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© 1997

CNN Science & Technology Week, May 18, 1997 © 1997 All rights reserved.

	Video Segment: "Hubble Images"
		3:20

Key Terms

For Discussion:

• Before Viewing:List ways/methods astronomers use to study space. How has the Space Telescope Hubble contributed to our knowledge of the universe?

• While Viewing:Note how the Hubble has recently been modified. What new instruments have been installed, how do they work and what information have they provided? What appears to be the cause of one camera's problems? What is the total price tag of the Hubble to date and per American per day? Who is benefiting?

• After Viewing:Compare the value of the information gathered by the Hubble with the cost per American per day. Ask: In your opinion, is this expenditure worthwhile? Why/Why not?

Activities:

Modern Telescope Technology(1-2 class periods)

Curriculum Connections: Astronomy; technology -- telescopes

Researching how the Space Telescope Imaging Spectrograph (STIS) and the Near Infrared Camera and Multi Object Spectrometer (NICMOS) work

Note:Arrange for research time in the media center or on-line. Gather art supplies for producing models and diagrams.

• Before Viewing:Define the terms spectrograph and spectrometer.

• While Viewing:Note the Hubble's recent modifications. What are they, how do they work and what do they tell us?

• After Viewing:Divide the class into small groups. Assign half the groups to conduct research on STIS, the other on NICMOS. Challenge the students to discover how each instrument works and how is it used to explore space. Produce a diagram or model to explain how it functions. Share diagrams/models and display in an appropriate area. Discuss how these two new instruments recently installed on the Hubble have added to astronomers scientific knowledge.

Life Cycle of a Star(1-2 class periods)

Curriculum Connections: Earth Science -- astronomy

Diagramming the life cycle of a star

Note:Arrange for research time in the media center or on-line. Provide art supplies for making diagrams. Include varied textures such as sandpaper, aluminum foil, string, toothpicks, rice, rock salt, etc., for students making tactile diagrams.

• Before Viewing:Ask students to share their knowledge about how stars form. Do they pass through specific stages during their "life" like a tadpole/frog or caterpillar/butterfly does? Ask them to explain their response. Define the term life cycle in reference to the animal world.

• While Viewing:: Note what NICMOS has "seen" that older cameras could not. How is this adding to our knowledge of astronomy?

• After Viewing:Divide the class into small groups. Challenge each group to conduct research on the life cycle of a typical star and produce a diagram of this process. Suggest that groups produce a diagram that is unusual, such as a tactile diagram, one in which the various parts have a different feel/texture, as well as a different appearance. Share diagrams and display. How will NICMOS improve our knowledge about a star's life cycle?

What's In a Black Hole? (1-2 class periods)

Curriculum Connections: Earth Science -- astronomy

Writing a creative story about black holes

Note:Arrange for research time in the media center or on-line. Gather art supplies to illustrate stories.

• Before Viewing:Ask students to generate a list of images they see when they hear the term "black hole."

• While Viewing:Have students note how the term black hole is defined. Where is the black hole located? What new information is STIS learning about black holes? How does it work?

• After Viewing:Have students conduct research on black holes. Challenge them to produce an illustrated science fiction story about black holes and include at least three scientific facts about black holes. Share stories and compare with the images listed before viewing. Discuss how information form the Hubble Space Telescope contributes to our understanding of space.

	Video Segment: "Pecan Filter"
		4:05

Key Terms

For Discussion:

• Before Viewing:Generate a list of food products that contain or possibly could contain pecans. What are you actually consuming when you eat a nut? Is there any waste when you eat a nut?

• While Viewing:Have students note where pecans are grown in the U.S.
  1. How many pounds of pecans are grown in New Mexico? Where are these pecans used?
  2. How much of the pecan is edible? How much is waste?
  3. How are these shells used commercially now? What happens to the rest of the shells?
  4. How many pounds are produced per day now?
  5. What do scientists at New Mexico State University propose to do with waste pecan shells?
• After Viewing:Discuss how finding a use for pecan shells would benefit the pecan grower, the pecan processing industry and the consumer. Is this a research project that should be undertaken? Justify your response.

• Before Viewing:Describe the filtration process. Is this process used in the home or to produce items that are used daily? Generate a list of common uses for filters. Don't forget coffee, drinking water, some beverages, aquariums, air filters on air conditioners/furnaces, cigarettes, etc. Are any of these filters activated carbon filters? (Most aquarium filters use activated carbon as do filters that remove odors from the air.)

• While Viewing:Note how the blue jeans industry is proposing to use pecan shells. What must be done to the shells before they are used as filters? What advantages does activated carbon made from pecan shells have over other types? How are the blue jeans stone washed? How does International Garment handle the waste water containing the blue dye now? Why would the company like to be able to reuse the water?
• After Viewing: Discuss the advantages of using activated carbon filters made from pecans. What are the disadvantages, if any?

Activities:

What Percentage Do I Eat? (1-2 class periods)

Curriculum Connections: Mathematics -- percentage; Science -- process skills

Determining the percentage of a nut which is edible

Note:Copy NEWSLINK I for students. For each student group gather a selection of different nuts (pecans, walnuts, peanuts, brazil nuts, pistachio nuts), paper towels, a balance, and a calculator. Tell students that they will be able to eat some of the lab equipment after they finish. Make sure students' hands and their work surface (paper towels) are clean. Check for food allergies before allowing students to eat the nut meats. Arrange a signal to alert students when it is time to snack.

• Before Viewing:Generate a list of food products that contain, or possibly could contain, pecans. What are you actually consuming when you eat a nut? Is there any waste when you eat a nut?

• While Viewing:Note where pecans are grown in the U.S. How many pounds of pecans are grown in New Mexico? Where are these pecans used? How much of the pecan is edible? How much is waste?

• After Viewing:Discuss how to determine how much of a nut is edible.
  1. Would it be logical to determine the percent that is edible by weight? by volume?
  2. Which would be more practical in the classroom?
  3. Would one nut be enough to determine what percentage is edible? Why/Why not?
  4. Would it be more accurate to measure several nuts and determine an average? Why/Why not?
  5. What science equipment might be needed?
  Divide the class into small groups and distribute NEWSLINK I and the materials to each group. Have them
  1. determine the percent of the nut which is edible for the various nuts.
  2. compare the edible per cent with the figure given in the segment.
  Why is disposing of the shells from nuts a problem commercially? How might finding a use for nut shells benefit the consumer? If the nuts have been handled properly, allow students to eat them during the discussion.
• Extension:Calculate the percentage edible by volume and brainstorm a list of other food items (fruits, vegetables) which are not totally consumed such as bananas or oranges. Determine the percentage that is edible for some of these.

Why Am I Blue? (2-3 class periods)

Curriculum Connections: Chemistry -- separating mixtures; science process skills

Planning and conducting an experiment to remove blue food coloring from water

Note:For each group of students, make a copy of NEWSLINK II and prepare a solution of water and blue food coloring. Gather or have students bring to class a variety of materials that might be used for a filter, e.g., nylon (pantyhose pieces), cheesecloth, coffee filters, paper towels, aquarium filters containing activated carbon, cotton balls, etc.

• Before Viewing:Ask students to describe what happens to the wash water when they wash a new pair of blue jeans for the first time. Why must these jeans be washed alone or with other dark colors? What would happen if a white tee shirt was washed with them?

• While Viewing:Observe how blue jeans are stone washed. How does International Garment handle the waste water containing the blue dye? Why would the company like to be able to reuse the water? How would the pecan shells assist in removing the blue dye from the waste water? What must be done to the pecan shells before they can be used to filter out the blue dye?

• After Viewing:Discuss ways to remove a chemical, like the blue dye, from a solution or water while recovering the water. Include filtration and distillation process in your discussion. Divide the class into small groups. Have each group use NEWSLINK II to devise and carry out a plan to remove blue dye from water. Afterward, discuss successful methods of removing the blue food coloring.
  1. Why would filtration rather than distillation (evaporation and condensation) be more efficient for the International Garment Company to remove the blue dye?
  2. How would perfecting a procedure to use pecan shells in the filtration process be beneficial to the pecan industry and the garment industry?

	Video Segment: "King Rifle Test"
		2:10

Key Terms

For Discussion:

• While Viewing:Note how James Earl Rays' rifle will be tested to determine if it was used to assassinate Dr. Martin Luther King, Jr. How do forensic experts determine if a firearm has been used in a crime? What do Ray's attorneys hope the test proves?
• After Viewing:Discuss what the test results might show. Could they be used to prove Ray's innocence/guilt? Explain. Discuss the evidence forensic scientists and ballistic experts use in criminal investigations. If students are interested, invite a forensic/ballistics expert to class to explain how fire arms are tested and the information used in criminal investigations.

	Video Segment "Penguin News"
		1:20

Key Terms

For Discussion:

• Before Viewing:Generate a list of facts about penguins. Where do they live? What do they look like? What do they eat? Why are they classified as birds? How do they raise their young? What is their relationship with people?
• While Viewing:Note where penguins live and which species of penguins have been exposed to poultry viruses. What has caused this exposure? How has it affected the penguins to this point? What is the biggest threat to animal species in the area? What is unusual about the young penguin found by Gerald Kooyman? Why does he feel that he will never see this penguin again?
• After Viewing:Discuss the statement that human contamination of the environment in Antarctica poses the biggest threat yet to animal species there. How do the Adelie and Emperor penguins verify this statement? Is it logical for penguins to become infected with a poultry virus? Justify your answer. Why would having white feathers be a disadvantage for a penguin? Explain.

	Video Segment "Tin Houses"
		2:30

Key Terms

For Discussion:

• Before Viewing:Ask students how tin is used in home construction in their area. Are there any homes constructed with tin or steel siding? What materials are usually used for home siding?
• While Viewing:Have students note where metal siding is becoming popular as house siding. How has tin been used in construction previously? How is it used now? What is "tin"? What advantages does it have over brick or wood siding? Why are tin houses practical in hot and humid Houston?
• After Viewing:Discuss the following statement: "Tin houses are not for everyone, but they have a practical side, they say, even in hot and humid Houston." Challenge students to design a demonstration to prove or disprove the idea that metal houses are cooler in summer. All things considered -- cost, appearance, insulating qualities -- would you build or buy a metal house? Explain your answer.

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