Jayme Wisdom has been teaching for 15 years at the Vaughn Charter System in Pacoima, California. She has taught eighth-grade science for most of her career but switched to high school biology for the first time this year.
Ms. Wisdom has long utilized NASA and JPL educational resources, finding creative ways to adapt lessons to meet her students’ needs and exposing them to STEM careers.
A self-described professional nerd, she doesn't shy away from her love of all things Star Trek and Star Wars (and stands firm in her refusal to pick which is superior). While presenting during a recent JPL Education workshop, she shared how she continues to get her students excited about science – both in the classroom and remotely – during the COVID era.
What unique challenges do you face engaging or addressing the needs of your students?
Many of the students I teach face challenges including poverty, homelessness, and learning English as a second language. This year, in particular, has been extremely difficult for all of us dealing with the pandemic and distance learning. As a teacher, I have had to find ways to make sure that my students are engaged in scientific inquiry and have access to resources and materials while learning remotely. This begins and ends with a conscious effort to acknowledge that kids are struggling with this online format and carving out time in every single class to provide the socio-emotional support they have come to expect from a classroom environment. Before we dive into content, this means making time for check-ins and updates. In any in-person classroom, we carve out time to get to know each other, and being online should not diminish that. Of course, as we all learned this year, easier said than done.
Social isolation is another factor that contributes to the challenges of distance learning. Even though students see their peers virtually, it is often difficult for them to open up and talk as freely as they would if they were in a physical classroom. So I have had to find ways to make sure that my students are comfortable with engaging in a virtual setting by allowing them opportunities to talk and collaborate with each other online.
Lessons for Educators
Bring NASA STEM into the classroom with standards-aligned lessons exploring Earth, Mars, and worlds beyond.
Using breakout sessions was difficult at first, because the students were very self-conscious about speaking to each other on screen and were reluctant to share ideas. So every day, we spent the first few minutes in each class just talking to each other through text-based chat to get them socializing and feeling more comfortable with this new way of interacting. Now they are more comfortable engaging in scientific inquiry with each other and have meaningful discussions to expand their learning. It is not the same as having them physically perform labs together in class but things are definitely improving.
Another challenge has been providing all of my students with access to resources and materials that allow them to simulate a laboratory experience at home. I have been pleasantly surprised at the wealth of resources I have available to me as a teacher to provide virtual labs and activities to my students. Whether it is virtual demonstrations and simulations or scientific investigations that require simple materials that students can find around the house, we have been very resourceful so we can give students the best experience possible through distance learning. Promoting lab science with home supplies has been instrumental in student engagement, as they really get to explore in their own context, expressing themselves creatively with what they have at their disposal instead of being provided the materials.
How have you used lessons from NASA and JPL to keep students engaged while teaching in person and remotely?
I have always been fascinated by outer space and have loved sci-fi TV shows and movies since I was very young. So as a teacher, I was so excited to discover ways to use my love of astronomy to engage my students.
When I discovered NASA and JPL's resources and lessons, I went through them like a kid in a candy store. I found so many different activities that I could adapt to use in my own classroom. Over the past few years, I have used several JPL Education lessons and modified and extended them for my students.
For example, I took JPL's Touchdown lesson and allowed students to create their own planetary lander using materials they could find around their home. I challenged them to create a way to quantify how much impact the touchdown would have on the "astronauts" in their lander. Some students used balls of play dough as their astronauts, and quantified the impact by measuring the dents made in the play dough by paper clips that they had placed on the "seats" of their lander.
Another example was when I combined the Soda-Straw Rocket and Stomp Rockets lessons. I had my students create a straw-stomp rocket to investigate how changing the angle of the rocket launch could have an effect on the distance the rocket traveled.
My students also had the opportunity to participate in engineering activities with JPL and college students from Pasadena City College. The impact that this had on my students was profound and long-lasting. It was inspiring for my students to hear from NASA scientists and student role-models who encouraged them to pursue careers in science, engineering, and technology.
How have students reacted to these lessons?
The biggest payoff for me was seeing students envision themselves as NASA scientists. They learned to collaborate with each other, learn from each other, and challenge each other. They were able to experience every step of the engineering process firsthand. They were actively involved in designing, building, and testing their rockets and landers. They could also gather information from watching other students revise and improve their designs. Learning from each other was so much fun for them. As a teacher, watching my students strengthen their critical thinking, practical engineering, and problem-solving skills is one of the best parts of my job.
You switched from teaching middle school to teaching high school this year. How are you thinking about incorporating NASA resources into lessons for older students?
Growing up, I loved how the technology that I saw in the sci-fi shows I watched as a kid eventually made its way into our reality. I am always amazed at how NASA scientists push the boundaries of technology development and are only limited by the scope of their imagination.
As a high school biology teacher, I'm looking forward to having my students examine the ways that space technology is being used to help humans improve the health of the planet. Investigating climate change and the ecological impact humans have on the environment is so important. Looking at how NASA gathers data to better understand climate change is especially critical at this time because my students' generation is going to play a pivotal role in developing technologies for improving life on Earth. I'm looking forward to continuing to use JPL Education resources to help my students prepare for that challenge.
Looking for ways to bring NASA STEM into your classroom or already have a great idea? The Education Office at NASA's Jet Propulsion Laboratory serves educators in the greater Los Angeles area. Contact us at firstname.lastname@example.org.
Students design and build a shock-absorbing system that will protect two "astronauts" when they land.
Time 30-60 mins
Students study rocket stability as they design, construct and launch paper rockets using soda straws.
Time Less than 30 mins
In this video lesson, students learn to design, build and launch paper rockets, calculate how high they fly and improve their designs.
Time 1-2 hrs
Roving on the Moon
Students build a rubber-band-powered rover that can scramble across the room.
Time 30-60 mins
Global Warming Demonstration
This demonstration uses a water balloon to show how Earth's oceans are absorbing most of the heat being trapped on our warming world.
Time Less than 30 mins
After a full day of intense competition, a team of students from University High School in Irvine, California, earned first place in a regional round of the U.S. Department of Energy National Science Bowl on Jan. 26, 2019. This is the second consecutive year that the school has placed first in the regional round, and it's the 27th year that NASA's Jet Propulsion Laboratory in Pasadena, California, has hosted the competition.
UPDATE: Nov. 27, 2018 – The InSight spacecraft successfully touched down on Mars just before noon on Nov. 26, 2018, marking the eighth time NASA has succeeded in landing a spacecraft on the Red Planet. This story has been updated to reflect the current mission status. For more mission updates, follow along on the InSight Mission Blog, JPL News, as well as Facebook and Twitter (@NASAInSight, @NASAJPL and @NASA).
NASA's newest Mars mission, the InSight lander, touched down on the Red Planet just before noon PST on Nov. 26. But there's more work ahead before the mission can get a look into the inner workings of Mars. Get your classroom ready to partake in all the excitement of NASA’s InSight mission with this educator game plan. We’ve got everything you need to engage students in NASA's ongoing exploration of Mars!
Day Before Landing
- Read NASA/JPL Edu’s Teachable Moment, “NASA’s ‘Cyber Monday’ Mars Landing to Deliver Science Firsts,” to get a preview of the engineering and science involved in landing InSight and placing its instruments on Mars. Explore the related activities and resources in the “Teach It” and “Explore More” sections.
Landing Day (Nov. 26)
- Check out The Oatmeal’s webcomic for an explainer of how the InSight mission will land on Mars, what it will do on the planet and what it's hoping to find out.
- Watch these fun, one-minute videos for a quick overview of how landing sites are chosen, how spacecraft get to Mars, and what it takes to land there.
- Have students read about JPL’s “landing-site dude” and his rotating cast of interns, who have helped select seven of NASA’s Mars landing sites – including InSight’s!
- Have students read the JPL news release “How Will We Know When InSight Touches Down?”
- Watch live commentary as a class and follow along on the InSight Mission Blog, as well as Facebook and Twitter (@NASAInSight, @NASAJPL and @NASA) using #MarsLanding.
- Review the Teachable Moment to find out what needs to happen before InSight’s science operations can begin. Then create an instructional plan with these lessons, activities and resources that get students engaged in the science and engineering behind the mission.
- Check out InSight’s first images from Mars, here. (This is also where you can find raw images from InSight throughout the life of the mission.)
Over the Next Month
- Watch these “Mars in a Minute” videos to find out what InSight is hoping to learn on the Red Planet: “What’s Inside Mars?” “Are There Quakes on Mars?” And “How Did Mars Get Such Enormous Mountains?”
- Have students explore NASA’s Experience InSight interactive to learn about InSight’s science instruments and how each will be deployed to the surface of Mars.
- Follow along on the InSight Mission Blog and @NASAInSight social media over the next few weeks as NASA gets to work surveying the landing site and determining where to place each of the instruments.
- Try the lessons and activities below with students to get them doing some of the same science and engineering as InSight:
Robotic Arm Challenge
In this challenge, students will use a model robotic arm to move items from one location to another. They will engage in the engineering design process to design, build and operate the arm.
Time 30 mins - 1 hr
*NEW* Exploring the Colors of Mars
Students use satellite and rover images to learn about the various features and materials that cause color variation on the surface of Mars, then create their own “Marscape.”
Grades 2 and 5
Time 1-2 hrs
*NEW* Planetary (Egg) Wobble and Newton's First Law
Students try to determine the interior makeup of an egg (hard-boiled or raw) based on their understanding of center of mass and Newton’s first law of motion.
Grades 3, 6-8
Time 30 mins - 1 hr
Students design and build a shock-absorbing system that will protect two "astronauts" when they land.
Time 30 mins - 1 hr
Mission to Mars Unit
In this 19-lesson, standards-aligned unit, students learn about Mars, design a mission to explore the planet, build and test model spacecraft and components, and engage in scientific exploration.
*NEW* Heat Flow Programming Challenge
Students use microcontrollers and temperature sensors to measure the flow of heat through a soil sample.
Time 1-2 hrs
In this illustrated math problem, students use the mathematical constant pi to identify the timing and location of a seismic event on Mars, called a "marsquake."
Time Less than 30 mins
Resources and Activities
- Teachable Moment: NASA InSight Lander to Get First Look at ‘Heart’ of Mars
- InSight Lessons
- Mars Lessons
- Mars Activities for Students
Feature Stories and Podcasts
- InSight Podcast: "On a Mission"
- "The 'Claw Game' on Mars Plays to Win" – Oct 16, 2018
- "NASA's InSight Will Study Mars While Standing Still" – Oct. 24, 2018
- "The Mars InSight Landing Site is Just Plain Perfect" – Nov. 5, 2018
Websites and Interactives
In The News
This week, we celebrate the 80th anniversary of the Jet Propulsion Laboratory. JPL was founded long before it became NASA’s premier center for robotic exploration of the solar system – and even before the agency existed. In fact, JPL started as the test-bed for some of the earliest rocketry experiments (thus the name “Jet Propulsion Laboratory”). There were a number of factors that conspired to change JPL’s focus from rocketry to space exploration. The Space Race and the resulting formation of NASA were two major factors. But also, with its growing expertise in launching rockets to new heights, JPL was anxious to take its experiments even farther. So in 1957, when the Soviet Union won the first leg of the Space Race by placing Sputnik, the first artificial satellite, into Earth orbit, JPL was called into action. A few months later, NASA launched the JPL-built Explorer 1, which became the first U.S. satellite.
Soon, the challenge was to land on the moon – and JPL was once again called to the task. Landing on another planetary body had never been accomplished so, understandably, it took a few tries to get things right. JPL’s first attempts at a moon landing with Rangers 1 through 6 all failed for various reasons. Some of the spacecraft flew very near the moon only to miss it by a few hundred kilometers; others met their mark only to have onboard cameras fail. Ranger 7 was the first mission to successfully land on the moon and transmit data, capturing images 1,000-times better than those obtained by ground-based telescopes. It wasn’t a particularly soft landing; rather it was a purposeful crash landing, capturing images along the way. But everyone at JPL was thrilled to have hit their target and returned usable data. These data, and those collected by subsequent missions, made possible NASA’s later human missions to the moon.
At the same time it was launching the Ranger lunar missions, JPL had also set its sights on venturing even farther into space and began launching a series of missions called Mariner to Venus, Mercury and Mars. It wasn’t long before JPL’s specialty became creating robotic spacecraft to go not just to the moon, but also where no one had gone before.
Learn more about the history of JPL and the U.S. space program in the video series below. And explore the interactive timeline.
How They Did It
What’s often not known is that all the early rocket experiments and later missions to the moon and beyond wouldn’t have been possible without a team at JPL known as the human “computers.” Most of these human computers were women who either had degrees in mathematics or were simply very good at mathematics. Over the course of time, these women not only performed hundreds of thousands of mathematical calculations crucial to the U.S. space program, but also eventually became some of the first computer programmers at NASA.
In the early days of space exploration, the best mechanical computers were large (the size of a room) and not particularly powerful. Human capabilities were much more powerful for many tasks, including the rapid calculations needed for trajectory analysis and verification, as well as the graphing of data points on trajectories, which made a spacecraft’s path easy to see.
One of the human computers’ main tasks was computing the planned trajectories, or paths, for a spacecraft based on the vehicle weight, lift capacity of the rocket, and the orbital dynamics of the planets.
When a spacecraft is launched, it begins sending telemetry signals back to Earth. These signals tell engineers information about the spacecraft’s location and health. But this information isn’t perfectly straightforward. It arrives as a bunch of numbers that need to be combined in formulas along with other constantly changing parameters (such as velocity, vehicle mass and the effect of gravity from nearby bodies) in order to reveal the spacecraft’s actual location. Before there were computers (as we know them today) to do these calculations, human computers would feverishly calculate the exact location of the spacecraft as the telemetry came in and compare that to the planned trajectories. Their calculations would reveal whether the spacecraft was on target.
Doing the calculations required to get Explorer 1 into orbit was no small task. Calculating the trajectory for a Ranger crash landing or a Surveyor soft landing on the moon was even more challenging. Once humans were destined to be on board for the Apollo missions, the stakes were even higher. Fortunately, JPL had set the stage developing the techniques – and calculations – necessary to land a robotic spacecraft safely on the moon.
Why It’s Important
Today, JPL continues setting the pace for exploration of the solar system using robots to go where humans hope to venture one day, such as Mars. Though trajectory computations are now done using modern day computers, humans are still required to do trajectory analysis and mission planning. Every mission is different, and with new techniques comes new simulation equations that must be developed and computations that must be performed during actual mission events to ensure success. But even now, nothing is fail-proof. Lots of variables can and do influence spaceflight. Arriving safely on another planet millions of miles away isn’t easy or taken for granted, but when things go right and we achieve a safe landing, it is definitely cause for celebration.
When launching to another planet, we want to take the most efficient route, using the least amount of rocket fuel possible. The early human computers quickly discovered that launching when two planets are closest and using a lot of rocket fuel for the job isn’t the best plan.
Use this fascinating bit of history as a real world, advanced algebra and physics lesson with students in this standards-aligned activity that has grades 9-12 calculate the next launch window to Mars!
Let's Go to Mars! Calculating Launch Windows
Students use advanced algebra concepts to determine the next opportunity to launch a spacecraft to Mars.
Time 30 mins - 1 hr
- Meet JPL engineer Sue Finley – Finley started at JPL in 1958 as a human computer and still works at the laboratory.
- Women at JPL website
- JPL History
- JPL 80th Anniversary Article
- JPL Timeline
- JPL 80th Anniversary Video Playlist
- JPL 80th Anniversary Printable Calendar
- Mars in a Minute Video Series
- Stomp Rockets Activity
- Basics of Space Flight Tutorial
On a recent school night, seven enthusiastic female engineers and scientists from NASA's Jet Propulsion Laboratory in Pasadena, California, rolled into Santa Clarita, armed with three eight-wheeled Mars rover models. Their mission: to encourage hundreds of junior high and high school girls to reach for the stars in their education and future careers. Their strategy: to pique the girls' interest with an event called "Women in STEM: Going to Mars and Beyond!"
The evening featured rover races, demos and encouragement from the JPLers, who told the girls, "You, too, can do what we do someday."
There was definitely an audience for a message like that. Within five days of being advertised online, the March 18 event at Golden Valley High School "sold out," with 550 free tickets distributed and a waiting list cut off after 90 people.
"This just shows that people are hungry for events where girls can learn about STEM careers and consider them as an option," said Dennis Young, who works on the Mars Curiosity rover mission at JPL. Young, a longtime Santa Clarita resident, initiated and organized the event. His motivation was to expose his young daughter and other girls like her to career opportunities in STEM - science, technology, engineering and math - in the same way as his son and other boys. He had the blessing of Curiosity Project Manager Jim Erickson, who said, "I'm happy to support our team in fostering interest in STEM by young people."
The event was a collaboration between JPL and the William S. Hart Union School District. Janis Fiock, the district's college and career advisor, said she was thrilled when Young first proposed the event to her. "I recognize that women are under-represented in STEM careers. Girls need exceptional role models such as the women scientists and engineers from JPL to encourage them to move forward with their goals. They need to know that it's 'cool' to be smart."
Among the role models participating that night was Mars Curiosity Deputy Project Manager Jennifer Trosper, who also lives in Santa Clarita. Trosper had already teamed up with Young for previous community outreach and education events. She eagerly agreed to speak at the Women in STEM event, as did the six other speakers. Trosper's presentation included hands-on demonstrations, such as asking a young girl to jump as high as she could, then showing her with a tape measure how much higher she could jump under the lesser gravity of Mars.
One common theme ran through all the personal stories shared by the JPL speakers: STEM is not just for boys. Mechanical engineer Jackie Lyra explained that as a child in Brazil, she was literally told the opposite - that engineering school was only for boys. But she ended up studying in the U.S. and ultimately working at JPL, where she has been involved in landing four rovers on Mars, including Curiosity.
Lyra believes that because girls are generally not exposed to STEM topics as often as boys, the subject matter might seem intimidating to some, and they might be afraid to fail. She tried to drive home the point that it's okay to fail, as long as you learn from your mistakes and try again.
Looking back on the evening, Trosper recalls one particular conversation with a girl that reminded her why it's important to promote STEM opportunities. The girl had previously been told at a career fair that she should pursue a job in sales because she was pretty and could make a lot more money.
"This turned her off to engineering, even though she had dreamed of building a spacecraft to capture space junk and designing rocket engines to travel to distant stars," Trosper said. "Her mother dragged her to our STEM event to see if her interest in space could be sparked again." Trosper hopes she encouraged the girl to pursue her dreams, whatever they are, and not to let anyone else tell her what her talents or interests should be. "Besides, I told her I probably make more money than many people in sales."
Lyra brought up that same point in her presentation, throwing out a few numbers to demonstrate that the girls can potentially make more money in STEM. She asked the audience "Who wants to make $280 today?" After hands shot up throughout the auditorium, Lyra explained that STEM careers are not only fun and exciting, but lucrative as well -- a female fresh out of college could make about $75,000 a year with a bachelor's degree.
Other JPL speakers included Molly Bitner, just a few years out of college and working as a systems engineer, who told the girls she loves STEM, skydiving and chocolate; Victoria Davis, a chemist in the JPL battery group who lives in Santa Clarita and, in fact, introduced two local teachers who had pushed her toward excellence at Saugus High School; and Kim Lichtenberg, who, despite being the daughter of an astronaut and thinking she herself would not pursue a STEM career, eventually carved her own path in the sciences, with specialties such as analyzing Martian terrain.
Another JPLer, Shannon Statham, an aerospace engineer, described how she works with CubeSats -- "big satellites in small packages" and, in her free time, perfects salsa dancing. Diana Trujillo told the audience she spoke minimal English when she came to the United States from Colombia. She worked hard to become an engineer and now, at JPL, she "telecommutes" to Mars, as part of the team that sends computer commands to Curiosity.
During the course of the evening, the non-human guests also got their share of attention. The three Mars rover models arranged on the stage sprang into action at times, first when the girls joined in races with them. Then, the audience was invited to come up and get "rolled over" by a mini rover. The first volunteer was Hart School District Superintendent Vicki Engbrecht, who gamely went up on stage to have a rover "run over" her back. Once the ice was broken, the girls and their parents lined up to sprawl on a blanket so the rover could roll over them, too.
Young points out that, because numerous studies show that girls often hesitate to raise their hands and ask a question in a group setting, there was no formal Q and A. Instead, at the end of the event, there was a casual meet-and-greet, featuring the women of JPL standing near tables festooned with spacecraft parts, brochures and stickers.
As the audience filed out afterwards, smiles were clearly visible on the faces of the students, parents and JPL participants.
Young has heard from grateful parents who were thrilled that their daughters were able to meet real-life female role models from JPL. But he thinks perhaps the ultimate measure of success came during the program, while the JPL women were speaking. He watched the audience closely and did not see even one girl looking down at a cell phone or texting.
For more information about hiring JPL speakers for your classroom or group, visit the JPL Speakers Bureau page.
To hear more inspirational stories from female engineers and scientists at JPL, visit the Women at JPL website.
More than 50 students from schools across Los Angeles County took their science experiments and engineering designs on the road on Tuesday for the opportunity to display their work during a science fair showcase at NASA's Jet Propulsion Laboratory in Pasadena, California.
Students as young as 11 filed into JPL's von Karman auditorium, eager to speak with professional scientists and engineers about their projects, which examined questions like: Could a solar oven be an effective cooking tool? How well does the human eye adjust to light? Is hagfish slime an efficient material for cleaning up oil spills? And how do different building bracing systems stand up in an earthquake?
JPL's chief scientist, Dan McCleese, who oversees the laboratory's research programs, met with students about their projects to offer feedback and encouragement.
"What you're working on today may end up being what you do for the rest of your life, and it's the greatest thing in the world," McCleese said during an opening address to the students. "When I was a freshman in high school, I started studying Mars, and I will admit I do that today."
David Seidel, manager of K-12 programs for JPL's Education Office, which organized the showcase, said it's statements like McCleese's that illustrate the value of science fairs for students.
"When students do a science project and they're properly mentored and they're doing real science, they're experiencing it. They're actually doing the science and engineering themselves and not just talking about it or following some sort of recipe," Seidel said. "So if you're looking for the next generation of scientists, let's get them in the habit of actually trying to do some science while they're still young."
While eighth-grader Sarah Garelick, 13, hasn't yet decided on her future career, her science fair project did give her the chance to investigate a personal interest.
"I was inspired by my dad," said Garelick, whose project looked at how the rate of glucose released into a pancreas would affect insulin levels. "He had his pancreas removed when I was little."
It was a similar motivation that drove sixth-grader Jeanie Benedict, 11, to create an elaborate evaporative cooling system for chinchillas -- a system she named "Chinchiller."
"Last summer during a Los Angeles heatwave, my pet chinchilla died of a heatstroke, so I wanted to create something that could have prevented it," said Benedict, whose project proved such a curiosity for passers-by that she barely had time to grab a slice of the free cake on offer to attendees.
"What stood out to me was the diversity of student projects that represented the diversity of student interests," said education specialist Ota Lutz, who created and starred in an online video series that walks students through the ins and outs of creating their own science fair projects. "Students do a lot of work to develop these science fair projects, so this event was a great opportunity for them to showcase their hard work and interact with professional scientists and engineers."
Enthusiasm for the event was so high that when participants, who had already presented their projects at the Los Angeles County Science Fair, were invited to register for the showcase, the available slots filled up within 24 hours.
"It was a big success," said Seidel. "I think it was eye-opening for a lot of the students and the chaperones to learn about the range of activities we have here at JPL and interact with people who are doing these things professionally."
For more events, activities and resources for students, provided by the JPL Education Office, visit http://www.jpl.nasa.gov/education/students/
The JPL Education Office provides formal and informal educators, parents and students with NASA science, technology, engineering and mathematics (STEM) content, including resources, classroom activities and internship opportunities.
Sixty-six teams from Southern California, Hawaii, Colombia and Chile competed in the Los Angeles regional FIRST (For Inspiration and Recognition of Science and Technology) Robotics Competition on March 13 and 14. NASA's Jet Propulsion Laboratory, Pasadena, California, sponsored seven teams in this annual engineering and technology contest, which was held at the Long Beach Convention Center.
Winning teams for the overall regional competition were from Hope Chapel Academy, Hermosa Beach, California; Atascadero High School and Beverly Hills High School. Hawthorne High School received the competition's highest honor, the Regional Chairman's Award.
This year's challenge, "Recycle Rush" was a recycling-themed game played by two alliances of three robots each. Robots score points by stacking totes on scoring platforms, capping those stacks with recycling containers, and properly disposing of pool noodles, representing litter. In keeping with the recycling theme of the game, all game pieces used are reusable or recyclable by teams in their home locations or by FIRST at the end of the season.
Working with adult mentors, students have six weeks to design, build, program and test their robots to meet the season's engineering challenge. The teams then participate in one or more of 105 regional and district events that measure the effectiveness of each robot, the power of collaboration and the determination of students.
The participants are vying to compete in the FIRST Championship to be held April 22-25 in St. Louis, Missouri. FIRST is part of NASA's Robotics Alliance Project, which aims to expand the number of robotics systems experts available to NASA.
More information and a short video about FIRST are at: http://www.usfirst.org
More information on NASA's Robotics Alliance Project is at: http://robotics.nasa.gov
Discover more competitions sponsored by JPL: http://www.jpl.nasa.gov/education/index.cfm?page=384
Arcadia High School took first place at the Ocean Sciences Bowl regional competition at NASA's Jet Propulsion Laboratory in Pasadena, California, on Feb. 28.
The team consisted of four main players, an alternate and a coach. They beat out 11 other teams from California high schools, and won a trip to the National Ocean Sciences Bowl finals in Ocean Springs, Mississippi from April 23 to 26 at the University of Southern Mississippi Gulf Coast Research Laboratory.
A team from Santa Monica High School won second place, and Francisco Bravo Medical Magnet School, Los Angeles, came in third.
Questions touched upon biology, chemistry, geology and physics of the oceans, as well as navigation, geography and related history and literature. A variety of aquatic facts -- such as, which of the Great Lakes is the deepest and coldest (Lake Superior) and how many seaports are in the United States (361) -- arose in the final rounds.
This is Arcadia's third year in a row winning the regional "Surf Bowl." It's clear that students take it seriously: Arcadia captain Kathy Lee, a senior said her team meets for two hours twice a week to practice throughout the year. "We have our own buzzer set," she said.
For more information about the National Ocean Sciences Bowl, visit: http://nosb.org
To learn more about JPL-sponsored team competitions, visit: http://www.jpl.nasa.gov/education/index.cfm?page=384
Arcadia High School triumphed at the National Science Bowl regional competition at NASA's Jet Propulsion Laboratory in Pasadena, California. The event was held Jan. 31.
The team, consisting of four main players, an alternate and a coach, reigned supreme against 23 other teams from Southern California. Team members earned a trip to the National Science Bowl finals in Washington, which will be held April 30 through May 4.
The format of the competition resembled a fast-paced game show, with students buzzing in to answer questions at the college freshman level. They were not permitted to use calculators or notes. The questions spanned various topics in Earth and space sciences, including astronomy, biology, chemistry, physics and math.
Contestants at JPL proved themselves quick-witted in a wide range of questions - for instance, knowing that 1,600 + 81 makes a perfect square. Many people in the audience were awed whenever students buzzed in with correct answers before the announcer had finished asking the question.
The second-place team, from Dos Pueblos High School in Goleta, gave the Arcadia team a suspenseful challenge as the competition neared its end. The two teams tied at 82 points at one point, resulting in a tiebreaker that Dos Pueblos won. But Arcadia made a comeback in the very last match. Santa Monica High School placed third.
All members of the Arcadia team are high school seniors, and all said that they want to pursue mathematics, science or computer science in college. One team member, Chris Chi, already works in a biology lab.
"We all do a lot of science in our spare time," said Kevin Wang, captain of the Arcadia team.
The National Science Bowl is designed to inspire students to pursue careers in science or math. Over the 24-year history of the competition, about 240,000 students have participated. JPL, managed for NASA by the California Institute of Technology, has hosted the regional Science Bowl for 23 years.
For information about the National Science Bowl, visit: http://science.energy.gov/wdts/nsb/