ReSET Chosen for 2012-13 Catalogue for Philanthropy: Greater Washington

The Catalogue for Philanthropy: Greater Washington is proud to announce that ReSET has been selected to be featured in the 2012-13 Catalogue. A panel of over 100 expert reviewers from area foundations, corporate giving programs, and peer non-profit organizations evaluated 220 applications; ReSET is one of 74 outstanding nonprofits to be featured this year.

Now in its tenth year, the Catalogue’s mission is to connect caring citizens with worthy community causes. According to Barbara Harman, President and Editor of the Catalogue for Philanthropy: Greater Washington, "Many nonprofits continue to suffer during the slow economic recovery, and the search for support has been intensified by the loss of government (and sometimes of foundation) funding. Individual donors can continue to make a real difference, keeping great organizations afloat during these challenging times.”

The Catalogue tracked $2,792,000 in 2010-11 donations, $1,335,000 to date in 2011-12 (and counting), and $17,667,000 since its inception in 2003. This year the Catalogue celebrates its 10th Anniversary.

From traditional, direct mail catalogues, to innovative online portals, to special events and social media, the Catalogue's goal is to build networks of engaged donors and great nonprofits who will make a difference in new ways, on their terms. It also provides charities with a stamp of approval that tells donors they can invest with confidence because the Catalogue vets its family of nonprofits with great care. 

25,000 individuals and hundreds of family foundations will receive copies of the print Catalogue in November, and others will visit the Catalogue website (cfp-dc.org), or access the Catalogue's customized portal at work. The online Catalogue also connects donors with volunteer opportunities, events, news, videos, and more.

"Charities were selected for excellence, cost-effectiveness, and impact" Harman said. “These are certainly among the best community-based nonprofits in the Washington region.”

The Younger Set

ReSET Volunteer Bob Hauptman reports on his program this term:


I want to tell you of my wonderful experience teaching science to kindergarden children.  First, you should know that it would not have been possible without the participation of two great people - Nsombi Brown, the Georgian Forest science teacher, and Harold Williams, the planetarium coordinator and professor of astronomy at Montgomery College, Takoma Park.  I have been guided by ReSET's key consideration: "To what extent does this activity spark an interest in learning more about science?"  I have long wanted to try kindergarten instead of fourth grade.  My rationale for this is that I believe the window in the brain for learning science is probably still open for six year olds, whereas it may have already closed for ten year olds.  In this regard, I also believe that this window may already be open for children younger than six.  I really need inputs from learning specialists to tell me.  Anyhow, the results exceeded my wildest expectations.  One of the main reasons is that six year olds are more pleasant than ten year olds.  They simply have not learned how to be sassy!  Additionally, they absorb information at least as well as older children, although it remains to be seen how well they retain it.  I did modify my approach slightly; so that although the activities are basically the same, I tried to present them at a simpler level.  My approach, to get them to perform on their own and then to try to get them to explain what is going on, remains basically the same.  Examples of what I did are: can/string phones, fossils, balloons for statics and Newton's reaction law, magnets, the solar system (including a visit to the planetarium, that they loved), the earth and rocks, and simple electric circuits.  I am sure much of what I do duplicates or adds to what Nsombi does, but I am not sure that matters.  I am still in a learning curve; so that, as time goes on, I will make some modifications.  For example, I will explain how plants nourish through their roots by demonstrating the rise of colored water through the fibers of a celery stalk.  I may also drop electric circuits.  I do intend to stay at this school (Will you have me, Nsombi?!) and to maintain contact with these children as they progress through grades.  It is also my intent to continue doing kindergarden and maybe even transition to pre-K.

Aerospace Engineer Stephen Leete  reports on his first classroom session as a ReSET volunteer at a school near his workplace, the NASA Goddard Space Flight Center:

I started my volunteer activity at the nearby Catherine T. Reed Elementary School today. I spent about an hour in the classroom of Mr. Pitts and his 26 fifth grade students. I used the AstroCappella Nine Planets song, powerpoint, and scale model activity. I gave out HST lithographs about the planets. I also talked about the formation of the solar system, detecting exo-planets using the Doppler effect and Kepler’s partial occultations, how Pluto came to be demoted from planet status, and a few other things. It went very well! I had been thinking of showing different satellite orbits, but didn’t get to it.

I’ll be visiting the school’s other fifth grade class with Ms. Mauldin next week, and alternating for a total of six visits (three per teacher), on consecutive Friday afternoons. I am planning on a Sun activity next (AstroCappella’s Sun Song, materials from SOHO, SDO, etc.). Not sure yet what will come after that.

Now That’s Using Your Cerebral Cortex!

Figure 1: ReSET students on a science cruise field trip about to violate rule number 1: never eat your science experiment!

ReSET volunteers are passionate about science, and they’ll go to great lengths to communicate that passion to their students. These scientists-in-the-classroom employ some unique and truly innovative methods of engaging children in their STEM field of expertise:

Philip Posner, who has a Ph.D. in Medical Physiology, shows his students various videos of a functioning heart and blood flow to complement what they are learning in Biology. The children then collect data on their own heart rate during rest, exercise and recovery. Their homework is to repeat the data collection at home with parents and siblings. At their next class they compare the results, and discuss how gender, age, size, and time of day can affect the results.

Chemical Engineer, Sonya Mazumdar and her US Patent and Trademark Office Team, provide the children in her class with different types of toy cars with solar panels. Using various factors, she has the cars race each other to see which will go the fastest when placed against the sunlight—each car directed to equal amounts of sunlight. Sonya was amused when her children asked her if she “raced and tested cars all day long.”

Electrical Engineer, Bill Gill, uses a battery, a piezoelectric buzzer, a light bulb, two jumper wires, and a strip of household aluminum foil to make a simple “Burglar Alarm.” He connects the buzzer and bulb in series with the battery connect the in parallel with the buzzer using the jumper wires. He then has one of his students act as a thief and cut the foil. What happens? The light goes out and the buzzer sounds the alarm—“alerting the police.” Bill explains why it works: “The resistance of the buzzer is 10 times the resistance of the bulb, so the demo is really about resistance . . . with a little fun thrown in.” 

Roberta Goren, who has a degree in Microbiology, has her students plant and sprout their own seeds, and shows them how to identify the leaves and seeds from various trees. The children also learn how to make their own slides, which they study under a microscope.

Michael Fitzmaurice, who teaches Astronomy and Optics, uses a ping-pong ball to construct a model of the human eye. The class then discusses the parts of the eye, how we see, and 2D and 3D vision.

John Meagher, who teaches Environmental Science, has a small frog pond in his backyard. He brings tadpoles to the classroom in early spring and leaves them there for the duration of the program. One teacher he worked with at Annapolis Elementary School had the students draw the tadpole each week during art class. As the physical characteristics of the frog change over time, the students are amazed by the metamorphosis. Many of them want to keep the metamorphs, but John explains that the tadpoles have to return to their natural habitat to thrive.

See http://www.youtube.com/user/resetonlinevideo for more ideas. How do you innovate? Share YOUR STORY on the ReSET blog.

ReSET Volunteer Wayne Sukow's 5th Grade Program Report

Late in February I finished my 12^th one-hour session at Key Elementary School, working with all the 5^th grade students (~95) on Longitudinal Waves and Patterns of Sound Waves. The highlight was students seeing and in some cases making Chladni Patterns on square aluminum plates by stroking them with an old violin bow; students saw how the sand sprinkled on top of the plate(s) moved about into the zero displacement regions. The patterns vary and can be striking. Now my goal is to get enough plates, 4-5 so that it becomes a full-lab activity for all students. Next year we plan to get photos. Students also had opportunities to hear audio patterns using resonating tubes…just ordinary cardboard ones.

Earlier I did a session with four classes of 5^th grade students (~100) at Key where students produced and drew the resulting patterns when light passes through a prism,  the reversal of color order when light is diffracted with a grating, an item which is ubiquitous in our everyday life. All students had the opportunity to see the effect of varying how tightly slits in the grating are squeezed together. That required the purchase of multiple 35 mm slide gratings with three different spacings between slits. There are enough left to do the same experiment next year. The data was the pattern—both order and spacing as measured from the straight ahead direction of the  resulting color patterns. I have some invoices for you. The frosting on the patterns with light experience included working with polarized light to see how stress patterns in materials such as plastic, are made visible by inserting the plastic between two sheets of Polaroid film.

 As is becoming the tradition at Key, following the temporal order of their science curriculum,  all 100  5^th graders worked on geology activities including: learning how to make a mineral streak and recording the streak of a set of minerals, measuring the relative hardness of some minerals after having practiced how to do a scratch test and testing minerals to see if they responded to a magnetic field; I  need to invest in some old nickels, which are made of the metal by the same name for next year activities. Students will be surprised that they are attracted by magnetic too.  We also talked about the production of minerals in tectonic and non-tectonic processes, which drew upon studies they had already done in class. I need three  more pieces of lava with small (< 1mm) gemmy olivine crystals . To expand and follow my inclusive patterns in -------a science topic (light, sound, and soon geology) my intent is for student to learn that a considerable number of science experiments/investigations are is guided by looking for patterns that repeat…..the underlying intent is to accustom students to always look for patterns in repetitive events in everyday life to have  greater appreciation for  and to gain a better understanding of what causes them. Now the data is the pictures or the patterns seen…when they are in 12^th grade and beyond they will be ready and accustomed to looking for patterns in data…data which is now numbers….although extreme high energy physics is back to observing pictorial patterns to understand the fundamental nature of matter and the universe. Then, some day one of them will integrate science and literature as they pen,  An  Ode to Patterns.

Cheers,

Wayne

A ReSET Pre-K Classroom Report

ReSET CEO and Founder Harold Sharlin reports:      

      Today I visited a class of four year olds at CentroNia day care center in Mt. Pleasant in DC.   CentroNia is bilingual.  I had spent 4 one-hour sessions with the day care's 8 teachers.  We worked on a simple series circuit with a 6-volt battery, a wall switch and a flash light bulb in a socket.

            My objective was to so familiarize them with the circuit that they would feel confident to do experiments on electricity.  I supplied each teacher with a kit of:

            six volt battery

            wall switch

            flashlight bulb and socket

            wire stripper

            screwdriver

            25 feet of bell wire

             In the class sessions with the teachers I had them assemble a series circuit from scratch.  Working with the wire strippers was hilarious.  They were a fascinating and fascinated group.  One teacher took her kit home to show her husband.  He wanted to know whether he could touch the battery terminals.  Sure, she said, it's only 6-volts.  I also emphasized safety saying that they must tell their children that the 110-volts in their homes was not for touching.

             We talked about electricity in the home and its uses, about generating stations, and AC vs. DC.  Not all of this information was needed for their classes but they all reached a certain level confidence.

At the end of four hours of class they were ready to teach electricity.  I gave each a simple teacher's handbook as backup.

             In the classroom with the children, I was amazed at the teacher.  She had done the experiment with the class previously but they were eager to see it once more.  They sat around in a circle and very well behaved.  Ann, the lead teacher did the experiment and Sylvia sat with the children in the circle.

             Ann emphasized the idea of circle/circuit.  The children identified each part as she held them up: battery, bulb, switch, and wire.  She held up a wire and said where shall I put this:  On the battery they shouted.  Where do I put the other end?  On the switch.  The children were satisfied to watch, quietly, while Ann connected all the wires and threw the switch.  She also had a picture book that had pictures showing electricity including lightening. 

I could not have been more pleased.  This was what I hoped would happen after four hours instructing teachers.  There will be eight teachers teaching 83 two, three and four year olds about electricity.  I am scheduled to meet the other classes also. 

Me?  I was the visitor whom they called, Professor Harold in English and Spanish.  

Editor's Note:  For information on research involving science for pre-K students, check out  http://nieer.org/psm/?article=298  

ReSET Volunteer David McInnis: Lessons From The Atmosphere

This week’s lesson was about condensation, the atmosphere, and PV=nRT (without the equation).

I started listing the 3 states of matter (yeah, yeah, there’s really 4, let it go) on the board.  I got as far as solid before students started calling out, “liquid”, “gas”.   I was impressed.  So I asked them for examples, and quizzed them on different materials.  Pudding is a stumper.

Next each table grabbed a cup of water and put ice in it, then we talked about condensation a bit.  To keep things simple and clear I kept condensation limited to water in the atmosphere.  After talking we looked at the cups, where water had condensed on the outside of the cup.
No one was impressed!

However, I asked them where the condensation came from.  This puzzled most of them.  Others answered, “from the water” or “from the ice”.  “So the water went through the cup?”, I asked and then explained what had really happened.

We talked about the atmosphere, starting with how thick or high it might be.   I asked if you could breathe in outer space: “Noooo!”, said everyone.  So then, there had to be some height at which we transitioned from atmosphere to no atmosphere.   We talked about Mt. Everestand how even the most fit climbers had trouble breathing at 5 miles above sea level.  So what guesses did they have about the atmosphere’s thickness.

There’s a bit of a problem I glossed over here.  Namely that somewhere around 6 miles up no one would have enough oxygen to survive, but where space starts is a soft number.  For space flight, 60 miles is considered to be the point where you would become an astronaut.  For most orbital analyses 100 miles is considered a minimal orbit.   For easy math I went with 100 miles,  I should have gone with 10.

Physicist routinely use simple approximations to examine possibilities and provide quick insight to how things work.  Usually this is called order of magnitude approximations or back of the envelope calculations.  It’s an extremely valuable thing to learn, especially for checking to see if your answers or ideas are in the ball park.

We talked about the size of Earth, which required a small detour into circumference anddiameter.  I claimed that it’s 24,000 miles to go all the way around Earth and its diameter is 8000 miles…   close enough.  Then I tried, with questionable success, to explain idea of not being too accurate, of making a quick approximation.  I grabbed a 14″ globe and claimed it was 8″ in diameter.   Holding up a 12″ ruler I asked if this was accurate or a rough approximation…  they stumbled for a sec, but then got it.   Annnndd I introduced the concept of ratios (they did know about fractions).

Phew!  At this point I had knew I was really pushing how much material we could cover, but surprisingly there weren’t any squirmers or any acting out.  They seemed both intrigued and straining to grasp what all was going on.

With ratios in their heads I said we wanted to figured out, roughly how thick the atmosphere would be on the globe.  Guesses generally ranged between 2 to 4 inches.
So Earth is 8000 miles in diameter and the globe was 8″ in diameter.  Our guess at the atmosphere’s thickness was 100 miles.  So how thick was it on the globe?

I started with the ratios and Ms. Haynes jumped in.  It turned out that this coincided with their current math lessons perfectly.  They came up with 1/10 inch.    I found a piece of cereal box and draped it on the globe.  The atmosphere is a lot thinner than most people imagine.

Mostly as a quick fun point we then did a demo showing that air pressure works in all directions.  Over a bucket, students took a mostly full cup of water and placed a piece of paper over the top.  They quickly  inverted the cup while holding the paper in place and then ‘released’ the paper once upside down.  The paper stays in place and the water (mostly) doesn’t spill.
If you try this note that it’s a huge hit on the fun-meter.  Every student will have to try it.  Warning: you will need some large sponges to clean up spilled water.  Also, they will try to use completely soaked paper, so tell them 1 paper per try.  We used small disposable plastic or waxed cups.

After cleaning up I took an empty 2 liter soda bottle and put an empty balloon on it.  The classroom had a sink, so I ran hot water over the bottle, explaining that this would heat the air inside.   The balloon inflates (modestly).
Shocking to me, the students were thrilled by this.
So I asked, what would happen if I then ran cold water over the bottle?
“It’ll shrink” and “the balloon will get sucked into the bottle” were common answers.    ‘Nice!”, I thought.

For the last experiment…  and I can’t believe we got through all of this in an hour!    … we made clouds.   An empty 2 liter bottle with a little  (~1 cup) of hot-ish water gets pumped by a bicycle pump with a ball needle poked through a wine cork on it.   When the pressure builds up a bit the cork pops out, with a bang, and the rapid decompression causes water vapor to form in the bottle, like a cloud.  We had 2 sets of equipment.  Three students at a time are needed;  1 to hold the bottle, 1 to pump, and 1 to hold the hose near the pump nozzle.

Beware!  The pop is quite loud and will startle everyone watching, including you, no matter how many times you see it (it’s a timing thing).  I explained and exclaimed repeatedly that there would be a loud boom but it wouldn’t hurt anyone.  The students absolutely love this and everyone wants a turn pumping.  They also forget to look in the bottle for the cloud, or to clear the cloud out before trying again.  Considering how many ideas they were exposed to during this lesson, a little play time was clearly earned.

Lots of excitement, lots of ideas in this one.