What do Bill Gates and Marconi have in common?

Posted on December 7, 2012 by pat

I recently read a quote from the most influential physicist of the 20^th century, Albert Einstein, and it immediately made me LOL (laugh out loud). Einstein said, “A person who has not made his great contribution to science before the age of thirty will never do so.” (Brodetsky, S. Nature 150, 698-699 (1942)). I don’t know why I thought the quote was funny, but it brought to mind the importance of getting students interested in science and the “wow factor” of scientific discovery, at as young an age as possible.

Research indicates that the most recent Nobel Prize winners made their discoveries in mid-life (late 40s) and, that NIH grants have been awarded in recent years to more established scientists (late 40s), But there are many scientists including Einstein, who made incredible discoveries or who developed inventions in their 20s. Among the youngest of the bunch includes Microsoft founder Bill Gates and Guglielmo Marconi, the inventor of the radio.

James Watson was only 25 when he wrote one of the most important scientific papers of all time about DNA. Isaac Newton was 23 when he began inventing calculus. Galileo published his first piece of writing at age 22. Edwin Armstrong, an electrical engineer who was fascinated by radio from childhood, built a 125-foot-tall antenna in his front yard at the age of 20; within two years he invented the continuous-wave transmitter and the regenerative circuit which developed the backbone of radio communications as we know it, and later invented FM Radio.

Younger scientists and inventors also include Apple co-founder Steve Jobs, noted chemist Glenn Seaborg, and Danish Nobel Prize winning physicist Neils Bohr who developed the model of the atom and who’s one of the scientists featured in a new book for children The Desperate Case of the Diamond Chip.

The one thing all the “younger scientists” mentioned above, seem to have in common is an inquisitive mind. The story is told about Einstein’s curiosity at a young age about the pocket compass his father showed him, and Einstein’s interest in what made the needle move despite the “empty space.” Bill Gates developed a fascination about computer programming when he was a teenager, and spent countless hours learning how to do different things with source codes and computer languages before anyone else his age at the time. With Glenn Seaborg, it was a high school science teacher that spurred his interest in chemistry, and in college Seaborg learned to ask relevant questions in his dealings with Berkeley physicist Robert Oppenheimer, who later became the director of the Manhattan Project.

A few years ago, Francis Collins, the director of the NIH, stated in a Wall Street Journal article (Fleeting Youth, Fading Creativity, February 2010) “researchers in the early stages of their careers tend to be the ones with the fire in the belly. They’re not afraid of tackling the really hard problems.” As a result, Collins further went on to say the NIH was intending to increase the percentage of grants going to scientists applying for their first grant.

Discoveries by younger scientist may be more commonplace over the next decade as a result of the response by the NIH and because of the Next Generation Science Standards. These new standards, mentioned in one of my earlier blogs, will result in more teaching and testing of students on STEM (Science, Technology, Engineering and Math) literacy in elementary, middle and high schools across the USA.

Encourage a youngster you know to get interested in science.

Bill Gates was 13 years old when he developed an interest in the then burgeoning field of computer programming. Within a few years, he found ways to access computer time at local computer companies. By the time he was a college sophomore, he was devising solutions to complex and unsolved math problems with his programming skills. Before his 32rd birthday, Gates had become the world’s youngest self-made billionaire.

The Nobel Prize…and, science fairs

Posted on December 4, 2012 by pat

Have you ever heard of the Nobel Prize? Since 1901, this award has been given once a year to the world’s greatest contributors to science in the fields of chemistry, physics, physiology or medicine, literature, for peace, and since 1968 in the field of economic sciences. The Nobel Laureates for this year were chosen a few weeks ago, and they will receive their prizes at a ceremony on December 10th in Stockholm, Sweden.

In the past, Nobel Prizes have been given to scientists who contributed to the discovery of DNA, HIV (the virus that causes AIDS), the person who discovered x-rays, and to the scientists who discovered penicillin and how our immune system works. Albert Einstein was awarded the Physics Nobel prize in 1921 for his discovery of the law of Photoelectric Effect. Marie Curie, the first woman to receive a Nobel Prize in 1903, is the only person to win the prize twice and in two different fields – Chemistry and Physics.

The road to a Nobel prize starts with people asking questions about the world around them and figuring out ways to find answers to their questions. In other words, scientists who are curious just like you, and who do experiments just like you’ll do in with your science fair project!

The myth surrounding science is that you have to be really good at all branches of science and math to be a real scientist. This is simply not the case. In this short video about the life of chemists who have won the Nobel from Nobelprize.org, you’ll find out that it all comes down to — as Rudolph Marcus, the 1992 Nobel Prize winner in Chemistry says — “Curiosity…just curiosity. Just by walking into the street you can ask yourself an endless number of questions. – Trees are green. Why are they green and why are they not blue?”

What are you curious about? Let us know below.

Alfred Nobel (1833-1896). Since 1901, the Nobel Prize has been honoring men and women from all corners of the globe for outstanding achievements in physics, chemistry, medicine, literature, and for work in peace. The foundations for the prize were laid in 1895 when Alfred Nobel wrote his last will, leaving much of his wealth to the establishment of the Nobel Prize. But who was Alfred Nobel? More information about the scientist, inventor, entrepreneur, author and pacifist here.

Dinosaurs…and the new STEM literacy requirements

Posted on November 24, 2012 by pat

My son’s avowed interest in all-things-dinosaurs from the age of ten, combined with the boundless sense of wonder that all kids have, made it possible for him to use his four high school science fair projects to interpret the microstructures of dinosaur eggshells in some ways other scientists had not previously thought of. As a result, he delivered a presentation to more than a thousand scientists at the annual Society of Vertebrate Paleontology Conference — at the age of 20.

Informal science education, such as the type of learning a student gets outside of the normal classroom environment by participating in a science fair, provides kids with an in-depth and hands-on look at “real world” science. While it’s possible that participation in a science fair can open doors for students who have already discovered their abilities and passion for science, it can also help students develop an interest in science which could be important to them no matter what career they choose.

Getting students interested in hands-on science now is actually very important for another reason, since a new national set of science education standards is under development. The Next Generation Science Standards have a targeted release date of 2013.

Some of the most important arguments for the Next Generation Science Standards are: 1) American students are falling behind in math and science, performing at levels below students in competitor nations on international tests; the United States currently ranks 25^th in math and 17^th in science among developed nations, 2) fewer students are pursuing careers in Science, Technology, Engineering and Math (STEM) disciplines, and 3) science is profoundly important to address the problems we’re now facing such as preventing and curing diseases, maintaining supplies of clean water and addressing the energy crisis.

Our collective futures are dependent upon students being interested in science. The purpose of more science education, broadly expressed as ‘STEM literacy’ is to motivate all students (not just the parents and students who are already a fan of science) to fully engage in the very active practices of science and engineering. Aside from the movement to provide 100,000 STEM teachers over the next decade, the other important reason to help your child become interested in science is that through the Next Generation Science Standards, students will be tested on STEM literacy in school.

As your child passes through all grade levels, the new Next Generation Science Standards testing will be evaluating your child’s skills and capabilities in areas such as:
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information

In essence, the new standards recognize that “science, engineering and technology permeate every aspect of modern life” and that by the time a student graduates high school they “should have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, to be critical consumers of scientific information related to their everyday lives, and to be able to continue to learn about science throughout their lives.” (See the Report Brief from the Framework for K-12 Science Education for more details.).

Being a scientist or having an interest in science is no longer relegated to a bunch of old men in white coats with goggles, pens in pocket protectors, grumpy attitudes and an inability to talk about anything other than research.

A scientist can be someone who is 20 or 30 years old and who digs dinosaur eggs in the Montana badlands, does all his communication through a PDA, excitedly jumps up and down upon finding a 20-million-year-old fossil of a previously undiscovered life-form, and enjoys talking about music and videos and computer games and lots of other things with his friends.

A non-scientist – but someone who has an interest in, and an understanding of science – might be the salesperson at the appliance store who can help you select the most cost-effective furnace, or the grocery store clerk who understands the potential for botulism if meat isn’t properly refrigerated, or the politician who’s fighting for a clean-energy policy.

Science is all around us, and it benefits everyone at every age, to become more science literate.

As a college junior, Barnas Monteith was given the distinct honor of being the youngest person to give a Plenary session lecture before the Society for Vertebrate Paleontology, which is the central professional organization for dinosaur paleontologists from around the world. Barnas’ interest in dinosaurs since he was six years old, led to his cross-disciplinary study of eggshells for his four years of high-school science fair projects.

Discover the why

Posted on November 15, 2012 by pat

Have you ever had to speak in front of a group of people, or in front of a class in school? Some people get sweaty palms and dry-mouth when they have to speak to others in similar situations, and it ends up being a terrible experience for them. This is the part of the science fair project experience that can be most scary for your child. It’s never too early to start preparing for your child’s science fair oral-presentation and judging experiences, even though the science fair may not be happening for several weeks or months.

One of the ways to help your child get ready for that dreaded day NOW, is to start asking questions about the project as your child is working on it, and then have them write those questions and answers down in their notebook (don’t forget that your child needs to maintain a written journal to record everything they’re thinking and doing about their project) so the information sticks with them better. There are many studies showing that when we write things down, we create spatial relationships in our brains between the various bits of information we are hearing, saying, thinking and writing down. The process of writing things down usually means we are putting some thought into evaluating the information we’re recording. The relationships between these spatial tasks are handled by another part of the brain that allows us to then remember a higher proportion of key facts.

The questions don’t have to be complex. Have your child explain to you what they’re doing. Are they measuring something, are they making observations about the status of something? What differences are they noticing from yesterday to today with their project? Are they thinking about an expert in the field they might want to talk with about their project? Are they thinking about a photograph they might take to capture what they’re doing?

Remember when your child was “at that age” of always asking “why?” You need to do the same thing. Ask your child a lot of “why” questions. “Why did you decide to use that particular chemical or brand?” “Why do you think the liquid changed to a purple color?” “Why do you think this trial didn’t work out like the other ones?” These are the same types of questions judges will ask your child. If your child has been asked the same questions by you, then this means they’ve already thought about the answers and have a good understanding of their project. They are less likely to be nervous when you let them know that these are the same questions they’ll be asked by judges.

Nurturing inquisitive minds

Posted on November 6, 2012 by pat

Several parents have asked me over the years, “What did you do to fuel your son’s passion for science?”

As someone who became a math major in college with the hope of someday realizing my dream of working for NASA and the space program, I used to love watching my son develop an appetite for science. It was deeply satisfying for me to see him explore his personal interests in geology and paleontology – interests that would not only eventually become hobbies and science fair projects, but would also lead him to a career in these and other science-related areas when he grew up. Don’t we all yearn to have fun at our jobs?

A lot of his interest in science was originally sparked by taking him to the Museum of Science and to the Aquarium, where he was first introduced to the “ooo’s” and “aaaahhh’s” of biology, chemistry, astronomy, oceanography, electricity and… dinosaurs. What kid (or adult) isn’t fascinated with the Van de Graaff generator, the huge T-Rex, or real sharks in huge tanks? They can all be kind of scary when a child is very young! But most museums also have wonderful interactive exhibits and trained professionals to help explain what your child is experiencing in ways that may help them want to learn more.

The courses my son took at the Museum and Aquarium, on weekends and during school vacations when he was an elementary school student, allowed him to have a hands-on experience in “the art of experimentation” with activities, materials and equipment that I couldn’t afford to supply at home, at an age when it could (and obviously did) make a lasting impression.

When it came time for him to start working on school science projects and his science fair projects, the contacts he had made at the Museum of Science, in particular, were invaluable to opening many doors. The Museum staff not only helped him develop his project ideas, but helped him to find access to materials, labs and equipment not often available to someone so young.

The most valuable thing you can do to help your child start developing an interest in the fascinating world of science is to encourage regular visits to a science museum. Encourage them to take the courses there, and when they express an interest in a specific topic, nurture their natural curiosity until it blossoms into their own experiment or project. A museum course instructor or workshop leader may even agree to become a mentor to your child, and may be best equipped to help your child to expand upon ideas and interests.

What are your ideas for nurturing kids and getting them to develop a greater interest in, or appreciation for science ? Share your thoughts below.

15 year old Barnas Monteith was able to get access to equipment at Yale University as a result, in part, of the credibility he obtained by taking courses at the Boston Museum of Science

How to create a great…and winning science fair project

Posted on October 29, 2012 by pat

You’re probably at this website because you’ve been assigned to do a science fair project. Maybe you’re thinking about this like your other school work. No!

Doing a science fair project doesn’t have to be anything like school work. In fact it can be great fun, if you choose a topic or project on something that’s really interesting to you. Do you like plants or food, or computers or sports? Do you enjoy roller coasters, computer games or dinosaurs? Have you ever asked yourself why something works the way it does? Science is all around you, and you can do a science project on anything that interests you. You’re only limited by your own imagination.

It doesn’t matter if you’re in elementary school, middle school or high school, you should go through the same process to pick a topic. The most important thing is to choose a subject that’s interesting and fun for you — and your science fair project won’t be mind-numbing like some of your other schoolwork might be.

If you’re genuinely interested in the subject of your science fair project, then your interest will come through in the quality of your project, and in your interviews with the judges.

What are your thoughts about picking a fun and engaging science fair project? Post your ideas below.

A life-long interest and passion for all-things dinosaurs, resulted in 16 year old Barnas Monteith winning first place in the International Science and Engineering Fair. [The Patriot Ledger, May 23/24 1992]

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