Last October, YouTube announced the next big thing to come to entertainment and television… a YouTube Network of original channels. Beginning in 2012, they began adding 100 new channels to their lineup. They are bringing a wide range of talented producers, creators and personalities to the web and offering a new viewing experience for those who want to make the most of the YouTube platform. Programming on a wide range of topics like parenting, fitness, news channels, music, sports, comedy, pop culture and education are available.

We are very honored to be a part of this YouTube venture as a partner. Beginning Wednesday, February 1st Steve Spangler Science will offer an educational channel and show, The Spangler Effect.

About the Show

He’s the science teacher you always wanted to have in school. Things just happen to fizz, pop, smoke and explode, and before you know it, you’re a part of his learning experience. His passion is to find the most creative ways to make learning fun. His methods might be unconventional, but the goal is to turn ordinary science experiments into unforgettable learning experiences. And when it happens, it’s called The Spangler Effect.

It’s a series about a group of people who are passionate about finding cool ways to make science fun. They turn ordinary do-it-yourself science activities into extreme experiences that spread like a virus, make noise (literally) with crazy science challenges, produce “no way!” revelations and the occasional explosion, and help parents and educators find creative ways to get kids excited about learning.

Make it big, do it right, give it class – that’s The Spangler Effect.

Each week, a new episode will explore one science experiment, concept, project, challenge or situation to learn how and why it is important in our daily lives. At the heart of each episode is a take-away activity that has great wow-factor but is easy enough for viewers to recreate at home using simple household items.

Subscribe to The Spangler Effect channel to receive email notifications when a new episode is available.

We are proud to be joining the new YouTube original channels including programming from Cafe Mom, The Onion, Madonna, Livestrong Women, Motor Trend, Brooke Burke, Tony Hawk, Shaquille O’Neil, TED Education and the Wall Street Journal.

The programming is available on any internet-connected device, anywhere in the world, with all the interactivity and social features of YouTube built right in.

YouTube for Schools
Learn more about the YouTube for Schools program. Step-by-step instructions are available to help your school sign up now.

By Blog Editor Susan Wells

As the field narrows and we get closer to a front runner emerging for the Republican nomination for president, it’s important that voters do their homework and really learn about each candidate and their views. The candidates do not agree on many topics, including education.

We looked at the remaining five candidates and their views on the future of education. Two of the candidates are in favor of eliminating the Department of Education. Is this a good idea?

The U.S. Department of Education’s website states its mission “is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access.”

ED was created in 1980 by combining offices from several federal agencies. ED’s 4,400 employees and $68 billion budget are dedicated to:

• Establishing policies on federal financial aid for education, and distributing as well as monitoring those funds.
• Collecting data on America’s schools and disseminating research.
• Focusing national attention on key educational issues.
• Prohibiting discrimination and ensuring equal access to education.

I think the majority of Americans will agree our education system needs repair and reform. Some of the questions being asked of the candidates include: Do we dismantle the Department of Education? Do we fire teachers whose students do not get high scores on tests? Do we encourage parents to homeschool or place their children in charter or private schools? What about children in low-income areas? Is the No Child Left Behind Act working? Let’s not forget that many, many public school districts are suffering from deep budget cuts. They are cutting school staff, staff development, materials, and teachers. Class sizes are also on the rise.

Teachers, in fear for their jobs, teach to the test and don’t always encourage free thinking and discovery. There isn’t time or money for centers, science, art or music. Teachers are forced to drop engaging and fun learning lessons in exchange for strict math and reading lessons.

What changes would you make to education? Do you agree with the candidates? All five remaining candidates’ views vary widely. Here are their  views posted verbatim from 2012RepublicanCandidates.org. (Rick Perry is not listed on the website, so we used a post from Education News.)

Newt Gingrich’s Position on Education: 

• Gingrich believes that high schools are now obsolete. He would make schools and teachers compete to improve education.

• He thinks that we should focus on patriotic education instead of multiculturalism.

• He thinks education is the most important factor in our future prosperity and national security.

• He insists that failing schools must change and he supports charter schools. Gingrich would provide students at hopeless schools with private school scholarships.

• He wouldn’t charge interest on student loans for science and math students.

• He would bring back school prayer with a Constitutional amendment and thinks that federal aid should go only to schools that allow voluntary.

• Gingrich has said that high school girls who graduate as virgins should be rewarded.

Ron Paul’s Position on Education: 

• Ron Paul thinks that shutting down the Department of Education will improve the quality of education. He wouldn’t dismantle public schools but would encourage homeschooling and private schools with tax write-offs.

• He believes that black and hispanic colleges should not get special funding.

• Paul voted yes on vouchers for private and parochial schools.

• He would support a Constitutional amendment that allows voluntary school prayer.

Rick Perry’s Position on Education: 

Governor Rick Perry believes strongly in accountability.  At the forefront of his plan are the “Seven Breakthrough Solutions” for higher education, and while these were initially drafted for just the state of Texas the ideas in these goals likely reflect Governor Perry’s broader vision for education improvement.

Perry’s 7 goals are: Measure teaching efficiency and effectiveness, publicly recognize and reward extraordinary teachers, split research and teaching budgets to encourage excellence in both, require evidence of teaching skill for tenure, use “results-based” contracts with students to measure quality, put state funding directly in the hands of students, and create results-based accrediting alternatives.

Perry urges all universities to use their money wisely so that costs of tuition do not continue to skyrocket.  He would rather have universities invest their research money in projects that will yield a beneficial result instead of researching something for the sake of researching it. These solutions are meant to save money for use on the students and increase the effectiveness of education.

How Rick Perry wants to reform lower education on EducationNews.org >

Mitt Romney’s Position on Education: 

• Mitt Romney points out the underperformance of kids in the US saying that they score only in the bottom 10%- 25%. Therefore there is a need to revamp the education system.

• Education should not be confined to a teacher’s union only. There should be involvement from parents, the state, federal government with the support of the teachers.

• Romney advocated better pay for good quality teachers to improve quality of teaching.

• He perpetrates English immersion in schools stressing that English should be learnt at a very young age.

• While Governor Romney brought forth a scholarship for all kids that graduate in the top quarter of the class known as the John and Abigail Adams scholarship, which was 4 years tuition free entry to state colleges and universities.

• He supports the concept of ‘No Child left behind’.

• Romney supports setting up of charter educational institutions and conducting immediate third party audit in underperforming schools, giving authorization to principals to replace 10% of underperforming staff etc.

• Romney supported the elimination of Federal Department of education and favored keeping educational reforms t the lowest level involving parents, teachers and community.

• He was against schools inflicting specific religious practices or prayer in schools. Instead Romney stressed on teaching the importance of economics and family values.

• Romney pledged to vote for a means tested school voucher program which gave the students coice toi attend any public or private school of their choice.

**Romney says he is not for dismantling the Department of Education, although he had supported that plan several years ago.
EducationNews.org also did an article on Romney’s education views >

Rick Santorum’s Position on Education: 

Despite the 2004 controversy surrounding his children and the Penn Hills School District, Santorum is perhaps better known in the education sector for his effort at including the ‘Santorum Amendment’ into the No Child Left Behind Act of 2001. It was an attempt at including the theory of intelligent design, alongside the theory of evolution, into the public school science syllabus. The attempt proved to be unsuccessful, but it has been largely credited as the catalyst for the decade long battle between the Creationist and the scientific community.

I was surprised at how difficult it really is to find the candidates’ specific views and plans on education. Some of their campaign websites do not provide their views on education and I have found conflicting information. Here are a few more articles on the candidates and their thoughts on the education issue.

Time.Com – Grading the GOP Candidates on Education

Associated Press - Candidates seek to limit federal role in education

Huffington Post – Republican Candidates Would Limit Federal Role in Education 

On the Issues – Politicians on Education 

A few definitions from Issues2000.org: 

Charter Schools
‘Charter schools’ are publicly-funded and publicly-controlled schools which are privately run. They are usually required to adhere to fewer district rules than regular public schools.

NCLB – No Child Left Behind

• NCLB is the 2001 bipartisan law intended to improve K-12 schools, under the theory of standards-based education reform.
• States are required to establish standardized testing, so that all high school graduates meet the test criteria.
• States are also required to give options (school choice) to students who attend schools that fail to meet NCLB’s Adequate Yearly Progress (AYP).
• The controversy over NCLB currently focuses on funding: Opponents of NCLB argue that states are provided inadequate federal funding for implementation of NCLB, and that therefore NCLB represents an “unfunded mandate” on states.
• Proponents of NCLB argue that the law provides accountability for schools; fights against incompetent teachers; and provides alternatives to failing schools.
• Progress is measured in the federal National Assessment of Educational Progress (NAEP), commonly knows as the “Nation’s Report Card.”

School Choice
‘School Choice’ generally refers to a school district allowing parents to decide which school within the district to send their kids to. The political issue is whether to allow the choice to include private schools, parochial schools, and home schooling at taxpayer expense. Taxpayer funding of parochial schools potentially violates the Constitutional separation of church and state. Taxpayer funding of private schools is controversial because it subsidizes parents who are currently paying for private schools themselves, and are usually more wealthy than the average public school family.

Vouchers
‘Vouchers’ are a means of implementing school choice — parents are given a ‘voucher’ by the school district, which entitles them to, say, $4,000 applicable to either public school or private school tuition. The value of the voucher is generally lower than the cost of one year of public education (which averages $5,200), so private schools (where tuition averages $8,500) may require cash payment in addition to the voucher.

We are excited to announce our new partnership with YouTube EDU and the YouTube for Schools project. Students and educators now have access to our entire library of science experiment videos in the classroom. No more work arounds or third-party sites to try to show videos in the classroom. YouTube listened to what educators and parents wanted and created something that will forever change the way teachers use videos in the classroom.

To join YouTube for Schools or learn more about the program, visit www.youtube.com/schools  For detailed step-by-step instructions on how to sign up, please read this YouTube Help Center article. It’s no secret… teachers want (and need) access to YouTube in their classrooms for a multitude of great reasons. With hundreds of thousands of videos available at their fingertips, YouTube has become a Mecca, of sorts, for educators who want instant access to content that helps them strengthen their curriculum using material that is current, entertaining, educational… and free!

Over the past six years, we’ve been trying to help teachers fight what seemed to be an uphill battle with school districts who were concerned that students would be exposed to inappropriate content. While some school administrators dealt with the issue by completely banning access to YouTube.com, others tried to find creative ways to allow access to the site, but on a very restricted basis. The people at YouTube found a way to open up the tombs of educational content to schools while addressing the valid concerns of parents and educators with YouTube for Schools.

The Steve Spangler Science team caught the attention of the decision makers at YouTube with the first Mentos and Diet Coke Geyser video that made its debut on the site in September of 2005. YouTube had only been up and running for five months at that point, and this largely untapped resource proved to be an amazing platform for educators who wanted to expand their lessons beyond the physical walls of their classrooms. While none of us knew at the time what the future held in terms of using YouTube in the classroom, we had a gut feeling that YouTube was a good thing on so many levels.

YouTube worked with teachers to put together more than 300 playlists broken out by subject (Math, Science, Social Studies, and English Language Arts) and by grade level. Teachers can find these lists at youtube.com/teachers. Teachers can even offer up their own suggestions for videos they want to use in the classroom by creating their own playlist. YouTube for Schools is just the latest initiative in our ongoing efforts to make YouTube a truly valuable educational resource and to inspire learners around the world… and we’re honored to get to serve as a partner in the program.

For Steve’s Naked Eggs and Flying Potatoes book signing, we shot off Mentos and Diet Coke Geysers in the parking lot and had a liquid Nitrogen parade at the Tattered Cover Book Store in Highlands Ranch. We have more experiments and surprises for the Fire Bubbles and Exploding Toothpaste book signing this week. Who knows what we will do.

The Tattered Cover is used to authors coming in, reading an excerpt from their book and signing a few books. With Steve Spangler book signings, they must check the smoke detectors, warn the fire department and declare a “wet” and “dry” zone (no soda geysers or other science eruptions near the book shelves).

Come to the Tattered Cover in Highlands Ranch this Wednesday, December 7th at 6 p.m. and see what Steve Spangler and crew will do this time. This will be a kid-friendly book signing like no other. We will have special hands-on activities that are sure to keep the kids engaged and you smiling.

You will also get to meet Steve Spangler and check out his new book, Fire Bubbles and Exploding Toothpaste.

Here’s a map to the Tattered Cover in Highlands Ranch.

We hope to see you there!

By Blog Editor, Susan Wells

Today is a day that only happens once a century. A day most of us will only see once in our lifetime. A day where many will get married, some will celebrate a birthday, maybe even an 11th birthday and some will wait for the end of the world.

But what does it all mean? Will the world really end because of a series of numbers or is it all in our minds?

Mathematical

The mathematical reason the date is special is because it is the only double-figure palindromic date. The date reads the same backwards as forwards. There isn’t a 22nd month, so 11 is the only number where the palindrome will occur. There are also some interesting math equations with the number 11.

The number 11 is a prime number, meaning it is greater than 1 and is only divisible by itself and one. (11 can only be divided by 11 and 1). Here are some fun equations for you math fans out there -

(2 digits)  11 x 11 = 121

(6 digits) 111111 x 111111 = 12345654321

(9 digits) 111111111 x 111111111 = 12345678987654321

Lucky Numbers

The number 11 is also a favorite of blackjack and Keno players. It is also popular in rolling the dice and picking lottery numbers. The per person payouts are usually lower when 11 is a winning number.

11:11 Phenomenon

Many have a fascination with 11:11. Some people feel haunted by the number and claim it’s a mystical sign. This is called the 11:11 phenomenon – a tendency to look at the clock at 11:11 more than other times of the day.

Psychologists say it’s not magical or spiritual but a case of “apophenia,” the human tendency to find meaning or patterns in randomly occurring data. The more conscious you are of something, the more you will notice it in the world around you. People say they don’t notice how many 11′s appear in their life until learning about it from someone else. This is a clear definition of apophenia – when people find out about something, they begin keeping track.

If you decide 34 is important, you will begin to see the number everywhere you go.

All of the beliefs that there is a supernatural or pure evil behind the date may or not be true. Will something beyond explanation occur on 11-11-11 or will it simply be a coincidence?

Weather – The Great Blue Norther

One hundred years ago on 11-11-1911,  The Great Blue Norther swept across America. It was one of the most dramatic cold waves to hit the United States. That day, temperatures ranged from the upper 60s and lower 70s across Missouri, Oklahoma, Nebraska and Kansas. In Kansas City the temperature hit a record high of 76 degrees by late morning. The artic front moved in and the temperature began to drop. By midnight the temperature had dipped to a record 11 degrees above zero.

In Springfield, Missouri, the temperature reached 80 degrees before high winds came through and dropped the temperature to 13 degrees above zero by midnight. That day holds both the record for the warmest and coldest temperatures recorded on that date.

Many cities saw the temperature drop 50 to 60 degrees within a 12 hour span. And the extreme temperature swing wasn’t the only weather concern. The front brought damaging winds, severe thunderstorms, tornadoes, blizzards and a dust storm across the Midwest. In Wisconsin an F4 tornado struck Janesville. Within an hour of the tornado hitting, rescue workers were working in blizzard conditions with near zero degree temperatures to rescue tornado victims.

Veterans Day

One more historical mention about the date and the number 11 – fighting in World War I, known as “The Great War” ceased when an armistice between the Allied nations and Germany began on the eleventh hour of the eleventh day of the eleventh month of 1918. November 11th is celebrated in America as Veterans Day and Armistice Day in the U.K. This is also where the saying “the eleventh hour” comes from.

The war officially ended when the Treaty of Versailles was signed on June 28, 1919 in the Palace of Versailles seven months after fighting stopped.

Date Calculator

Still can’t get enough of 11-11-11? Need to find some additional special numeric dates? Check out Special Calendar Dates from TimeandDate.com.

This radar image of asteroid 2005 YU55 was generated from data taken in April of 2010 by the Arecibo Radar Telescope in Puerto Rico. REUTERS/NASA/Cornell/Arecibo/Handout

We aren’t on the verge of Armageddon and no we won’t need Bruce Willis’ services, but brace yourselves, a large asteroid is on its way to Earth and will come within 201,000 miles of our planet.

The large asteroid, appropriately named 2005 YU55, is on its way to pass by the earth at 6:28 p.m. EST, Tuesday, November 8th. It will be visible in the northern hemisphere and won’t be seen by the naked eye. It will also be too fast for the Hubble Space Telescope to spot it.

Thousands of professional and amateur astronomers are poised and ready to watch the asteroid as it passes by. It will give scientists an opportunity to study the asteroid without having to launch a probe.

These celestial events where objects pass closely to the earth are only expected to occur a few times a century.

It’s the first time since 1976 that an object this large has come this close to Earth. During that time, no one was aware of the potential armageddon, not even astronomers. That asteroid wasn’t discovered until 2010. And only then, using Newton’s law’s of gravity was the path calculated.

YU55 is about 1,312 feet in diameter. For a good visual on what this really means in a scaled down model, read Science 2.0′s Seeing Armageddon in a Grain of Sand article. In it, they compare the earth to a blue house and the asteroid to a grain of sand passing within 1,100 feet. Not so scary when you look at it in those terms.

Astronomers have projected YU55′s orbit around the sun for the next 100 years. There is no chance that it will collide with the earth or the moon during this time.

The asteroid is believed to be made of carbon-based materials and some silicate rock. It is blacker than charcoal. Scientists plan to study its composition and structure using radar images and chemical studies.

According to Science 2.0, it won’t be until 2028 that another large asteroid, 2001 WN5, will get close to earth. This asteroid is larger than YU55 and will get even closer. You may be able to see it with a good pair of binoculars.

In 2029, asteroid 99942 Apophis will come extremely close to the earth. It is approximately the size of YU55 and using their blue house scale, it will come within 110 feet. We may need to put Mr. Willis on standby for that one.

By Blog Editor Susan Wells

There is a fight going on in Douglas County, Colorado. Not over school lunches, school hours or even the amount of homework assigned.

The fight is over a parent’s right to choose vs how taxpayer money is spent.

Let’s not forget, this issue is also about kids and their families getting caught in politics.

Last year, the Douglas County Schools approved a school voucher program, the first of its kind in Colorado. The voucher program gave parents the ability to choose the right school for their child. If Dougco wasn’t able to provide for and meet the needs of a student, parents were able to take some of the money allocated for their child’s public education and spend it at the school of their choice, including private or religious schools.

The district spends about $6,000 for each student per year, and the district offered “scholarships” of $4,575 to use at a private school. Families would receive four checks during the school year either covering the cost of tuition at their chosen private school or 75% of what the district would have spent if the child attended class in public school. The remaining 25% would stay in the district to go towards running the program and to offset any school classrooms that lost a lot of students due to the program. The eligible private schools must have already signed partner contracts with the district.

Out of 60,000 students, 575 families applied and 500 were awarded the voucher. Many of the students had special needs that were better met at a private school. Keep in mind, the vast majority of families and students in Dougco were content to stay in the district at the public schools.

This summer the Douglas County School District and the Colorado Department of Education were named in two lawsuits filed by the American Civil Liberties Union (ACLU), TaxPayers for Public Education, Americans United for Separation of Church and State along with a handful of citizens. The lawsuits have ignited a firestorm of debate in the county and in the state on the issue of school choice and spending taxpayer money. The lawsuits claim Dougco is violating laws that prohibit government funds from going to private schools.

School is back in session and the 500 families awarded the vouchers are in limbo. A judge recently halted the program saying it violates the state constitution. Judge Michael A. Martinez ruled the program “illegal because tax payer money was being used for private and religious schools.”

Douglas County is fighting the ruling and has filed a motion asking to stay the judge’s ruling. But that doesn’t mean the money already allocated will stay in the private schools. The district wants its money back. That means about $300,000 in first quarter payments to private schools is expected to be returned to the district.

This leaves the 500 families on the voucher program without a clear path for their children. The parents must decide to take a chance that the voucher program will be reinstated and try to make private school payments or to return their children to classrooms that were not a good fit to begin with. That’s 500 children left without educational stability and more than 500 parents left to struggle and make tough decisions to keep their families afloat.

My children do not attend Douglas County Schools, but I would support a voucher-choice program in my district. Taxes allocated for education should be just that, for education and for our children. Does it really matter where the money is spent, as long as it is spent to give each child the best education possible? That’s why we pay taxes for education, right? To support our communities, our children, our future . . . Are we so concerned about the fine print that we would rather hurt children and their families?

If you still aren’t convinced that halting the voucher program is a bad idea, consider the potential fallout effects to ending using public funds for private institutions. Here are two programs that would also suffer… The Headstart preschool program is publicly funded through The Colorado Preschool Program to provide free preschool to at-risk children funds some preschool programs that are private and/or parochial. Concurrent Education Programs provide the opportunity for students to earn high school and college credit simultaneously. Students in grades 9-12 are eligible to receive a tuition benefit to be applied toward tuition for approved courses at higher education institutions. That includes private colleges and universities.

The vouchers fund students. The vouchers fund education. They fund the right to choose what is best for your family; it doesn’t leave the decision to impersonal politicians and school boards. Dougco should be applauded for respecting parents’ rights to choose what is best for their child, even if that means leaving their district.

If you want to take a stand for choice, for kids and for education reform, consider attending public meetings for Douglas County or joining the group Great Choice Douglas County.

This article was written with help from Mom Off Track, ColoradoMoms, YourHub Denver Post, The Denver Post Online, Education News.

Photo courtesy Bureau of Land Management/John McColgan In 2000, this wildfire burned just north of Sula, Montana.

It’s wildfire season and people across the country watch the conditions and the weather hoping their home will be spared.

Areas with dense trees, grass, shrubs or other plant growth are more susceptible to wildfires, especially after a wet season in spring followed by a dry season in summer.

According to How Stuff Works, an average of 5 million acres burn every year in the United States, threatening homes, property and the lives of those in the fire area.

The largest fire in Arizona history, the 841-square mile Wallow Fire is now 77% contained. Two other large fires – the Horseshoe Two and the Monument Fire have also raged across the state this June. The Horseshoe Two in southeastern Arizona burned over 348 square miles and is now completely contained. The Monument Fire near Sierra Vista is about 85% contained after burning 47 square miles and destroying 57 homes.

This past week, two forest rangers were killed while fighting a wildfire in northern Florida.

Smokey the Bear defines a wildfire as an “unwanted, unplanned, damaging fire burning in the forest, shrub or grass and is one of the most powerful natural forces known to people.”

A wildfire can take on a life of its own. Tearing over ridges, changing direction, looking to survive.

Some wildfires are caused by lightning or intense sunlight in dry areas, but nine out of ten wildfires are human-caused. The most common causes of fires are arson, campfires, lit cigarettes, improperly burning debris, playing with matches or fireworks and prescribed fires.

Wildfires are an ever-present danger in areas where fire suppression has allowed for the overgrowth of fire fuel such as fallen leaves, branches and excessive plant overgrowth in forest areas.

A fire needs fuel to burn, air to supply oxygen and a heat source. This forms a fire triangle. When fighting a fire, firefighters work to take away one of the pillars of the triangle, they can control and put out the blaze.

Weather also plays a huge part in wildfire birth, growth and death. Temperature, wind and moisture affect wildfires and make it harder to fight them. Drought obviously leads to favorable fire conditions. Moisture can slow the fire down. Wildfires tend to rage in the afternoon after sunlight heats sticks, trees and leaves on the ground. The radiant heat dries fuels and allows them to ignite to burn faster. Cooler temperatures help the fire lay down and give firefighters the upper hand in gaining control.

Wind has a huge impact on wildfires adding additional oxygen and pushing the fire faster. It is also unpredictable, changing a fire’s direction without warning.

Fires can develop their own wind patterns. Large fires can generate their own tornadoes, or fire whirls.

A fire tornado is just like a tornado but is made of fire instead of air. As the heated air from the fire rises, strong air currents whipping through the trees cause the air molecules to spin (rotational momentum) which shapes the flame into a tornado. The tornado rotates and rises and flames jump from tree top to tree top. These tornadoes can throw burning debris over long distances. Click here for a demonstration on how fire tornadoes are created.

For more information on the science wildfires, check out these great links:

• The National Center for Atmospheric Research
• Bureau of Land Management
• U.S. Forest Service
• Top 25 Wildfires of All Time
• Real Time Wildfire Map from SmokeyBear.com
• Time Magazine: The Science of Wildfires
• CBC News Fighting a Fire in the Forest

Last Thursday, the producers from Saturday Night Live in New York called our office. They spoke with one of our amazing customer service representatives, Harmony. We’ve had producers from shows call us in the past, so this wasn’t a huge surprise for Harmony. But when the producer explained it was for the season finale and Justin Timberlake would be using it as a gag prop in a skit, Harmony took notice. The show purchased two Incredible Shrinking and Growing Head kits to use during the show.

Every box that is shipped from our Distribution Center is double checked for quality. For a package on it’s way to 50 Rock in New York, the product was taken out of the box and personally checked by Harmony before being sent out. Justin was the Mysterious Crandell, a not-so-good magician who used our kit to try and hypnotize the audience. Watch the clip to see what happened.

Visit our company website for more on the Incredible Shrinking and Growing Head experiment.

The wonderful people at Rayovac recently approached us and asked for our help in celebrating Teacher Appreciation week (May 2 – 6). They are recognizing inspirational teachers by offering three all-expense paid trips to attend Science in the Rockies in Denver, Colorado July 6-8, 2011.

Click Here to Nominate a Teacher >

Science in the Rockies is an intensive three-day hands-on science training for teachers who want to integrate more science into their classrooms and make it more meaningful and fun for their students.

“There are so many amazing educators that bring inspiration, guidance, encouragement and fun to the classroom,” said Kent Klagos, Division Vice President, Rayovac.  “Through the Teachers Bring Science to Life Contest, we hope to recognize a few of the many outstanding teachers as well as give them an amazing science experience they can bring back and share with their students.”

Do you know a K-6 teacher that brings learning to life and inspires kids to want to learn in the classroom? Rayovac is now accepting nominations on their website rayovac.com/science until 11:59 p.m. on May 16, 2011. If you would like to recognize a teacher, click over to the Rayovac site, complete the entry form and submit an essay up to 300 words explaining how the teacher inspires students and brings learning to life. Teachers who want to learn great classroom techniques and engaging experiments to captivate their students can even nominate themselves.

The individuals whose nominating essays win for the three lucky teachers will also receive one of three $100 gift cards from a major retailer.

We want to extend a special thank you to the people at Rayovac for understanding and acknowledging how important science education is in our children’s lives.

Update June 22 – Winners Announced

Congratulations to our three winners. We can’t wait to see you at Science in the Rockies in a few weeks.

• Tina J Miller from Kenosha, WI
• Pamela L Berg from Indianapolis, IN
• Keri Dowdy from Sedalia, KY

By Guest Blogger Debbie Leibold

Recently, I ran across an editorial in the Denver Post that was written by a former English teacher.  I am also a former high school English teacher, so I was intrigued when I saw the title of the article – “O CSAP!  MY CSAP!”  The article discussed one of my favorite films, “Dead Poets Society,” and used the contrasting teaching styles of Mr. Keating (Robin Williams) and Mr. McAllister (the old Latin professor) to make a point about our education system and one of its unintended effects on our students.

In the film, Mr. Keating is a teacher who inspires his students and helps them develop a love of learning.  He creates lessons that are relevant to his students, teaches them to make the most of what they’ve been given, and encourages them to “Seize the Day!”  Mr. McAllister teaches his students to memorize Latin verbs and vocabulary and drills his students repeatedly.  He believes students succeed if they can recite back what they have been taught.

The editorial’s author made the point that our current educational system is working so hard to make sure that our students are “Proficient” on CSAP’s (Colorado State Assessment Program) and other standardized testing, that we’ve lost sight of the difference between “proficient” and “educated.”  Mr. McAllister sees proficiency as an end, but Mr. Keating sees proficiency as a beginning – a stepping stone to allow students to expand their horizons and discover and understand a much wider world.

Is proficiency good enough?  Should our efforts stop there?  The author of the article says no, but he worries that our preoccupation with test results might unintentionally send the message that “Proficient” is all our students (and our teachers) need to be.  His premise is that the relationship between the student and the teacher is what makes the difference between a child being merely “Proficient” and a child being a critical thinker, problem solver, and self-directed learner.  Our students need to learn to read, to write, and to do math – that isn’t a question.  They need to learn those skills, however, not to earn a certain test score, but so that they can better understand the world around them and contribute to that world in a meaningful way.  A great teacher who has enough time and freedom in his or her day to create unforgettable learning experiences will make a huge impact on students.  The same cannot be said for teachers who spend most of their time preparing their students for a test that does not reflect what is truly important.

I was fortunate to have some amazing teachers when I was a student, and I’m happy to say that my own children enjoy school and have been challenged and motivated by their teachers.  I do, however, have questions about our educational system putting so much emphasis on testing as a demonstration of what students know and, even more disturbing, judging the effectiveness of our schools and teachers by the scores their students earn on the CSAP or other testing measures.  The thought of basing a school’s funding or perhaps a teacher’s performance pay on the level of “Proficiency” of their students (as defined by a test score) frightens me.  I’m all for accountability, but teaching to the test to ensure a “Proficient” rating, does little to encourage a love of learning and a development of critical and independent thinking.  A “Proficient” rating and the subsequent funding or performance pay do not necessarily correlate with better-educated students.

I fully recognize that CSAP testing (or other standardized testing) is a reality and not something that we can or should ignore. As a parent and a former teacher, I just don’t want better test scores to become the “be all and end all” of what we want for our students.  Like the author of the editorial, I encourage parents and teachers to build the kind of relationships with their students that Mr. Keating had with his.  Teach your kids to think outside the box, to take learning “proficiencies” and apply them to new situations, to discover what they’re passionate about, and to share their excitement with others.  As Mr. Keating would say, “Carpe Diem!”

Debbie Leibold is a former teacher and the mother of two sons, ages 13 and 10.  Debbie is passionate about education and youth development.  She works as a writer and copy editor for Steve Spangler Science.

President Barack Obama held a town hall meeting at Facebook headquarters on Wednesday… and his comment about making science cool caught my attention.

“I’m frustrated by stories about how we can’t find enough engineers and computer programmers. That means our education system is not working. That’s why we are emphasizing math and science,” Obama said, noting efforts to “make science cool” for minorities and women. [Source: Wired.com]

Here’s my open letter to President Obama…

Mr. President, the comment you made at yesterday’s town hall meeting about “making science cool” kept me awake last night because I realized that I actually have something to offer you in the way of a solution to achieve your goal. I was reminded of Don Herbert (the original Mr. Wizard) who made science come alive for millions of kids during the 1950s and 60s. That was exactly what our country needed during the time that followed Sputnik – inspirational people like Don Herbert who made science fun for kids.

Today, we’re faced with a different set of problems that require creative solutions targeted not at the student but the teacher. It seems counter-intuitive, but it’s true… we don’t have to try to convince students that science is cool or fun. The secret is to focus our time and efforts on training teachers how to make science more exciting and meaningful for their students. It all starts with teaching teachers how to create more opportunities for young learners to wonder, explore, experiment, ask questions and develop their critical thinking skills. A teacher’s enthusiasm for any subject is contagious, and we need to create hands-on learning opportunities for teachers to make science more exciting and meaningful in their classrooms.

As you know, this is a huge effort that needs as much fire power as we can create. That’s why I turned to Ellen DeGeneres to help me show her viewers fun and entertaining ways to make science cool. Take a look…

Mr. President, I would love to share what we’ve learned over the past 15 years of training nearly 30,000 teachers in ways to turn ordinary lessons into unforgettable learning experiences. I know that you’re serious about making science cool and I think that we can help. Honestly, I’ll share anything and everything we’ve learned about training an army of highly motivated teachers who are truly inspiring their students to look at STEM careers – science, technology, engineering and mathematics.

Since you’re the President, I’ll assume that you can find a way to contact me, right? I really think that our team has something great to offer… please just tell us how.

Sincerely,

Steve Spangler

Here’s a quick look at what happens when some of the best science teachers in the country share their most creative strategies and practices for making science cool. The experience is called Science in the Rockies.

Houston area teachers gather to find new ways to integrate more science into their daily routine.

Thousands of students and teachers gather at a world record-setting event with the Colorado Rockies with the goal shinning the spotlight on careers in science.

A quick look at Science in the Rockies 2010 – Real Science… Real Fun!

By Guest Blogger Debbie Leibold

I’m tired.  I have two sons (ages 13 and 10), I work part-time, I volunteer at both the elementary and the middle school, and I sit on a non-profit Board.  I drive the Mom taxi every afternoon back and forth between every sports practice known to man, piano and band practice, school ceremonies, volunteer opportunities, and a few play dates (when we have time to play).  I try to help with homework, manage a household, and get dinner on the table (when we aren’t stopping at Subway or some other drive-thru), and I try to have time to be a good Mom, wife, and friend.  Time for me is always on the bottom of the list.

I think many of us would agree that life seems crazy.  We are always in a hurry, always trying to get from one activity to the next, and always trying to do the right thing to help our children become the best students, athletes, musicians, leaders, and citizens.  I mean well, as I know you do, but lately I’ve started to question this roller coaster, fast-paced, non-stop world in which my family lives.

Recently, my questions became much more pronounced when I attended a screening of the highly acclaimed educational documentary, “Race to Nowhere.”  I strongly encourage you see the film if you haven’t.  “Race to Nowhere” is thought provoking and eye opening and left me with many more questions than it answered.  It presents our current educational system as one that must be reformed because it is sending damaging messages to our young people.  Teachers, coaches, parents, and the system itself are creating so much stress in the lives of our children that childhood depression and anxiety levels are skyrocketing.  As the mother of two boys and a former educator, I felt like I should go to the film and see what the hype was all about.  I’m very glad I did…

The film is a series of interviews with students of all ages (elementary school through college), parents, teachers, administrators, counselors, psychologists, and employers. The interviews present many different issues affecting today’s youth.  I will do my best to summarize some of its main points here, but please visit www.racetonowhere.com for more information and to find a film screening near you:

• Our education system is creating good test takers, but not necessarily good thinkers.  If the test questions are not exactly what the teacher prepared the students for in a review session the day before the exam, students are unprepared and unable to apply what they know to a new situation.
• Our students are so used to being “coached” by teachers, parents, tutors, and actual coaches that they are unable to do things on their own.  We have inadvertently sent them the message that they need help to perform well.  This constant “help,” though well-intentioned, diminishes their self-confidence and makes them less self-directed.
• As parents, the first (and sometimes only) thing we ask about after school is homework:  Do you have homework? What do you have to do?  How was your test?  What grade did you get?  Though we mean well, that constant message of what it takes to get good grades puts a high level of pressure on kids.
• Our schools assign too much homework that doesn’t correlate with academic achievement or personal intellectual growth.  At the elementary level, there is absolutely no correlation between homework and academic gain.  At the middle school level, there is only a correlation between the first hour of homework and academic achievement.  At the high school level, only the first two hours of homework have any effect on academic growth.
• “Smart” means many different things, but our school system (and our society) sees “smart” as the straight-A student with high test scores who is a hard worker, participates in several sports, holds leadership positions, and is involved in community service.  Not all kids are going to fit that mold, but those who don’t are led to believe that they aren’t “smart.”  To be successful, society needs people with many different learning styles and diverse strengths.  That is not the message that we are sending our kids.  The message is that they have to earn a certain test score and go to the best school they can get into so they can get the best job and earn the most money and, ultimately, live the happiest and most fulfilling life.  It makes kids anxious and depressed when they think about what might happen if they don’t or can’t follow that path that has been set as the ideal they need to reach.
• In an effort to teach curriculum and cover grade level standards, we are missing out on teaching the more important educational skills.  It is essential that we teach critical thinking, problem solving, communication, leadership, and socialization skills and not get caught up in the minutiae of the curriculum.  In the big picture, who cares, really, if you know how to use a semi-colon?
• As teachers and as parents, we have good intentions and we want our kids to be the best that they can be, but in doing so, our kids are spread too thin.  They have little to no personal engagement in or passion for what they are doing.  They are just involved in everything and taking honors classes and working part-time and doing community service because we’ve sent them the message that they need to do all of that to succeed.  That is what it takes to get into the best schools.  So, what if the best school is not the best match for your child?  The match is what is important, not the school’s ranking.
• Our kids run non-stop through their day and don’t get to their homework until late at night.  Many kids are up until the wee hours of the morning doing 4-6 hours of homework a night, just to get up in the morning and start all over again.  It is this homework that parents and teachers seem to value most, which puts even more pressure on kids, causing kids to cut corners and often cheat.  It’s no wonder that teenagers seem so highly addicted to caffeine, energy drinks, and, in some cases, other stimulants like ADD medications.  They feel like they need those substances to stay awake in class and to push through everything they have to do in a shorter and more efficient time period.
• We don’t allow our kids any down time just to be kids.  Play is critical to a young person’s development.  Play is how kids find what they love.  Play is being sacrificed in order to get everything else done. As a result, kids are just going through the motions and doing what they can to get by (including cutting corners and cheating).
• High school only seems to be preparing kids for the college application, not for college itself.  Universities report extremely high remediation rates for college freshmen who graduated high school with 3.8-4.0 grade point averages.  These students are good test takers and can follow the directions and memorize the review sheets for tests, but when they are presented with a more open-ended and self-directed educational environment, they flounder because it doesn’t fit with how they’ve been programmed.
• College students are seeking help from professors, wanting to know exactly what to study on the test or how many paragraphs they need to write or what format they should use to explain their research.  Worse yet, employers are noting that new employees cannot think for themselves and are showing that they cannot work without guidance and direction from others.  They are not creative and self-confident enough to be able to take a project or an assignment and run with it.  They want someone else to hold their hand and tell them what to do and not to do because they’ve never had to work without “training wheels.”
• In a nutshell, as a result of these issues and many others documented in the film, we are raising a generation of kids with extremely high stress, depression, and anxiety levels.  Young people are over-programmed, exhausted, and unprepared for life after high school.

I am a proponent of the public school system.  I am a former educator and a parent of public school children.  Like most parents, I want my kids to live up to their potential, to be the best they can possibly be, to be highly educated, and to have successful careers and happy, meaningful lives.  I readily admit my focus falls heavily on school.  School is what is most important in our household.  That being said, “Race to Nowhere” made me think about the message I’m sending to my sons every time I badger them about homework or ask them if I need to check their homework or want to go over the questions they missed on a test.  Though I mean well, I’m constantly pointing out their mistakes and indirectly (or directly) suggesting that they need help.  Couple that with all of the sports they’re involved with and their music lessons and everything else, and you get very tired kids and an exhausted mom.  So, how do I reconcile all of this?  I’ve been trying to figure that out since I watched the film.

Have we revolted against homework?  No.  Have we dropped all organized sports?  No.  Have we said that college isn’t important?  No.  But, I have really listened to what I say to my kids. I’ve tried to hear what they’re interested in instead of telling them what I think they should do. I’ve backed down on the homework pressure.  They are still expected to do their homework, but I’m trying to let them be more responsible for it.  I let them play whenever possible and, perhaps more than anything else, I try to remember that they need to enjoy being kids.

“Race to Nowhere” has been a great conversation starter with my husband, my sons, my friends, and with the staff at our boys’ schools.  It is a controversial subject and one that evokes strong opinions but, for that reason, I highly recommend the film.  “Race to Nowhere” provides a great opportunity for critical thinking and personal reflection.  It does not provide easy answers or suggest that there is a quick-fix.  It does, however, encourage us to slow down, jump off the fast-track, and get back to what is truly important.

Debbie Leibold is a former teacher and the mother of two sons, ages 13 and 10.  Debbie is passionate about education and youth development.  She works as a writer and copy editor for Steve Spangler Science.

The magnetic spheres might be tiny, but they’re super strong. These tiny rare earth magnets are so strong that their attractive forces work through flesh (your tongue to be specific). Unfortunately, a 13 year old girl nearly died after accidentally swallowing magnetic ball bearings she used as a fake tongue piercing. This most recent accident prompted our product team to remove the popular science toy from our print and online catalog.

According to news reports from KVDR Fox31 News, the girl is recovering after swallowing fake tongue rings, which are really small magnetized ball bearings.  The tiny magnets could have burned a hole through her intestines.

“Of course I got upset and I had asked her what is in your mouth, then she said, “They come out mommy, look,” and she showed me.  I told her “you need to throw those away,”" says Lauren’s mother, Andrea Ulibarri.

The pain got so intense on Tuesday that Lauren called her mother at work.

Her mom says that Lauren was in tears, “she couldn’t walk, her side was hurting pretty bad.”

“They bounced off my tooth and went down my throat, and I couldn’t stop it,” says Lauren.

A CAT scan clearly shows two sets of tiny ball bearings in Lauren’s intestines.

“You have one strong magnet in one loop of intestine, another magnet in another loop of intestine, and those magnets are so strong that they will bring those intestines close together and the two loops joined,” says Lauren’s surgeon, Dr. Saundra Kay of Rocky Mountain Hospital for Children at P/SL. “Slowly those magnets will burrow through the intestines and it makes a hole.”

We are honored to be mentioned in an online Inc. Magazine poll of “20 Awesome Facebook Fan Pages” this week. The company Facebook pages were selected from nominations by entrepreneurs, social media experts, and Inc. editors.

Our Facebook Fan Page is a great place to interact with other science enthusiasts (teachers and parents), get special product announcements, participate in giveaways only available to Facebook Fans and more. If you don’t already Like us on Facebook, head on over to our page and join the conversation about how to make science fun.

If you “like” our Facebook page please click over to Inc. and “Like” us there so we can show the other 19 pages the importance of hands-on science.

Contributed by Susan Wells, Blog Editor

Weather and Science Day at Coors Field 2009 resulted in a new Guinness World Record for the Largest Physics Lesson. Thanks to support from the Colorado Rockies and 9News, the Steve Spangler Science team is excited to be a part of the 2nd Annual Colorado Rockies Weather and Science Day at Coors Field on May 11, 2011.

To purchase school group tickets, call Cathy Taylor with Group Sales at 303-312-2212.

Registration Information

May 11, 2011 – Coors Field

9:30 AM                        Gates Open
10:30 – 11:20 AM       Weather & Science Wonders
1:10 PM                        Rockies vs. New York Mets

Admission is $10 for upper level tickets and $16 for lower and mid-level tickets. The stage will be located on the 1st baseline, so everyone will have a great seat. Schools also get to take advantage of free bus parking.

For more details or to request an order form, please contact Cathy Taylor at (303) 312-2212  In the event of bad weather, a make-up date of May 17th has been set.

Watch the video for a quick look at Weather & Science Day – May 5, 2009

Click here to view the embedded video.

Here’s what Steve Spangler shared with me…

I’m excited to be joined by my good friend Kathy Sabine, meteorologist extraordinaire, from 9News (KUSA-TV in Denver). Kathy will share some of her best weather predicting secrets and teach us the science behind our most extreme weather in Colorado. But this is not a sit and watch experience. I’ll have you up on your feet learning about the power of air as each person conducts their own science activity. We’re also working on some brand new science experiments that have been specially created just for this event. Learn about cool chemical concoctions, the power of pressure, properties of air, solar energy, extreme cold and the science of sound (lots of sound generated by you!). Guaranteed to have you laughing and learning… just watch out for the flying potatoes.

Weather and Science Day is not just for school groups. Anyone who has a ticket to the game can come early and join in the fun.

Following the event, students and their teachers will attend the Rockies and New York Mets game that begins at 1:10 p.m. School groups will have different seats for the game.

“The International Year of Chemistry 2011 (IYC 2011) is a worldwide celebration of the achievements of chemistry and its contributions to the well-being of humankind.”

The International Union of Pure and Applied Chemistry (IUPAC) is the oldest of global scientific unions. It decided it was time to celebrate the achievements in chemistry and developed the International Year of Chemistry. In 2008, The United Nations proclaimed 2011 as the International Year of Chemistry. It’s a global effort to highlight achievements in chemistry and encourage participation in on-going activities throughout the year. Students and teachers will also have the opportunity to participate in a worldwide experiment and share their results.

The theme of the year is “Chemistry – Our Life, Our Future.” During the year, the IYC will offer interactive, entertaining and educational activities for all ages. Goals for the International Year of Chemistry -

• Increase the public appreciation and understanding of chemistry in meeting world needs
• Encourage the interest of young people in chemistry
• Generate enthusiasm for the creative future of chemistry
• Celebrate the role of women in chemistry or major historical events in chemistry, including the centenaries of Mme. Curie’s Nobel Prize and the founding of the International Association of Chemical Societies

Teachers and students from primary to high school can participate in a global experiment focused on one of Earth’s most important and critical resources – water. Results of the experiments will contribute to a Global Experiment and become one giant chemistry experiment. Water: A Chemical Solution activities will focus around water quality, purification and treatment. For more on how to participate, the experiments and how to share your results, read more on Water: A Chemical Solution: A Global Experiment.

Anyone can host an activity to celebrate IYC. You can host an activity, project or share an idea. To be considered an official activity, you must submit your idea for review on the IYC website.

For more on the International Year of Chemistry 2011 and to locate activities near you, visit the official website.

Thank you to our reader Alan Parker for sharing this global event with us.

]]> http://www.stevespangler.com/in-the-news/participate-in-a-global-experiment-during-the-international-year-of-chemistry/feed/ 2 http://www.stevespangler.com/in-the-news/bursting-frozen-pipes-the-power-of-water/ http://www.stevespangler.com/in-the-news/bursting-frozen-pipes-the-power-of-water/#comments Fri, 04 Feb 2011 18:19:52 +0000 Steve Spangler http://www.stevespangler.com/?p=4407 With the freezing temperatures across the country, the problem of frozen pipes rupturing is in the news. In Denver, the Jefferson County Court House is closed due to frozen pipes breaking, thawing then leaking. Water is unlike every other liquid in the world, because it expands when it freezes. When water is frozen, it shrinks [...]]]>

With the freezing temperatures across the country, the problem of frozen pipes rupturing is in the news. In Denver, the Jefferson County Court House is closed due to frozen pipes breaking, thawing then leaking. Water is unlike every other liquid in the world, because it expands when it freezes. When water is frozen, it shrinks when it first gets cold, and then expands to about 9% of it’s volume as a liquid. For example, 10 cups of water will turn into 11 cups of ice when it’s frozen. This is cool, because it allows people to walk and skate on frozen lakes while the fish swim below.

But freezing water can cause huge problems for home and business owners when it freezes in pipes. Frozen water in pipes can have an explosive result, shattering plastic and cast iron pipes when it expands. Watch the video for a demonstration on the power of frozen water.

To keep your pipes from freezing, keep your cabinet doors under sinks open and keep your thermostat up to above 65 degrees. A higher energy bill will still be less than the costs of fixing a ruptured pipe. If your pipes do freeze, use a hair dryer to warm up the pipes and defrost them before they rupture.

The oil left behind from the Deep Horizon catastrophe on April 20, 2010 is still threatening the Gulf region’s people, economy and environment. During the event, a total of 185 million gallons of oil spilled into the Gulf region. At a glance, the water looks clear and life appears to be returning to normal. Marinas have reopened and fisherman are returning to work. But that’s not the case deep under the surface.

The government is estimating that less than 25% of the oil is still in the area, but scientists say the oil isn’t gone, it has settled at the bottom of the ocean.

According to ABC News, a “mile below the surface in the Gulf of Mexico, there is little sign of life.”

ABC News was given the opportunity to see the impact of last summer’s massive oil spill from the U.S. Navy’s deep-ocean research machine. From the submersible at 5,000 feet down, the ocean floor looks like it is littered with twigs. But the twigs are really dead worms littered inside an 80-square mile kill zone. University of Georgia professor Samantha Joye told ABC News “We’re finding it everywhere that we’ve looked. The oil is not gone, it’s in places where nobody has looked for it.”

According to a story on NPR, another research group also reported finding oil on the ocean floor.  “Researchers at the University of South Florida say they saw oil particles sprinkled on top of the mud. These new findings strongly suggest that it didn’t just drizzle oil — in some places it was a blizzard.”

The region will take years if not decades to recover from the biggest environmental disaster in U.S. history. 2010 will go down as one of the worst years for environmental disasters and natural disasters related to climate change.

TreeHugger.com has a “Timeline of Unfortunate Events” of the oil spill on their website.

What happened to all the oil that spilled in to the Gulf of Mexico region this spring and summer? Scientists say the nontoxic elements became dinner for plankton.

During the spill, which began with an explosion, fire and sinking of the BP oil rig, Deepwater Horizon on April 20, 2010, an estimated 172 million gallons of oil poured into the ocean.

The nontoxic elements of the oil were eaten by plankton and therefore entered the food web.

This study did not focus on the toxic parts of the oil that concerns people. It tracked the basic element in oil, carbon as it moved into the food web.

Scientists are concerned that if the nontoxic elements are moving through the food web so quickly, what happened to the toxic parts?

Read the complete story from the Associated Press.

Related story – Dead Corals Near Site of Oil Spill