/p>\n\u003cp>Through the Teacher Institute, his mentoring of museum staff (especially the high-school aged “\u003ca href=\"https://explainers.exploratorium.edu/highschool/\" target=\"_blank\" rel=\"noopener\">Explainers\u003c/a>” who engage the public at exhibits) the lectures he gave worldwide and his books, Paul Doherty’s influence reached hundreds of thousands, if not millions, of people.\u003c/p>\n\u003cp>When he was diagnosed with cancer, Lambertson says, “he told a colleague, ‘I’ve had a good life. Everything now is icing.'”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Gifts to the Exploratorium’s \u003ca href=\"https://www.exploratorium.edu/support/doherty-fund\" target=\"_blank\" rel=\"noopener\">Paul Doherty Fund \u003c/a>will support the Teacher Institute, the professional development program for middle school and high school math and science teachers. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Through his teaching and mentoring, Doherty's influence reached hundreds of thousands, if not millions, of people.","status":"publish","parent":0,"modified":1704928365,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1258},"headData":{"title":"Paul Doherty, the Exploratorium's Beloved Senior Scientist, Dies at 69 | KQED","description":"Through his teaching and mentoring, Doherty's influence reached hundreds of thousands, if not millions, of people.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Paul Doherty, the Exploratorium's Beloved Senior Scientist, Dies at 69","datePublished":"2017-09-28T23:13:28.000Z","dateModified":"2024-01-10T23:12:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"path":"/science/1916019/paul-doherty-the-exploratoriums-beloved-senior-scientist-dies-at-69","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Paul Doherty’s wife, Ellen Henson, loved watching his hands when he taught. An animated, enthusiastic speaker, Doherty used movement to lend his words extra meaning. His teaching paired his brilliant, scientifically astute mind with an intuitive understanding of his audience.\u003c/p>\n\u003cp>The celebrated teacher and senior scientist at San Francisco’s Exploratorium museum died last month, after a return of cancer that had been in remission.\u003c/p>\n\u003caside class=\"pullquote alignright\">‘One of the most important lessons he taught was to love what you’re doing so that others love doing it with you.’\u003ccite> Bree Barnett Dreyfuss\u003cbr>\nAmador Valley High School\u003c/cite>\u003c/aside>\n\u003cp>For the past three decades, Doherty has been a key figure at the Exploratorium’s Teacher Institute, where the museum is \u003ca href=\"https://www.exploratorium.edu/support/doherty-fund\" target=\"_blank\" rel=\"noopener\">creating a fund\u003c/a> in his name. The institute trains and mentors middle and high school math and science teachers. He has authored several books; the most recent, “\u003ca href=\"https://www.amazon.com/Then-Youre-Dead-Swallowed-Barreling/dp/0143108441\" target=\"_blank\" rel=\"noopener\">And Then You’re Dead: What Really Happens If You Get Swallowed by a Whale, Are Shot from a Cannon, or Go Barreling over Niagara\u003c/a>,” written with Cody Cassidy, was published in April.\u003c/p>\n\u003cp>Doherty was chosen as “Best Science Demonstrator” at the World Congress of Museums in Helsinki in 1996. The National Science Teachers Association selected him in 2003 for the Faraday Science Communicator Award. And seven years ago, he traveled to India as part of a team from the Exploratorium, invited by the Dalai Llama to \u003ca href=\"http://www.exo.net/~pauld/workshops/ScienceForMonks/Geshe%20Project/Science%20for%20Geshes2.html\" target=\"_blank\" rel=\"noopener\">teach science to Buddhist Monks\u003c/a>.\u003c/p>\n\u003cp>Colleagues say Doherty’s most lasting legacy will be his infectious warmth and enthusiasm for teaching science, and inspiring science teachers to bring their passion and curiosity to the classroom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“One of the most important lessons he taught,” says Bree Barnett Dreyfuss, a high school physics teacher at Amador Valley High School in Pleasanton, “was to love what you’re doing so that others love doing it with you.”\u003c/p>\n\u003cfigure id=\"attachment_1916020\" class=\"wp-caption alignright\" style=\"max-width: 768px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-1916020\" src=\"https://ww2.kqed.org/science/wp-content/uploads/sites/35/2017/09/142.jpg\" alt=\"\" width=\"768\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/35/2017/09/142.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/35/2017/09/142-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/35/2017/09/142-240x320.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/35/2017/09/142-375x500.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/35/2017/09/142-520x693.jpg 520w\" sizes=\"(max-width: 768px) 100vw, 768px\">\u003cfigcaption class=\"wp-caption-text\">Paul Doherty atop Mount Clarence King, Kings Canyon National Park. July 2007 \u003ccite>(Hal Murray)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Throughout his life, Doherty loved being outdoors and was an avid mountain climber. He climbed the face of El Capitan and made the first ascent of a 20,000-foot peak in the Sierra Nevada de Lagunas Bravas in the Andes.\u003c/p>\n\u003cp>“He could out-climb and out-bike most 20-year-olds,” says Eric Muller, senior science and math educator at the Exploratorium.\u003c/p>\n\u003cp>In interviews, friends and colleagues say they were continually astounded by the depth and breath of Doherty’s knowledge. Yet, they say, he was unfailingly humble, and not afraid to say, “I don’t know, but let’s find out.”\u003c/p>\n\u003cp>“Everything was an experiment — it was never about providing an answer,” says Barnett Dreyfuss. “I was so fearful of not knowing the content, of having kids question me and not being able to answer. To see that it was OK to not know everything, and that my job was to teach— not to be an encyclopedia— was a big thing.”\u003c/p>\n\u003cp>Barnett Dreyfuss went through the Teacher Institute more than a decade ago when she started teaching.\u003c/p>\n\u003cp>“I learned more from three weeks of Paul talking than I did in my entire undergraduate,” she says.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/4aJ36-TlPD4'\n title='//www.youtube.com/embed/4aJ36-TlPD4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>It was in college that Doherty found his love of teaching.\u003c/p>\n\u003cp>“I would go climb a mountain and see something beautiful,” he says in an \u003ca href=\"https://www.youtube.com/watch?v=Ce1qVgeynls\" target=\"_blank\" rel=\"noopener\">Exploratorium video,\u003c/a> “and then I would bring people to show them, to share with them the beauty that I found.”\u003c/p>\n\u003cp>After doing this for weeks on end, he says, he realized that he was both a scientist and a teacher.\u003c/p>\n\u003cp>Doherty received his doctorate in physics from the Massachusetts Institute of Technology in 1974. The following year he moved to Michigan and began teaching at Oakland University, covering a spectrum of subjects including physics, astronomy, geology and electronics.\u003c/p>\n\u003cp>That year, 1975, was also the year he married Ellen Henson, his wife of 42 years.\u003c/p>\n\u003cp>Ellen says she was drawn to Paul for his “aliveness” and his relationship to “both sides” of nature. Since her girlhood, she says, she has loved stones. “I could take a handful of stones to Paul and show him,” she says. “And he would both appreciate the beauty of them and he knew what they were made of.”\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Ce1qVgeynls'\n title='//www.youtube.com/embed/Ce1qVgeynls'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>He was ever the experimentalist, she says. They used laugh that their marriage vows implied a clause of “Thou shalt not use the home microwave for anything other than normal cooking of food.”\u003c/p>\n\u003cp>It was not the marriage vows, however, that she remembers as the key moment when they made their commitment to each other. It was the selecting of the stone that would be set in her wedding ring. Shortly after Paul’s proposal, in the small shop of a science museum where they were visiting a geology exhibit, they were both taken by a beautiful cabochon of moss agate.\u003c/p>\n\u003cp>“I still wear it,” says Ellen. Depending on the light or the angle of view, she says, the stone reveals new rich detail. “That was how we saw our marriage. Multi-faceted. With many layers.”\u003c/p>\n\u003cp>The couple moved to the Bay Area in 1986, where Doherty joined the Exploratorium’s \u003ca href=\"https://www.exploratorium.edu/education/teacher-institute\" target=\"_blank\" rel=\"noopener\">Teacher Institute\u003c/a>.\u003c/p>\n\u003cp>Beyond his raft of interests in the real world, Doherty was also active in the online virtual world of Second Life. He helped created what Linda Shore, a friend and former staff at the Teacher Institute, believes was the first science museum in Second Life: The Splo (as in the Ex-splo-ratorium). In the virtual museum, visitors can explore color, optical illusions and motion, in much the same way they can at the Exploratorium. (Shore, currently executive director at the Astronomical Society of the Pacific, has inherited the job of looking after The Splo.)\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/BbgmVdgWbeY'\n title='//www.youtube.com/embed/BbgmVdgWbeY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cem>Sir Isaac Newton invites people to celebrate Pi Day (March 14) at The Splo in Second Life.\u003c/em>\u003c/p>\n\u003cp>On special occasions at the Exploratorium, such as their evening ‘After Dark’ parties, Doherty would bring his avatar: Patio Plasma, to life, displaying what friends recall as a “fabulous fashion sense.”\u003c/p>\n\u003cp>One of his lasting legacies, colleagues say, will be the culture of inclusion, understanding, acceptance and honesty that Doherty helped foster at the museum and in the educational community.\u003c/p>\n\u003cp>“Paul led by example. His way of being in the world, his complete and constant enthusiasm for life and learning was a constant mentorship,” says Lori Lambertson, also on staff at the Teacher Institute. “He moved so easily. Everybody turned to him. He had time for everybody.”\u003c/p>\n\u003cp>Through the Teacher Institute, his mentoring of museum staff (especially the high-school aged “\u003ca href=\"https://explainers.exploratorium.edu/highschool/\" target=\"_blank\" rel=\"noopener\">Explainers\u003c/a>” who engage the public at exhibits) the lectures he gave worldwide and his books, Paul Doherty’s influence reached hundreds of thousands, if not millions, of people.\u003c/p>\n\u003cp>When he was diagnosed with cancer, Lambertson says, “he told a colleague, ‘I’ve had a good life. Everything now is icing.'”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Gifts to the Exploratorium’s \u003ca href=\"https://www.exploratorium.edu/support/doherty-fund\" target=\"_blank\" rel=\"noopener\">Paul Doherty Fund \u003c/a>will support the Teacher Institute, the professional development program for middle school and high school math and science teachers. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/science/1916019/paul-doherty-the-exploratoriums-beloved-senior-scientist-dies-at-69","authors":["11088"],"categories":["science_32","science_40"],"tags":["science_1947","science_2694","science_3370","science_346"],"featImg":"science_1916023","label":"science"},"science_147620":{"type":"posts","id":"science_147620","meta":{"index":"posts_1591205157","site":"science","id":"147620","score":null,"sort":[1438121259000]},"guestAuthors":[],"slug":"empowering-schools-worldwide-with-solar-suitcases","title":"Empowering Schools Worldwide With Solar Suitcases","publishDate":1438121259,"format":"standard","headTitle":"Empowering Schools Worldwide With Solar Suitcases | KQED","labelTerm":{"site":"science"},"content":"\u003cp>Packed with wires and electronics, the blue suitcases might not exactly breeze through airport security. But they’re most welcome where they’re going.\u003c/p>\n\u003cp>They’re actually portable solar units used to power off-the-grid schools and hospitals in the developing world. And by assembling the suitcases themselves, Bay Area high school students are also learning about engineering and social justice issues.\u003c/p>\n\u003cp>“When you give kids something real to do, they really like it,” says Hal Aronson, director of technology at \u003ca href=\"http://www.wecaresolar.org\">We Care Solar\u003c/a>, a local nonprofit that designs and builds “\u003ca href=\"http://wecaresolar.org/solutions/we-care-solar-suitcase/\">solar suitcases\u003c/a>,” which are sent all over the world. “Like any other human being, they just want to be helpful, but they often don’t know how.”\u003c/p>\n\u003cp>\u003cstrong>Serving Two Communities at Once\u003c/strong>\u003c/p>\n\u003cp>Since its inception in 2009, We Care Solar has brought thousands of solar suitcases to places like Nepal, Southeast Asia and Sub-Saharan Africa. Most of these units are used to power medical clinics in regions that lack electricity.\u003c/p>\n\u003cfigure id=\"attachment_147714\" class=\"wp-caption alignright\" style=\"max-width: 2736px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-147714 size-full\" src=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2015/07/IMG_8667.jpg\" alt=\"We Care Solar co-founders Hal Aronson and Laura Satchel hold the panels for a solar suitcase prototype that was sent to Africa to power medical clinics.\" width=\"2736\" height=\"3648\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/IMG_8667.jpg 2736w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/IMG_8667-400x533.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/IMG_8667-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/IMG_8667-1440x1920.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/IMG_8667-1400x1867.jpg 1400w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/IMG_8667-1180x1573.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/IMG_8667-960x1280.jpg 960w\" sizes=\"(max-width: 2736px) 100vw, 2736px\">\u003cfigcaption class=\"wp-caption-text\">We Care Solar co-founders Hal Aronson and Laura Stachel hold the panels for a solar suitcase prototype that was sent to Africa to power medical clinics. \u003ccite>(We Care Solar)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But when they saw how effective the portable generators were, many schools and orphanages also started to request solar suitcases. Aronson saw an opportunity to serve two communities at the same time.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>He decided to have American high school students build the suitcases. In so doing, they would learn about engineering, solar power and energy poverty. Then, these student-assembled suitcases would be sent to Africa to provide a renewable power and light for orphanages and schools.\u003c/p>\n\u003cp>\u003cstrong>A New Partnership in the Bay Area\u003c/strong>\u003c/p>\n\u003cp>Aronson’s educational program, the similarly named \u003ca href=\"http://wecaresolar.org/about-we-share/\">We Share Solar\u003c/a>, has been active for several years. But this month, he agreed to try something more than just teaching the students to assemble the units.\u003c/p>\n\u003cp>Researchers and educators from the \u003ca href=\"http://www.lawrencehallofscience.org\">Lawrence Hall of Science\u003c/a> integrated the suitcase assembly into a three-week course for students in Oakland who might otherwise be at risk of dropping out of school. During this focused program, students received additional training in the engineering and design process. And additional partners like the \u003ca href=\"http://www.eastbaycollegefund.org/about/\">East Bay College Fund\u003c/a> provided career counseling.\u003c/p>\n\u003cp>Organizers hoped that the students would gain a real-world appreciation for what they were learning in school, which would motivate them to pursue advanced studies, especially in science and engineering fields.\u003c/p>\n\u003cp>In early July, more than 20 students from the Oakland’s Skyline High School participated in the integrated three-week solar academy for the first time.\u003c/p>\n\u003cp>As a capstone experience, the students explained their work to an audience of about 40 educators, engineers, and community members. Each group also showed off its completed, functional solar suitcases, ready to be sent to orphanages in Uganda.\u003c/p>\n\u003cp>\u003cstrong>Inspiring STEM Careers\u003c/strong>\u003c/p>\n\u003cp>“The kids have built suitcases that are actually going to go to places where they are going to make a big difference in peoples’ lives,” says Ardice Hartry, Deputy Director of the Research Group at Lawrence Hall of Science and helped design the course. “That’s my favorite part of all this.”\u003c/p>\n\u003cp>The students see a potential payoff for themselves as well.\u003c/p>\n\u003cfigure id=\"attachment_147715\" class=\"wp-caption alignleft\" style=\"max-width: 1600px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-147715 size-full\" src=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2015/07/FullSizeRender.jpg\" alt=\"Skyline High School student Daijonne explains the capabilities of the solar suitcase that her group constructed.\" width=\"1600\" height=\"994\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/FullSizeRender.jpg 1600w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/FullSizeRender-400x249.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/FullSizeRender-800x497.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/FullSizeRender-1440x895.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/FullSizeRender-1400x870.jpg 1400w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/FullSizeRender-1180x733.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/FullSizeRender-960x596.jpg 960w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Skyline High School student Daijonne Cosby explains the capabilities of the solar suitcase that her group constructed. \u003ccite>(Johanna Varner/KQED Science)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It really did open up another option for me that I wasn’t aware of,” says Eunice Han, a rising junior who participated in the course.\u003c/p>\n\u003cfigure id=\"attachment_147716\" class=\"wp-caption aligncenter\" style=\"max-width: 1600px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-147716\" src=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2015/07/FullSizeRender3.jpg\" alt=\"Skyline High School student Eunice Han presents a systems analysis of energy needs for the Ugandan communities that will receive the solar suitcases. She and many other students are considering careers in engineering as a result of their experience.\" width=\"1600\" height=\"1200\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/FullSizeRender3.jpg 1600w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/FullSizeRender3-400x300.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/FullSizeRender3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/FullSizeRender3-1440x1080.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/FullSizeRender3-1400x1050.jpg 1400w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/FullSizeRender3-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/FullSizeRender3-960x720.jpg 960w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Skyline High School student Eunice Han presents a systems analysis of energy needs for the Ugandan communities that will receive the solar suitcases. She and many other students are considering careers in engineering as a result of their experience. \u003ccite>(Johanna Varner/KQED Science)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It was a very unique, eye-opening experience,” agrees Samuel Wild, another high school student. “Building the suitcases was really cool. I didn’t know much about that before. Of course, I thought I did, but I didn’t.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>On the sidelines, Aronson watched the student presentations with delight. “In a moment like this, I can actually see that they’re gaining knowledge and are capable of sharing it. And they put some pride in their workmanship,” he said. “That’s exciting.”\u003c/p>\n\n","blocks":[],"excerpt":"Portable solar units assembled by Oakland K-12 students will be sent to power off-grid schools in Africa.","status":"publish","parent":0,"modified":1704931512,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":738},"headData":{"title":"Empowering Schools Worldwide With Solar Suitcases | KQED","description":"Portable solar units assembled by Oakland K-12 students will be sent to power off-grid schools in Africa.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Empowering Schools Worldwide With Solar Suitcases","datePublished":"2015-07-28T22:07:39.000Z","dateModified":"2024-01-11T00:05:12.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"path":"/science/147620/empowering-schools-worldwide-with-solar-suitcases","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Packed with wires and electronics, the blue suitcases might not exactly breeze through airport security. But they’re most welcome where they’re going.\u003c/p>\n\u003cp>They’re actually portable solar units used to power off-the-grid schools and hospitals in the developing world. And by assembling the suitcases themselves, Bay Area high school students are also learning about engineering and social justice issues.\u003c/p>\n\u003cp>“When you give kids something real to do, they really like it,” says Hal Aronson, director of technology at \u003ca href=\"http://www.wecaresolar.org\">We Care Solar\u003c/a>, a local nonprofit that designs and builds “\u003ca href=\"http://wecaresolar.org/solutions/we-care-solar-suitcase/\">solar suitcases\u003c/a>,” which are sent all over the world. “Like any other human being, they just want to be helpful, but they often don’t know how.”\u003c/p>\n\u003cp>\u003cstrong>Serving Two Communities at Once\u003c/strong>\u003c/p>\n\u003cp>Since its inception in 2009, We Care Solar has brought thousands of solar suitcases to places like Nepal, Southeast Asia and Sub-Saharan Africa. Most of these units are used to power medical clinics in regions that lack electricity.\u003c/p>\n\u003cfigure id=\"attachment_147714\" class=\"wp-caption alignright\" style=\"max-width: 2736px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-147714 size-full\" src=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2015/07/IMG_8667.jpg\" alt=\"We Care Solar co-founders Hal Aronson and Laura Satchel hold the panels for a solar suitcase prototype that was sent to Africa to power medical clinics.\" width=\"2736\" height=\"3648\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/IMG_8667.jpg 2736w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/IMG_8667-400x533.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/IMG_8667-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/IMG_8667-1440x1920.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/IMG_8667-1400x1867.jpg 1400w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/IMG_8667-1180x1573.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/IMG_8667-960x1280.jpg 960w\" sizes=\"(max-width: 2736px) 100vw, 2736px\">\u003cfigcaption class=\"wp-caption-text\">We Care Solar co-founders Hal Aronson and Laura Stachel hold the panels for a solar suitcase prototype that was sent to Africa to power medical clinics. \u003ccite>(We Care Solar)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But when they saw how effective the portable generators were, many schools and orphanages also started to request solar suitcases. Aronson saw an opportunity to serve two communities at the same time.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>He decided to have American high school students build the suitcases. In so doing, they would learn about engineering, solar power and energy poverty. Then, these student-assembled suitcases would be sent to Africa to provide a renewable power and light for orphanages and schools.\u003c/p>\n\u003cp>\u003cstrong>A New Partnership in the Bay Area\u003c/strong>\u003c/p>\n\u003cp>Aronson’s educational program, the similarly named \u003ca href=\"http://wecaresolar.org/about-we-share/\">We Share Solar\u003c/a>, has been active for several years. But this month, he agreed to try something more than just teaching the students to assemble the units.\u003c/p>\n\u003cp>Researchers and educators from the \u003ca href=\"http://www.lawrencehallofscience.org\">Lawrence Hall of Science\u003c/a> integrated the suitcase assembly into a three-week course for students in Oakland who might otherwise be at risk of dropping out of school. During this focused program, students received additional training in the engineering and design process. And additional partners like the \u003ca href=\"http://www.eastbaycollegefund.org/about/\">East Bay College Fund\u003c/a> provided career counseling.\u003c/p>\n\u003cp>Organizers hoped that the students would gain a real-world appreciation for what they were learning in school, which would motivate them to pursue advanced studies, especially in science and engineering fields.\u003c/p>\n\u003cp>In early July, more than 20 students from the Oakland’s Skyline High School participated in the integrated three-week solar academy for the first time.\u003c/p>\n\u003cp>As a capstone experience, the students explained their work to an audience of about 40 educators, engineers, and community members. Each group also showed off its completed, functional solar suitcases, ready to be sent to orphanages in Uganda.\u003c/p>\n\u003cp>\u003cstrong>Inspiring STEM Careers\u003c/strong>\u003c/p>\n\u003cp>“The kids have built suitcases that are actually going to go to places where they are going to make a big difference in peoples’ lives,” says Ardice Hartry, Deputy Director of the Research Group at Lawrence Hall of Science and helped design the course. “That’s my favorite part of all this.”\u003c/p>\n\u003cp>The students see a potential payoff for themselves as well.\u003c/p>\n\u003cfigure id=\"attachment_147715\" class=\"wp-caption alignleft\" style=\"max-width: 1600px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-147715 size-full\" src=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2015/07/FullSizeRender.jpg\" alt=\"Skyline High School student Daijonne explains the capabilities of the solar suitcase that her group constructed.\" width=\"1600\" height=\"994\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/FullSizeRender.jpg 1600w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/FullSizeRender-400x249.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/FullSizeRender-800x497.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/FullSizeRender-1440x895.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/FullSizeRender-1400x870.jpg 1400w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/FullSizeRender-1180x733.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/FullSizeRender-960x596.jpg 960w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Skyline High School student Daijonne Cosby explains the capabilities of the solar suitcase that her group constructed. \u003ccite>(Johanna Varner/KQED Science)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It really did open up another option for me that I wasn’t aware of,” says Eunice Han, a rising junior who participated in the course.\u003c/p>\n\u003cfigure id=\"attachment_147716\" class=\"wp-caption aligncenter\" style=\"max-width: 1600px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-147716\" src=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2015/07/FullSizeRender3.jpg\" alt=\"Skyline High School student Eunice Han presents a systems analysis of energy needs for the Ugandan communities that will receive the solar suitcases. She and many other students are considering careers in engineering as a result of their experience.\" width=\"1600\" height=\"1200\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/FullSizeRender3.jpg 1600w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/FullSizeRender3-400x300.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/FullSizeRender3-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/FullSizeRender3-1440x1080.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/FullSizeRender3-1400x1050.jpg 1400w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/FullSizeRender3-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/35/2015/07/FullSizeRender3-960x720.jpg 960w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Skyline High School student Eunice Han presents a systems analysis of energy needs for the Ugandan communities that will receive the solar suitcases. She and many other students are considering careers in engineering as a result of their experience. \u003ccite>(Johanna Varner/KQED Science)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It was a very unique, eye-opening experience,” agrees Samuel Wild, another high school student. “Building the suitcases was really cool. I didn’t know much about that before. Of course, I thought I did, but I didn’t.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>On the sidelines, Aronson watched the student presentations with delight. “In a moment like this, I can actually see that they’re gaining knowledge and are capable of sharing it. And they put some pride in their workmanship,” he said. “That’s exciting.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/science/147620/empowering-schools-worldwide-with-solar-suitcases","authors":["8639"],"categories":["science_32","science_33","science_89"],"tags":["science_346","science_1134"],"featImg":"science_147717","label":"science"},"science_23791":{"type":"posts","id":"science_23791","meta":{"index":"posts_1591205157","site":"science","id":"23791","score":null,"sort":[1416319250000]},"guestAuthors":[],"slug":"helix-science-center-in-los-altos-will-close-its-doors-at-the-end-of-november","title":"Helix Science Center in Los Altos Will Close Its Doors at the End of November","publishDate":1416319250,"format":"aside","headTitle":"Helix Science Center in Los Altos Will Close Its Doors at the End of November | KQED","labelTerm":{"site":"science"},"content":"\u003cfigure id=\"attachment_23812\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/11/4-light-lab-2-800.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-23812\" src=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/11/4-light-lab-2-800.jpg\" alt=\"Light lab\" width=\"800\" height=\"450\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Children play and learn with the light lab at Helix in Los Altos. (Exploratorium)\u003c/figcaption>\u003c/figure>\n\u003cp>Helix, a Los Altos “community science center” run by the Exploratorium, will close its doors on November 30. The 5,000-square-foot space brought hands-on science exhibits, a classroom with ever-changing activities, and a museum gift shop to downtown Los Altos.\u003c/p>\n\u003cp>Helix \u003ca title=\"San Jose Mercury News - Helix Opening\" href=\"http://www.mercurynews.com/education/ci_24730190/mini-exploratorium-opens-los-altos\">opened last November\u003c/a>, less than a year after the Exploratorium moved to its new Pier 15 location. It was funded by a one-year grant from \u003ca title=\"Passerelle Investments\" href=\"http://passerelleinvestments.com/\">Passerelle Investment Co.\u003c/a>, which started in 2009 with the explicit goal of revitalizing downtown Los Altos. Passerelle and the Exploratorium have an agreement not to disclose the size of the grant or finances related to Helix, including gift shop revenue.\u003c/p>\n\u003cfigure id=\"attachment_23814\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/11/1-exterior-orig-216x162.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-23814\" src=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/11/1-exterior-orig-216x162.jpg\" alt=\"Helix\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Helix, a community science center run by the Exploratorium in downtown Los Altos. (Exploratorium)\u003c/figcaption>\u003c/figure>\n\u003cp>Over the past year, Helix has served up the Exploratorium’s signature style of creative science education to 50,000 visitors, with a special focus on teacher workshops and student field trips.\u003c/p>\n\u003cp>“I had never had anyone from a museum meet with me personally to design a learning activity for my students,” said Cathy Moss, a teacher at Gardner Bullis Elementary School in Los Altos. Before bringing her 5th graders to Helix, she met with director Anne Richardson and explained that she wanted her students to use their knowledge of electricity to design real-world structures. Richardson created a project called “The Electric Playground,” in which students “started by experimenting with circuits and then came up with an idea for some kind of playground structure that would incorporate electricity,” said Moss. “We had electric slides, merry-go-rounds with motors, and lots of equipment with lights.”\u003c/p>\n\u003cp>Helix program manager Hashim Anderson said that supporting K12 teachers has been one of the Exploratorium’s great strengths for many years. He and the other staff members, who are all Exploratorium employees, simply brought this expertise from San Francisco to Los Altos. “We’re not credentialed teachers,” said Anderson, “but we’re all really good learners.”\u003c/p>\n\u003cfigure id=\"attachment_23815\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/11/4-light-lab-1-216x162.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-23815\" src=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/11/4-light-lab-1-216x162.jpg\" alt=\"light lab\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Heix’s light lab lets visitors experiment with shapes and shadows. (Exploratorium)\u003c/figcaption>\u003c/figure>\n\u003cp>Even so, it takes time to develop relationships with a new community. “I feel like we’re just really gaining momentum and figuring out working with school groups,” said Lea Frantti, one of four education specialists at Helix. “If we were here for one more year, or two more years or ten more years, there’s so much more we could learn.” But that time isn’t available, and Helix’s two managers, four educators, and three retail workers will be soon be moving on. “Most of us were signed on specifically just for this project, so our positions are coming to an end,” said Anderson.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Helix’s temporary sojourn is not unusual amidst several Passerelle-funded “pop-ups” in Los Altos, including a four-month visit from the \u003ca title=\"SF MOMA - Los Altos\" href=\"http://www.sfmoma.org/about/press/press_exhibitions/releases/960\">San Francisco Museum of Modern Art\u003c/a>. Helix, in fact, was prefaced by an \u003ca title=\"Exploratorium On The Green\" href=\"http://patch.com/california/losaltos/los-altos-weekend-planner-exploratorium-on-the-green\">Exploratorium pop-up\u003c/a> in the summer of 2013. “We knew we’d get this grant at some point and we’d be down there for a year,” said Anderson.\u003c/p>\n\u003cp>Helix demonstrated certain advantages over the Exploratorium’s huge Pier 15 space. With only 25 exhibits, visitors could easily spend plenty of time on each one. And Helix staff could frequently change displays and activities. “The same people were coming over and over; they enjoyed coming back every weekend and finding something different in the classroom space. The Exploratorium can’t change things so frequently,” said Frantti. “We got to work on so many different things. Every month we would pick a theme and create different programming and workshops around that.”\u003c/p>\n\u003cfigure id=\"attachment_23879\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/11/dogfish2-243x162.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-23879\" src=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/11/dogfish2-243x162.jpg\" alt=\"Dogfish dissection\" width=\"300\" height=\"200\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Visitors to Helix’s Monsters program explore the anatomy of a dogfish. (Exploratorium)\u003c/figcaption>\u003c/figure>\n\u003cp>July, for example, was \u003ca title=\"Helix - Monsters\" href=\"http://helixlosaltos.org/programs/past-programs-2/july-monsters/\">Monsters\u003c/a>. Helix displayed the “found creature” photography of Adam Thorman; a book club discussed Carl Zimmer’s \u003cem>Parasite Rex\u003c/em>; and visitors learned anatomy from dissections of squid, dogfish, rabbits, and carnivorous plants. Frantti worked with the \u003ca title=\"BAASICS\" href=\"http://www.baasics.com/\">Bay Area Art and Science Interdisciplinary Collaborative Sessions\u003c/a> (BAASICS) to host a Monsters Happy Hour on July 18th. Artist George Pfau discussed zombie movies and mythology, followed by scientist John Hafernik’s lecture on \u003ca href=\"https://www.youtube.com/watch?v=fdZ3M8C6yhs\" target=\"_blank\" rel=\"noopener\">ZomBees\u003c/a>–ordinary honeybees that have been parasitized by flies. A morbidly fascinated audience clutched their wine glasses and beer bottles.\u003c/p>\n\u003cp>Helix Happy Hours began in February, after staff noticed that parents weren’t engaging with the exhibits–they either didn’t pay attention, or thought they should already know everything. Creating 18+ evening events and serving alcohol made many adults feel more at ease to explore and learn. “This is the issue I have with the Exploratorium in general,” said Anderson. “People think ‘oh, it’s a kids’ museum.’ Just because it’s science learning doesn’t mean it’s for a particular demographic. It’s really for everyone.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Helix is certainly offering something for everyone during its \u003ca title=\"Helix - It's a Wrap\" href=\"http://helixlosaltos.org/programs/upcoming-programs/november-grow/its-a-wrap/\">final weekend\u003c/a>, November 28-30. The center’s post-Thanksgiving program will include the year’s “greatest hits,” from dissecting squid to building a 3D fractal sculpture and playing with light and shadow. After that, the Exploratorium’s first and only satellite museum will pack up and head home.\u003c/p>\n\n","blocks":[],"excerpt":"Helix, a Los Altos \"community science center\" run by the Exploratorium, will close its doors on November 30. The 5,000-square-foot space brought hands-on science exhibits, a classroom with ever-changing activities and a museum gift shop to downtown Los Altos.","status":"publish","parent":0,"modified":1704932603,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":974},"headData":{"title":"Helix Science Center in Los Altos Will Close Its Doors at the End of November | KQED","description":"Helix, a Los Altos "community science center" run by the Exploratorium, will close its doors on November 30. The 5,000-square-foot space brought hands-on science exhibits, a classroom with ever-changing activities and a museum gift shop to downtown Los Altos.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Helix Science Center in Los Altos Will Close Its Doors at the End of November","datePublished":"2014-11-18T14:00:50.000Z","dateModified":"2024-01-11T00:23:23.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"path":"/science/23791/helix-science-center-in-los-altos-will-close-its-doors-at-the-end-of-november","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_23812\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/11/4-light-lab-2-800.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-23812\" src=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/11/4-light-lab-2-800.jpg\" alt=\"Light lab\" width=\"800\" height=\"450\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Children play and learn with the light lab at Helix in Los Altos. (Exploratorium)\u003c/figcaption>\u003c/figure>\n\u003cp>Helix, a Los Altos “community science center” run by the Exploratorium, will close its doors on November 30. The 5,000-square-foot space brought hands-on science exhibits, a classroom with ever-changing activities, and a museum gift shop to downtown Los Altos.\u003c/p>\n\u003cp>Helix \u003ca title=\"San Jose Mercury News - Helix Opening\" href=\"http://www.mercurynews.com/education/ci_24730190/mini-exploratorium-opens-los-altos\">opened last November\u003c/a>, less than a year after the Exploratorium moved to its new Pier 15 location. It was funded by a one-year grant from \u003ca title=\"Passerelle Investments\" href=\"http://passerelleinvestments.com/\">Passerelle Investment Co.\u003c/a>, which started in 2009 with the explicit goal of revitalizing downtown Los Altos. Passerelle and the Exploratorium have an agreement not to disclose the size of the grant or finances related to Helix, including gift shop revenue.\u003c/p>\n\u003cfigure id=\"attachment_23814\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/11/1-exterior-orig-216x162.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-23814\" src=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/11/1-exterior-orig-216x162.jpg\" alt=\"Helix\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Helix, a community science center run by the Exploratorium in downtown Los Altos. (Exploratorium)\u003c/figcaption>\u003c/figure>\n\u003cp>Over the past year, Helix has served up the Exploratorium’s signature style of creative science education to 50,000 visitors, with a special focus on teacher workshops and student field trips.\u003c/p>\n\u003cp>“I had never had anyone from a museum meet with me personally to design a learning activity for my students,” said Cathy Moss, a teacher at Gardner Bullis Elementary School in Los Altos. Before bringing her 5th graders to Helix, she met with director Anne Richardson and explained that she wanted her students to use their knowledge of electricity to design real-world structures. Richardson created a project called “The Electric Playground,” in which students “started by experimenting with circuits and then came up with an idea for some kind of playground structure that would incorporate electricity,” said Moss. “We had electric slides, merry-go-rounds with motors, and lots of equipment with lights.”\u003c/p>\n\u003cp>Helix program manager Hashim Anderson said that supporting K12 teachers has been one of the Exploratorium’s great strengths for many years. He and the other staff members, who are all Exploratorium employees, simply brought this expertise from San Francisco to Los Altos. “We’re not credentialed teachers,” said Anderson, “but we’re all really good learners.”\u003c/p>\n\u003cfigure id=\"attachment_23815\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/11/4-light-lab-1-216x162.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-23815\" src=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/11/4-light-lab-1-216x162.jpg\" alt=\"light lab\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Heix’s light lab lets visitors experiment with shapes and shadows. (Exploratorium)\u003c/figcaption>\u003c/figure>\n\u003cp>Even so, it takes time to develop relationships with a new community. “I feel like we’re just really gaining momentum and figuring out working with school groups,” said Lea Frantti, one of four education specialists at Helix. “If we were here for one more year, or two more years or ten more years, there’s so much more we could learn.” But that time isn’t available, and Helix’s two managers, four educators, and three retail workers will be soon be moving on. “Most of us were signed on specifically just for this project, so our positions are coming to an end,” said Anderson.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Helix’s temporary sojourn is not unusual amidst several Passerelle-funded “pop-ups” in Los Altos, including a four-month visit from the \u003ca title=\"SF MOMA - Los Altos\" href=\"http://www.sfmoma.org/about/press/press_exhibitions/releases/960\">San Francisco Museum of Modern Art\u003c/a>. Helix, in fact, was prefaced by an \u003ca title=\"Exploratorium On The Green\" href=\"http://patch.com/california/losaltos/los-altos-weekend-planner-exploratorium-on-the-green\">Exploratorium pop-up\u003c/a> in the summer of 2013. “We knew we’d get this grant at some point and we’d be down there for a year,” said Anderson.\u003c/p>\n\u003cp>Helix demonstrated certain advantages over the Exploratorium’s huge Pier 15 space. With only 25 exhibits, visitors could easily spend plenty of time on each one. And Helix staff could frequently change displays and activities. “The same people were coming over and over; they enjoyed coming back every weekend and finding something different in the classroom space. The Exploratorium can’t change things so frequently,” said Frantti. “We got to work on so many different things. Every month we would pick a theme and create different programming and workshops around that.”\u003c/p>\n\u003cfigure id=\"attachment_23879\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/11/dogfish2-243x162.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-23879\" src=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/11/dogfish2-243x162.jpg\" alt=\"Dogfish dissection\" width=\"300\" height=\"200\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Visitors to Helix’s Monsters program explore the anatomy of a dogfish. (Exploratorium)\u003c/figcaption>\u003c/figure>\n\u003cp>July, for example, was \u003ca title=\"Helix - Monsters\" href=\"http://helixlosaltos.org/programs/past-programs-2/july-monsters/\">Monsters\u003c/a>. Helix displayed the “found creature” photography of Adam Thorman; a book club discussed Carl Zimmer’s \u003cem>Parasite Rex\u003c/em>; and visitors learned anatomy from dissections of squid, dogfish, rabbits, and carnivorous plants. Frantti worked with the \u003ca title=\"BAASICS\" href=\"http://www.baasics.com/\">Bay Area Art and Science Interdisciplinary Collaborative Sessions\u003c/a> (BAASICS) to host a Monsters Happy Hour on July 18th. Artist George Pfau discussed zombie movies and mythology, followed by scientist John Hafernik’s lecture on \u003ca href=\"https://www.youtube.com/watch?v=fdZ3M8C6yhs\" target=\"_blank\" rel=\"noopener\">ZomBees\u003c/a>–ordinary honeybees that have been parasitized by flies. A morbidly fascinated audience clutched their wine glasses and beer bottles.\u003c/p>\n\u003cp>Helix Happy Hours began in February, after staff noticed that parents weren’t engaging with the exhibits–they either didn’t pay attention, or thought they should already know everything. Creating 18+ evening events and serving alcohol made many adults feel more at ease to explore and learn. “This is the issue I have with the Exploratorium in general,” said Anderson. “People think ‘oh, it’s a kids’ museum.’ Just because it’s science learning doesn’t mean it’s for a particular demographic. It’s really for everyone.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Helix is certainly offering something for everyone during its \u003ca title=\"Helix - It's a Wrap\" href=\"http://helixlosaltos.org/programs/upcoming-programs/november-grow/its-a-wrap/\">final weekend\u003c/a>, November 28-30. The center’s post-Thanksgiving program will include the year’s “greatest hits,” from dissecting squid to building a 3D fractal sculpture and playing with light and shadow. After that, the Exploratorium’s first and only satellite museum will pack up and head home.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/science/23791/helix-science-center-in-los-altos-will-close-its-doors-at-the-end-of-november","authors":["6324"],"categories":["science_32"],"tags":["science_635","science_2694","science_346"],"featImg":"science_23812","label":"science"},"science_19200":{"type":"posts","id":"science_19200","meta":{"index":"posts_1591205157","site":"science","id":"19200","score":null,"sort":[1405000822000]},"guestAuthors":[],"slug":"communicating-science-through-an-artistic-lens-at-stanford","title":"Communicating Science Through an Artistic Lens at Stanford","publishDate":1405000822,"format":"aside","headTitle":"Communicating Science Through an Artistic Lens at Stanford | KQED","labelTerm":{"site":"science"},"content":"\u003cfigure id=\"attachment_19209\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/07/lioncubs.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-19209\" src=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/07/lioncubs.jpg\" alt=\"behavior of lion cubs in the wild\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The behavior of lion cubs in the wild is far removed from the study of brain development in the lab. Sue McConnell pays careful attention to both, one as a photographer and the other as a scientist. (Susan McConnell)\u003c/figcaption>\u003c/figure>\n\u003cp>Stanford scientist Sue McConnell will be one of 15 U.S. professors to receive $1 million over the next five years from the \u003ca title=\"HHMI 2014 Professors\" href=\"http://www.hhmi.org/news/hhmi-puts-top-scientists-classroom\">Howard Hughes Medical Institute\u003c/a>. The grant supports creative approaches to science education; McConnell will use it to sustain a program that teaches biology seniors to communicate science to the public through art.\u003c/p>\n\u003cfigure id=\"attachment_19204\" class=\"wp-caption alignright\" style=\"max-width: 267px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/07/page4-1089-full.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-19204 size-full\" src=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/07/page4-1089-full.jpg\" alt=\"Alwali - The Protecting Friend\" width=\"267\" height=\"383\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">“Alwali – The Protecting Friend,” a graphic novel by Rosy Karna about the science and stigma of lymphatic filariasis. (Susan McConnell)\u003c/figcaption>\u003c/figure>\n\u003cp>As a \u003ca title=\"McConnell Lab\" href=\"http://stanford.edu/group/skmlab/index.html\">developmental neurobiologist\u003c/a>, McConnell studies how brain cells are created and wired together, but she gets out of the lab in a dramatic way as a \u003ca title=\"McConnell Photography\" href=\"http://www.susankmcconnell.com/7-2/\">conservation photographer\u003c/a>. Her images of Namibian elephants have been on the cover of \u003ci>Smithsonian\u003c/i> magazine. “I understand how potent the arts can be in communicating science,” she says—a potency she sees as necessary for policy change. “It’s pretty clear that information isn’t having the impact on public decisions that we’d hoped.”\u003c/p>\n\u003cp>This view motivated McConnell to create “\u003ca title=\"The Senior Reflection\" href=\"http://web.stanford.edu/~suemcc/TSR/index.html\">The Senior Reflection\u003c/a>” in 2010, with acclaimed writer \u003ca title=\"Andrew Todhunter\" href=\"http://www.andrewtodhunter.com/about/index.html\">Andrew Todhunter\u003c/a> as co-director. The course is run like a creative writing workshop—a new experience for many of the students, who are mostly pre-medical. “A number of students come into the program saying ‘I’m not creative,'” says McConnell. But over the academic year they discover and develop their talents with the guidance of local artists. The HHMI grant money will fund honoraria for these creative mentors, as well as salaries for Todhunter and writing teacher Russ Carpenter.\u003c/p>\n\u003cp>“We see a lot of students taking important pieces of themselves and their science, and really trying to connect them,” McConnell says. One created a \u003ca title=\"Alwali - The Protecting Friend\" href=\"http://web.stanford.edu/~suemcc/TSR/styled-41/index.html\">graphic novel\u003c/a> about \u003ca title=\"WHO - Lymphatic filariasis\" href=\"http://www.who.int/mediacentre/factsheets/fs102/en/\">lymphatic filariasis\u003c/a>, a painful and disfiguring parasitic infection, hoping to help people she met during a summer internship in Bangladesh. A \u003ca title=\"Mallory Smith - Biome\" href=\"http://web.stanford.edu/~suemcc/TSR/styled-50/index.html\">student with cystic fibrosis\u003c/a> wrote and performed an \u003ca title=\"Biome\" href=\"https://soundcloud.com/mallorybeasmith/biome\">audio podcast\u003c/a> in which she draws parallels between the gradual destruction of her lungs and the environmental degradation of the planet.\u003c/p>\n\u003cp>[contextly_sidebar id=”7d58494988285dad810964dd5e43e48a”]\u003c/p>\n\u003cp>Doing art instead of research for their senior thesis certainly helps the graduates stand out. “It’s all the med school interviewers want to talk about,” McConnell says. But do any projects have the broader impact she hopes for?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Some show promise. A \u003ca title=\"Neglected ~ A Story of Schistosomiasis Infection in Ghana -- Sand Animation\" href=\"https://www.youtube.com/watch?v=lo1cRLdqKq4\">2012 sand animation\u003c/a> about schistosomiasis was featured in \u003ci>Science\u003c/i> magazine. A \u003ca title=\"Brittany Margot - A Mother’s Choice\" href=\"http://web.stanford.edu/~suemcc/TSR/styled-10/index.html\">2013 quilt\u003c/a> portraying the science of breastfeeding now hangs in the maternity ward of Lucille Packard Children’s Hospital. And in both cases, the artists gained commissions for further work.\u003c/p>\n\u003cfigure id=\"attachment_19206\" class=\"wp-caption alignright\" style=\"max-width: 242px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/07/Sue_McConnell_Elephants_1-242x162.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-19206 size-medium\" src=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/07/Sue_McConnell_Elephants_1-242x162.jpg\" alt=\"A family of elephants in Namibia rescues its baby.\" width=\"242\" height=\"162\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A family of elephants in Namibia rescues its baby. Such images may inspire more conservation effort than simple information about the vulnerable status of African elephants. (Susan McConnell)\u003c/figcaption>\u003c/figure>\n\u003cp>As for the 2014 graduates, the author of the graphic novel plans to translate it into Bengali and distribute it in Bangladesh, to combat the extreme stigma associated with the disease. The cystic fibrosis piece, McConnell is certain, “will go national.” The full body of student work is open to public viewing all summer in the first floor of Wallenberg Hall on Stanford campus.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Art might seem like a counter-intuitive tool for communicating science, since it resonates with us emotionally rather than intellectually. But that resonance gives art the power to inspire, horrify, chasten, and motivate–a power that Sue McConnell is teaching the next generation of scientists and doctors to wield.\u003c/p>\n\n","blocks":[],"excerpt":"Stanford scientist Sue McConnell will receive $1 million over the next five years to sustain a program that teaches biology seniors to communicate science to the public through art.","status":"publish","parent":0,"modified":1704933308,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":631},"headData":{"title":"Communicating Science Through an Artistic Lens at Stanford | KQED","description":"Stanford scientist Sue McConnell will receive $1 million over the next five years to sustain a program that teaches biology seniors to communicate science to the public through art.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Communicating Science Through an Artistic Lens at Stanford","datePublished":"2014-07-10T14:00:22.000Z","dateModified":"2024-01-11T00:35:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"path":"/science/19200/communicating-science-through-an-artistic-lens-at-stanford","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_19209\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/07/lioncubs.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-19209\" src=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/07/lioncubs.jpg\" alt=\"behavior of lion cubs in the wild\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The behavior of lion cubs in the wild is far removed from the study of brain development in the lab. Sue McConnell pays careful attention to both, one as a photographer and the other as a scientist. (Susan McConnell)\u003c/figcaption>\u003c/figure>\n\u003cp>Stanford scientist Sue McConnell will be one of 15 U.S. professors to receive $1 million over the next five years from the \u003ca title=\"HHMI 2014 Professors\" href=\"http://www.hhmi.org/news/hhmi-puts-top-scientists-classroom\">Howard Hughes Medical Institute\u003c/a>. The grant supports creative approaches to science education; McConnell will use it to sustain a program that teaches biology seniors to communicate science to the public through art.\u003c/p>\n\u003cfigure id=\"attachment_19204\" class=\"wp-caption alignright\" style=\"max-width: 267px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/07/page4-1089-full.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-19204 size-full\" src=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/07/page4-1089-full.jpg\" alt=\"Alwali - The Protecting Friend\" width=\"267\" height=\"383\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">“Alwali – The Protecting Friend,” a graphic novel by Rosy Karna about the science and stigma of lymphatic filariasis. (Susan McConnell)\u003c/figcaption>\u003c/figure>\n\u003cp>As a \u003ca title=\"McConnell Lab\" href=\"http://stanford.edu/group/skmlab/index.html\">developmental neurobiologist\u003c/a>, McConnell studies how brain cells are created and wired together, but she gets out of the lab in a dramatic way as a \u003ca title=\"McConnell Photography\" href=\"http://www.susankmcconnell.com/7-2/\">conservation photographer\u003c/a>. Her images of Namibian elephants have been on the cover of \u003ci>Smithsonian\u003c/i> magazine. “I understand how potent the arts can be in communicating science,” she says—a potency she sees as necessary for policy change. “It’s pretty clear that information isn’t having the impact on public decisions that we’d hoped.”\u003c/p>\n\u003cp>This view motivated McConnell to create “\u003ca title=\"The Senior Reflection\" href=\"http://web.stanford.edu/~suemcc/TSR/index.html\">The Senior Reflection\u003c/a>” in 2010, with acclaimed writer \u003ca title=\"Andrew Todhunter\" href=\"http://www.andrewtodhunter.com/about/index.html\">Andrew Todhunter\u003c/a> as co-director. The course is run like a creative writing workshop—a new experience for many of the students, who are mostly pre-medical. “A number of students come into the program saying ‘I’m not creative,'” says McConnell. But over the academic year they discover and develop their talents with the guidance of local artists. The HHMI grant money will fund honoraria for these creative mentors, as well as salaries for Todhunter and writing teacher Russ Carpenter.\u003c/p>\n\u003cp>“We see a lot of students taking important pieces of themselves and their science, and really trying to connect them,” McConnell says. One created a \u003ca title=\"Alwali - The Protecting Friend\" href=\"http://web.stanford.edu/~suemcc/TSR/styled-41/index.html\">graphic novel\u003c/a> about \u003ca title=\"WHO - Lymphatic filariasis\" href=\"http://www.who.int/mediacentre/factsheets/fs102/en/\">lymphatic filariasis\u003c/a>, a painful and disfiguring parasitic infection, hoping to help people she met during a summer internship in Bangladesh. A \u003ca title=\"Mallory Smith - Biome\" href=\"http://web.stanford.edu/~suemcc/TSR/styled-50/index.html\">student with cystic fibrosis\u003c/a> wrote and performed an \u003ca title=\"Biome\" href=\"https://soundcloud.com/mallorybeasmith/biome\">audio podcast\u003c/a> in which she draws parallels between the gradual destruction of her lungs and the environmental degradation of the planet.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Doing art instead of research for their senior thesis certainly helps the graduates stand out. “It’s all the med school interviewers want to talk about,” McConnell says. But do any projects have the broader impact she hopes for?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some show promise. A \u003ca title=\"Neglected ~ A Story of Schistosomiasis Infection in Ghana -- Sand Animation\" href=\"https://www.youtube.com/watch?v=lo1cRLdqKq4\">2012 sand animation\u003c/a> about schistosomiasis was featured in \u003ci>Science\u003c/i> magazine. A \u003ca title=\"Brittany Margot - A Mother’s Choice\" href=\"http://web.stanford.edu/~suemcc/TSR/styled-10/index.html\">2013 quilt\u003c/a> portraying the science of breastfeeding now hangs in the maternity ward of Lucille Packard Children’s Hospital. And in both cases, the artists gained commissions for further work.\u003c/p>\n\u003cfigure id=\"attachment_19206\" class=\"wp-caption alignright\" style=\"max-width: 242px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/07/Sue_McConnell_Elephants_1-242x162.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-19206 size-medium\" src=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2014/07/Sue_McConnell_Elephants_1-242x162.jpg\" alt=\"A family of elephants in Namibia rescues its baby.\" width=\"242\" height=\"162\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A family of elephants in Namibia rescues its baby. Such images may inspire more conservation effort than simple information about the vulnerable status of African elephants. (Susan McConnell)\u003c/figcaption>\u003c/figure>\n\u003cp>As for the 2014 graduates, the author of the graphic novel plans to translate it into Bengali and distribute it in Bangladesh, to combat the extreme stigma associated with the disease. The cystic fibrosis piece, McConnell is certain, “will go national.” The full body of student work is open to public viewing all summer in the first floor of Wallenberg Hall on Stanford campus.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Art might seem like a counter-intuitive tool for communicating science, since it resonates with us emotionally rather than intellectually. But that resonance gives art the power to inspire, horrify, chasten, and motivate–a power that Sue McConnell is teaching the next generation of scientists and doctors to wield.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/science/19200/communicating-science-through-an-artistic-lens-at-stanford","authors":["6324"],"categories":["science_30"],"tags":["science_635","science_205","science_664","science_807","science_633","science_346"],"featImg":"science_19209","label":"science"},"science_4485":{"type":"posts","id":"science_4485","meta":{"index":"posts_1591205157","site":"science","id":"4485","score":null,"sort":[1371755708000]},"guestAuthors":[],"slug":"bay-areas-best-geology-museum-childrens-natural-history-museum","title":"Bay Area’s Best Geology Museum: Children's Natural History Museum","publishDate":1371755708,"format":"aside","headTitle":"Bay Area’s Best Geology Museum: Children’s Natural History Museum | KQED","labelTerm":{"site":"science"},"content":"\u003cp>The \u003ca href=\"http://cnhm.msnucleus.org/\">Children’s Natural History Museum\u003c/a> is under the radar in a modest building in Fremont. But under the management of Joyce Blueford, a trained paleontologist with a Ph.D. from UC Santa Cruz, it gives thousands of local students and their teachers the chance to put their hands on real scientific tools and geological treasures. Its core attraction is a large set of specimens from the Bay Area’s greatest fossil find: the Ice Age mammals of the Irvington gravels. Some of the museum’s best fossils are appearing right now at the Alameda County Fair.\u003c/p>\n\u003cfigure id=\"attachment_4486\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2013/06/CNHM-top.jpg\" rel=\"attachment wp-att-4486\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-4486\" src=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2013/06/CNHM-top.jpg\" alt=\"mammoth bones at the CNHM\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mammoths lived all over the Bay Area not that long ago. The Children’s Natural History Museum has a rich collection of their bones. Photos by Andrew Alden\u003c/figcaption>\u003c/figure>\n\u003cp>The sand and gravel quarries of Irvington, one of the five towns that incorporated as Fremont in 1956, were a rich source of fossil bones. Starting in the 1940s, they were assiduously collected by longtime East Bay teacher Wes Gordon. He loved to teach science as a hands-on activity, and Gordon’s group of high-school student assistants were immortalized by \u003cem>Life\u003c/em> magazine as “the Boy Paleontologists.” The fossils of Irvington are the scientific basis of a formal North American Land Mammal Age, the Irvingtonian.\u003c/p>\n\u003cp>Much of the fossil trove went to UC Berkeley, but other local institutions were given fossils to promote their science teaching. Gordon’s pride and joy was the science museum he maintained for the San Lorenzo School District, which included many Irvington fossils, a large rock and mineral collection, a set of Ohlone artifacts and century-old taxidermied animals cast off by the De Young Museum.\u003c/p>\n\u003cp>After Gordon died, his collections became the heart of the Children’s Natural History Museum. I walked in one afternoon and Blueford led me to some of the large Irvington bones, still half encased in their hard gravel matrix. Nowhere else in the world can you simply pick up this material from a shelf in your own hands. The collection has bones of mammoths, camels, horses, wolves, pronghorns, large cats and more, all from Ice Age species that are now extinct.\u003c/p>\n\u003cfigure id=\"attachment_4487\" class=\"wp-caption aligncenter\" style=\"max-width: 600px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2013/06/CNHM-camels.jpg\" rel=\"attachment wp-att-4487\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-4487\" src=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2013/06/CNHM-camels.jpg\" alt=\"Fremont camel fossils\" width=\"600\" height=\"440\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">North America gave rise to the camellid mammals. These bones represent the last New World camels\u003c/figcaption>\u003c/figure>\n\u003cp>One little thing that impressed me when I visited the museum was the rocks for sale in the gift shop. They’re real rocks that you can learn from, not just pretty pebbles, and they’re priced low. The rest of the museum is also full of real stuff, ready to unlock a child’s mind and engage a teacher’s skills in ways that no website or interactive kiosk can offer.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The museum also has a small planetarium, a roomful of microscopes and microfossils to use them on, lots of skulls and bones and shells, and two classrooms for groups of young students. There’s also an exhibit on the Boy Paleontologists. More Irvington fossils are still out there, if an effort can be mounted and funded, and maybe a new set of Young Paleontologists, no longer limited to boys, can arise.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/science/2013/06/20/bay-areas-best-geology-museum-childrens-natural-history-museum/cnhm-boysroom/\" rel=\"attachment wp-att-4488\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-4488\" src=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2013/06/CNHM-boysroom.jpg\" alt=\"Boy Paleontologists\" width=\"600\" height=\"400\">\u003c/a>\u003c/p>\n\u003cp>Blueford is showing some of the best fossils from the Children’s Natural History Museum at the Alameda County Fair. Look for them in the Minerals and Gems exhibit in area O, at the center of the fair. The museum is just one of the projects under the \u003ca href=\"http://www.msnucleus.org/\">Math/Science Nucleus\u003c/a>, the nonprofit umbrella organization Blueford founded in 1982. Pull up a chair and ask about the Nucleus’s projects on the Hayward fault, watershed restoration, Fremont history, fossil preparation, and K-8 science curricula and teaching kits. All of them can make well-targeted use of volunteers, interns, docents and donations of talent and equipment.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Around these parts, geology has become a niche topic in schools even as interest in local sustainability rises, the need for mined resources grows, and some of the world’s most fascinating geology is on display. The Bay Area is blessed with some wonderful big science museums, but geology is poorly represented at them. So it is that a modest outpost in Fremont with brief hours and a small staff is the Bay Area’s best geology museum. If you have any interest in good science education, seek it out and consider the opportunities it offers.\u003c/p>\n\n","blocks":[],"excerpt":"The best all-around geological museum in the Bay Area is in Fremont, catering to tomorrow's scientists and their teachers.","status":"publish","parent":0,"modified":1704935596,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":739},"headData":{"title":"Bay Area’s Best Geology Museum: Children's Natural History Museum | KQED","description":"The best all-around geological museum in the Bay Area is in Fremont, catering to tomorrow's scientists and their teachers.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Bay Area’s Best Geology Museum: Children's Natural History Museum","datePublished":"2013-06-20T19:15:08.000Z","dateModified":"2024-01-11T01:13:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"path":"/science/4485/bay-areas-best-geology-museum-childrens-natural-history-museum","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The \u003ca href=\"http://cnhm.msnucleus.org/\">Children’s Natural History Museum\u003c/a> is under the radar in a modest building in Fremont. But under the management of Joyce Blueford, a trained paleontologist with a Ph.D. from UC Santa Cruz, it gives thousands of local students and their teachers the chance to put their hands on real scientific tools and geological treasures. Its core attraction is a large set of specimens from the Bay Area’s greatest fossil find: the Ice Age mammals of the Irvington gravels. Some of the museum’s best fossils are appearing right now at the Alameda County Fair.\u003c/p>\n\u003cfigure id=\"attachment_4486\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2013/06/CNHM-top.jpg\" rel=\"attachment wp-att-4486\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-4486\" src=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2013/06/CNHM-top.jpg\" alt=\"mammoth bones at the CNHM\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mammoths lived all over the Bay Area not that long ago. The Children’s Natural History Museum has a rich collection of their bones. Photos by Andrew Alden\u003c/figcaption>\u003c/figure>\n\u003cp>The sand and gravel quarries of Irvington, one of the five towns that incorporated as Fremont in 1956, were a rich source of fossil bones. Starting in the 1940s, they were assiduously collected by longtime East Bay teacher Wes Gordon. He loved to teach science as a hands-on activity, and Gordon’s group of high-school student assistants were immortalized by \u003cem>Life\u003c/em> magazine as “the Boy Paleontologists.” The fossils of Irvington are the scientific basis of a formal North American Land Mammal Age, the Irvingtonian.\u003c/p>\n\u003cp>Much of the fossil trove went to UC Berkeley, but other local institutions were given fossils to promote their science teaching. Gordon’s pride and joy was the science museum he maintained for the San Lorenzo School District, which included many Irvington fossils, a large rock and mineral collection, a set of Ohlone artifacts and century-old taxidermied animals cast off by the De Young Museum.\u003c/p>\n\u003cp>After Gordon died, his collections became the heart of the Children’s Natural History Museum. I walked in one afternoon and Blueford led me to some of the large Irvington bones, still half encased in their hard gravel matrix. Nowhere else in the world can you simply pick up this material from a shelf in your own hands. The collection has bones of mammoths, camels, horses, wolves, pronghorns, large cats and more, all from Ice Age species that are now extinct.\u003c/p>\n\u003cfigure id=\"attachment_4487\" class=\"wp-caption aligncenter\" style=\"max-width: 600px\">\u003ca href=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2013/06/CNHM-camels.jpg\" rel=\"attachment wp-att-4487\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-4487\" src=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2013/06/CNHM-camels.jpg\" alt=\"Fremont camel fossils\" width=\"600\" height=\"440\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">North America gave rise to the camellid mammals. These bones represent the last New World camels\u003c/figcaption>\u003c/figure>\n\u003cp>One little thing that impressed me when I visited the museum was the rocks for sale in the gift shop. They’re real rocks that you can learn from, not just pretty pebbles, and they’re priced low. The rest of the museum is also full of real stuff, ready to unlock a child’s mind and engage a teacher’s skills in ways that no website or interactive kiosk can offer.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The museum also has a small planetarium, a roomful of microscopes and microfossils to use them on, lots of skulls and bones and shells, and two classrooms for groups of young students. There’s also an exhibit on the Boy Paleontologists. More Irvington fossils are still out there, if an effort can be mounted and funded, and maybe a new set of Young Paleontologists, no longer limited to boys, can arise.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/science/2013/06/20/bay-areas-best-geology-museum-childrens-natural-history-museum/cnhm-boysroom/\" rel=\"attachment wp-att-4488\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-4488\" src=\"http://ww2.kqed.org/science/wp-content/uploads/sites/35/2013/06/CNHM-boysroom.jpg\" alt=\"Boy Paleontologists\" width=\"600\" height=\"400\">\u003c/a>\u003c/p>\n\u003cp>Blueford is showing some of the best fossils from the Children’s Natural History Museum at the Alameda County Fair. Look for them in the Minerals and Gems exhibit in area O, at the center of the fair. The museum is just one of the projects under the \u003ca href=\"http://www.msnucleus.org/\">Math/Science Nucleus\u003c/a>, the nonprofit umbrella organization Blueford founded in 1982. Pull up a chair and ask about the Nucleus’s projects on the Hayward fault, watershed restoration, Fremont history, fossil preparation, and K-8 science curricula and teaching kits. All of them can make well-targeted use of volunteers, interns, docents and donations of talent and equipment.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Around these parts, geology has become a niche topic in schools even as interest in local sustainability rises, the need for mined resources grows, and some of the world’s most fascinating geology is on display. The Bay Area is blessed with some wonderful big science museums, but geology is poorly represented at them. So it is that a modest outpost in Fremont with brief hours and a small staff is the Bay Area’s best geology museum. If you have any interest in good science education, seek it out and consider the opportunities it offers.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/science/4485/bay-areas-best-geology-museum-childrens-natural-history-museum","authors":["6228"],"categories":["science_38"],"tags":["science_349","science_64","science_346"],"featImg":"science_4486","label":"science"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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