FISHER SCIENCE EDUCATION EADLINE DISCOVERIE

ehind the employee parking lot of theUniversity of Tennessee medical centeris an area surrounded by a six-foot,chain-link fence topped with razor wire

and hidden from sightseers by a wooden privacyfence. Passersby might wonder what preciouscommodity is protected by all this forebodingsecurity, and most would be very surprised tofind out!

For, behind the fencing and padlocks lies a littleplot of land frequently referred to as the "BodyFarm" or "The Facility." It is the University ofTennessee's Forensic Anthropology Facility, theonly one of its kind in the world, and the researchdone here yields something very precious—ground-breaking forensic knowledge that's price-less to law enforcement personnel across thecountry and around the world.

The ImpetusThe creation of a facility to chronicle the processof decomposition was spurred by a misidentifi-cation made by its founder Dr. Bill Bass in 1977.An experienced anthropologist, Dr. Bass wascalled upon to identify a body believed to be thatof a Civil War colonel killed in battle and buried ina sealed lead coffin. While examining the body,Dr. Bass observed a bit of pinkish flesh stillattached to the bones. Based on his experienceand the forensic knowledge available at the time,he concluded that the body had only beeninterred for about a year. In reality, additional non-forensic clues proved that the body was that ofthe colonel and that Bass's estimate of the timeof death was about 112 years off! This made Dr.Bass realize just how little was known about theprocess of decomposition and motivated him togear his research toward expanding current sci-entific knowledge about the decomposition ofbodies.

The FacilityIt was 1977 and the original site the universityallowed the department to use was an old pigfarm about twenty miles away from the campus.After security became a problem at that location,the university granted the department ownershipof an empty lot behind the medical center thathad previously been used to burn the hospital'strash. Dr. Bass jumped at the chance to have thefacility located closer to the university campusand in 1980 he and his students built a storageshed, had the area fenced off, and the BodyFarm was born.

In this unique outdoor laboratory, researchers andgraduate students study the process of decompo-sition and how various environmental conditionsaffect the rate and stages observed. Scientistslearn from watching bodies decompose, taking

digital images at timed intervals, and makingmeticulous notes. This careful study has revealedmuch of what happens at every stage of decom-position and is an invaluable tool for law enforce-ment officials to use when evaluating crimescenes.

The facility typically houses over 20 corpses invarious stages of decomposition and in variousenvironmental conditions. Bodies are buried indeep and shallow graves, submerged in water,left out in the open in both shade and full sun,covered with tarps, wrapped in plastic bags,rolled inside carpets, or placed in one of the oldcars on the lot so that scientists and students canobserve how decomposition rates are affected byconditions based in part on FBI files of pastcrimes and the body disposal methods used inthose crimes.

Most of the bodies have been donated to thefacility for its research and some are unidentifiedbodies turned over by the medical examiner'soffice. As the awareness of the facility has spreadand more people will their bodies to the facility,the University lawyers have had to draft a specialform for people to fill out for this purpose.

A true pioneer in his field, Dr. Bass has created aunique "school" for scientists and law enforce-ment authorities alike. Of the 61 specialists certi-fied nationwide by the American Board ofForensic Anthropology, Dr. Bass trained one-third.

Agents from local and state law enforcementdepartments and the FBI send field teams ofagents to the facility to participate in courses thatallow them to experience first-hand how crimescenes might appear. Facility workers preparebodies to simulate crime scenes and the agents

Volume II, Issue I Spring 2005

Look for the Tools for Teaching logo forpractical ways to help you bring scienceinnovations into your classroom.

Headline Discoveries is FREE to educators.To subscribe or receive additional copies, send an e-mail to [email protected].

Tools for Teaching

FORENSICS. . . . . . . . . . . . . . . . . 1PROFILE. . . . . . . . . . . . . . . . . . . . 2CHEMISTRY . . . . . . . . . . . . . . . . 3ELEMENTRY SCIENCE . . . . . . . 4BIOLOGY . . . . . . . . . . . . . . . . . 5-8TECHNOLOGY . . . . . . . . . . 10, 13

EARTH SCIENCE . . . . . . . . . . . 11ZOOLOGY . . . . . . . . . . . . . . . . . 12GENERAL SCIENCE . . . . . . . . . 14REVIEWS. . . . . . . . . . . . . . . . . . 15CROSSWORD . . . . . . . . . . . . . . 16

INS

IDE

TH

IS I

SS

UE

:

B

HEADLINE DISCOVERIESFISHER SCIENCE EDUCATION

MAKING SCIENCE MATTERTM

are tasked with findingthe bodies, collectingevidence and evaluat-ing the scenes.

The ProcessBeginsDecomposition beginsas soon as a persondies. The body starts tocool as the body's sys-tems shut down andchemical changes startthe process. When abody decays, enzymesin the digestive systembegin to digest the tis-sues surrounding itcausing them to liquefy,called putrefaction. Atthe same time, insectsare attracted to thebody and begin their

roles in reducing it to skeletal remains. As thetime span between death and discovery widens,forensic techniques become less accurate asenvironmental variables begin to affect thedecomposition rate of the body and each envi-ronment has a different effect. For example, inthe summer heat, a body can be reduced tobones in just two weeks. Bodies inside carsdecompose at a faster rate because it is muchhotter inside a car and the heat accelerates therate of decay. Bodies submerged in water,wrapped in plastic, or located where the tempera-ture is under 50° decompose slower for variousreasons. These variables and their effects are themysteries that Dr. Bass and his colleagues aretrying to unravel.

Insects Are The KeyIn the first two weeks after death, insects are oneof the best indicators scientists have to determinewhen death occurred. Different insects will beinterested in a body at different stages of decom-position. By studying the different insect lifecycles present on a cadaver, scientists can deter-mine how long the insect has been there. Cross-referencing that information with known lifecycles and feeding habits of the particular insectcan estimate a fairly accurate time of death.

The cadaver-insect symbiosis can also be a cluewhen two different rates of decomposition areobserved, such as when a body is decomposingin a house or car and it has taken the flies andother insects a while to find a way in. Carefulexamination will show that the body's naturaldecomposition advanced before the insectsbegan their work.

An example of this was seen in a case where Dr.Bass was asked to help determine the time ofdeath of a family of three found dead in a remoteMississippi cabin in December 1993. There wereclear signs of a dual rate of decomposition, andthis along with the insect activity documented atthe crime scene enabled him to determine thefamily died in mid-November, a full month beforethe bodies were "discovered" by a relative.Unfortunately for the relative, that was also thetime period when he claimed to have visited thecabin and found nothing amiss. Although he hadan alibi for the time around when the bodieswere discovered, he didn't have one for the timethat they were actually killed. With this informa-tion and other evidence, authorities were able toconvict the relative of the murders.

The Chemistry ofDecompositionA body releases about 450 known chemicals dur-ing decomposition and researchers at the facilityare using an electronic nose with multiple sen-sors to sample the air above and around adecomposing body to gather more clues toestablish a time of death.

Decomposing bodies also leak fatty acids ontothe surface where it rests. The profiles of theseacids changes as the days pass and analyzingthem can reveal the time of death. It can alsogive clues as to how long the body has been in aparticular spot and if it may have been movedafter death.

To achieve this, perforated pipes are situatedabove and below the bodies and emissions arecollected with sorbent traps. The chemicals areextracted and analyzed by gas chromatographyand mass spectrometry to be identified and quan-tified. Then they are mapped along with the envi-ronmental factors present during their collectionto allow scientists to construct a timeline to deter-mine time of death.

Future HopesAs work at the facility continues and bright younggraduate students continue to filter through theprogram, new technologies are an inevitableresult. Scientists theorize that the research beingdone at the Facility may be used in the future todevelop sprays to train cadaver dogs or hand-held monitors that can detect the smells ofdecomposition at crime scenes. As the mysteriesof death are unraveled and a detailed analysis ofdecomposition continues to be formulated, thesenew technologies will make it easier for lawenforcement to identify victims, find the perpetra-tors and ensure that these most heinous ofcrimes will not go unpunished.

FORENSIC FARMING

endeleyev, a true scientist, had bound-less curiosity. He conducted research infields of geology, economy, hydrody-namics, and believed so strongly in the

future of human flight that in 1887 he took a balloonride to observe a solar eclipse. But in spite of hismany interests, Mendeleyev is remembered as beingthe "Father of the Periodic Table." Mendeleyev was born in Tobolsk, Siberia onFebruary 8, 1834—the youngest of 14 children. Hisfather died when Dmitri was 14; the struggling fami-ly moved to St. Petersburg where Dmitri eventuallybegan his studies at the Main Pedagogical Institute.After graduation, he moved to the CrimeanPeninsula in 1855 to recover from tuberculosis.There, he became chief science master of the localgymnasium (academic high school). After a fullrecovery, he revisited St. Petersburg in 1856 tofocus on chemistry studies. Mendeleyev continuedhis research at the University of Heidelberg inGermany, where Italian chemist StanislaoCannizzaro and his views on atomic weight wouldprove to be a great influence later in life. St. Petersburg called to him again, so in the early1860s, he returned to become a professor of chem-istry at the Technical Institute, to later accept theposition of professor of general chemistry at theUniversity of St. Petersburg in 1866. Perhaps pro-voked by his work as a professor, Mendeleyev grewincreasingly disillusioned at the state of chemistry—"was this field really a science?" He decided that theworld did not need just a classification of chemistryelements, but a principle and a method of discov-ery. To build this principle, he theorized that

Fisher Science Education Headline Discoveries Volume II, Issue I, Spring 20052

PROFILE: DMITRI IVANOVICH MENDELEYEV

1834–1907

chemical proprieties of the elements depend ontheir relative atomic masses; the elements are relat-ed in some sort of regular pattern; and he used theisomorphism of crystals as his guide for this organ-ization. This was an innovative way of thinking, asthis did not follow the popular British Empiricismbelief that elements represented the basic buildingblocks of matter and could not be separated further. In 1869 at the age of 35, Mendeleyev presented hisPeriodic Law, speculating the future discovery ofmany yet unknown elements foretold from theiratomic weights. He was also bold enough to pres-ent the idea that the atomic weight of any one ele-ment may be amended by knowing about relatedelements. His theories proved to be correct whenthree elements were discovered within 10 years ofhis first Periodic Table. Russia made him a national hero for his efforts,and throughout his life he persisted in making greatstrides in the chemistry field. From 1868 to 1870,he wrote the classic two-volume, The Principles ofChemistry. He continued to improve upon hisPeriodic Table for more than 20 years, leavingspaces for elements that were to be discovered. ButMendeleyev's partiality for the controversial causedhim trouble in his later years—in 1890, he support-ed a student rebellion and his political activitiesworried the Russian government so much that hewas "encouraged" to retired from the University ofSt. Petersburg. He was appointed director of theBureau of Weights and Measures in 1893 and heldthat position until his death from influenza onJanuary 20, 1907.

M

HANDS-ON FORENSICS INVESTIGATIONS FROM NEO/SCI

Your students will become junior detectives, learning how the scientific method and modern lab technology can be

used in criminal investigations. They’ll develop inquiry-based skills using cutting-edge techniques such as:

• DNA Analysis • Chromatography • Fingerprinting

• Blood Typing • Toxicology

Forensic Science CD-ROM Detective’s Casebook DNA Murder Mystery LabHS66580 79.95 Lab Investigation HS63065 109.95

HS65121 54.95

New! FE-Series Scales—they're portable and affordable!

These new scales incorporate highest quality weighing technology at an affordable price. Take them anywhere—just insert a 9V battery and you're all setto take them on scientific field trips or from classroom to classroom. Plus, they'reeasy to operate and offer many features you'll need to teach your students, like

parts counting, percent weighing, net total and even specific gravity! Five modelseven include their own calibration weights (under 1,000g capacity).

PROTECT YOUR INVESTMENTWITH THIS FREE GIFT!Receive a FREE lock and cable with the purchase of every FE scale. Simply return your warranty card to redeem your free gift!

FROM $155

7-12CATALOG:Have you seen our new FisherScience Education 2005/06 Catalog?If not, you're missing out on 1,500new products. We've even loweredthe price on over 3,000 of the mostpopular products that you use everyday! Request your copy by contactingyour sales representative, calling 1-800-955-1177, or by visiting ourWeb site at www.fisheredu.com.

ELEMENTARYCATALOG:Hot off the Press! We've added 300new products to our new FisherElementary Science 2005/06 Catalog inyour favorite subjects like Life Science,Math, and Physical Science. Find awide selection of reading materials forstudents and reference books for yourown use. Plus, get free shipping and a$20 gift card with every $100 order!Request your copy today!

NEW!

NEW!

Making Science MatterTM www.fisheredu.com Tel. 1-800-955-1177 Fax. 1-800-955-0740 3www.fisheredu.com Tel. 1-800-955-1177 Fax. 1-800-955-0740

eriodic tables today look a little differ-ent from the periodic tables of the1980s, 1950s, or 1930s. For one thing,many of them are in electronic, interac-

tive form—on the Web—rather than on paper,bound into a book, or laminated for handy refer-ence. But another big difference is that today'speriodic tables contain more elements. Why isthat? How did it happen? And who is responsiblefor those changes?

An element is defined as a substance that can-not be decomposed into simpler substances byordinary chemical processes. All atoms of agiven element have the same number of protonsin their nuclei. In a non-ionized atom (an atomwhere no electrons have been gained or lost),the following is true:

Atomic number = Number of protons (positivelycharged mass units) = Number of electrons (neg-atively charged units)

The periodic table is an arrangement of thechemical elements in order of increasing atomicnumber. Each row or period begins with an alkali

TAKING A PLACE AT THEPERIODIC TABLE

P

metal and ends with a noblegas. When arranged in thisway, elements with similarproperties fall into the samecolumn or group. Across agiven period, elements exhibit steady trends in properties.

Elements such as antimony,copper, gold, lead, mercury,silver, sulfur, and tin havebeen known since ancienttimes. Other elements were"discovered" throughout the18th, 19th, and 20th cen-

turies. And new elements are still being discov-ered today. Only 94 elements are known to existin nature. The 20 or so additional elements listedin the periodic table have been produced artifi-cially. In the 1940s and 1950s, elements 93through 101 were produced by intense neutronirradiation or by particle bombardment in acyclotron. In the 1950s through 1970s, elements102 through 106 were produced in heavy-ionaccelerators by fusing heavy targets with lightions ("hot fusion"). Later in the 1970s, andthroughout the 1980s and 1990s, the introductionof "cold fusion" methods led to the discovery ofelements 107 through 112. Current work employsa fusion reaction induced by a calcium-48 beam.

But even if an element has not actually been dis-covered, its existence can be predicted based ontheoretical calculations. Long before they werediscovered, Nobel Prize winner Dr. Glenn T.Seaborg predicted the existence of elementsnumbered 107 and beyond. Theoretical work inthis area continues today and is supported byadvanced computational methods, as well asexperiments. When it comes to predicting and

discovering new elements, there are certain"magic numbers" of protons and neutrons thatemerge as being especially stable.

Current periodic tables list elements up to num-ber 118. Some periodic tables show numbers116, 117, and 118 "penciled in." This is becausediscovery of these elements has not yet beendemonstrated experimentally beyond reasonabledoubt. So-called "superheavy" elements are fleet-ing. Often they form, then disintegrate very quickly. This is why verifying their existence canbe so difficult. But the bar for existence of an ele-ment has not been set very high—relativelyspeaking. According to the IUPAC/IUPAP docu-ment, Criteria That Must Be Satisfied for theDiscovery of a New Chemical Element to BeRecognized, "Discovery of a chemical element isthe experimental demonstration, beyond reason-able doubt, of the existence of a nuclide with anatomic number Z not identified before, existing forat least 10–14 s."

When looking at a modern periodic table, youmay notice that the element names and symbolsnear the end of the table look "different" from theother names and symbols. Because the processof verifying and naming a new element can belengthy (and fraught with conflict!), IUPAC has pro-vided Recommendations for the Naming ofElements of Atomic Numbers Greater than 100.According to these recommendations, the nameis put together based on the atomic number ofthe element using the numerical roots nil (0), un(1), bi (2), tri (3), quad (4), pent (5), hex (6), sept (7),oct (8), and enn (9). The ending "ium" is added tocomplete the name. The symbol of the elementis formed from the initial letters of the numericalroots that make up the name.

Atomic number Name Symbol111 Unununium Uuu112 Ununbium Uub113 Ununtrium Uut114 Ununquadium Uuq115 Ununpentium Uup116 Ununhexium Uuh

117 Ununseptium Uus118 Ununoctium Uuo119 Ununennium Uue120 Unbinilium Ubn140 Unquadnilium Uqn160 Unhexnilium Uhn180 Unoctnilium Uon200 Binilnilium Bnn400 Quadnilnilium Qnn900 Ennilnilium Enn

How are these names pronounced? According tothe IUPAC document, "The root 'un' is pro-nounced with a long 'u,' to rhyme with 'moon.' Inthe element names each root is to be pro-nounced separately."

Question: What would the systematic name and symbol be for element 121?

Answer: Unbiunium, Ubu

ISOTOPES

With more than 150 years of manufacturing excellence, Kimble/Kontes is the bestchoice for you and your students' labware needs.

Provide that extra margin of safety…k Beakers, flasks, and bottles with plastic coating that help contain broken glass

k Cork-coated beakers and flasks protect hands from hot contents

k Color-coded beakers and flasks reduce cross-contamination and makeidentification easier.

For basic to advanced experimentation, Kimble/Kontes also makes a completeline of macroscale and microscale chemistry kits. Designed to complement populartextbooks, kits are available in standard and custom configurations.

EARN $100 OF FREE GLASSWARE!Purchase $250 or more of any Kimble/Kontes reusable labware and receive $100 worth of labware—FREE! Fax your Fisher proof-of-purchase alongwith your list of free products to Fisher Science Education Promo at 856-692-8134. Product requests must be received by January 31, 2006. Limit one order per customer; offer expires December 31, 2005.

In the main article, we talked about atomicnumber, but what about atomic mass?Atomic mass is calculated by adding up themasses of the atom's constituents:

Atomic mass = Mass of protons + Mass ofneutrons + Mass of electronsMass of a proton = 1Mass of a neutron = 1Mass of an electron = 0

Atoms of a given element may differ in massdue to the presence of one or more extraneutrons in the nucleus. Elements like thisare said to have different "isotopes." Forexample, there are three isotopes of hydro-gen: the one we refer to as just plain "hydro-gen," with atomic number 1 and mass 1 (1proton, no neutrons); deuterium, with atomicnumber 1 and mass 2 (1 proton, 1 neutron);and tritium, with atomic number 1 and mass3 (1 proton, 2 neutrons).


JUST COMPARE! CAT. NO. PRICE SALE: 10/PKSingle Microscope HS67555 69.00 ----Value Pack of 10 Microscopes HS67555PK 690.00 590.00

f any of your students have turned awaywhen peering into a microscope, they maybe turning away from science. Rather thanbeing intrigued, some elementary students

are adversely affected by what they see in amicroscope. Unidentifiable squiggly things in adrop of tap water, the magnified eyes of a fly, theprickly legs of a garden spider…any or all ofthese could dampen a young child's curiosityabout the world around him.

The effects can be long term and far reaching.Science contributes significantly to preparing stu-dents to become effective problem solvers andplays a role in creating the context for many per-sonal and community issues.1 "For students inthe early grades, the emphasis should over-whelmingly be on gaining experience with naturaland social phenomena and on enjoyingscience."2

Avoiding the 'Fear Factor'Encouraging your students' curiosity and problem-solving abilities is as easy as choosingless "scary" specimens for microscopic examina-tion. For example, fingerprints, photographs,household powders, sand and fabric are innocu-ous objects that you can use to teach your students about differentiation, composition, formation, chemistry, erosion, and observation.

Pique the curiosity of potential crime lab scien-tists with a foray into the microscopic world of fin-gerprints. Have your students examine and iden-tify the differences between their fingerprints andthose of their classmates.

Draw the attention of nascent artists and photog-raphers by zeroing in on the dots that make up apicture or a color. Use black and white newspa-per photos, a postage stamp, perhaps a businesscard and a coin or dollar bill. Surprise your stu-dents with the details of what they see, like howa few dots of different colors combine to makeother colors.

Hold the interest of young engineers with a fewfabric swatches. Focus on the intricacies of con-struction of woven, knitted and pressed fabricsamples.

Appeal to budding chemists using samples oftable, rock, alum, boric acid, and Epsom salts.Ask them to examine, compare and describeeach. Use the Epsom salts to show them howchemical solids form crystals.

Grab a globe and a few samples of different sandto intrigue promising geologists. Encourage themto discern the colors, shapes and textures ofeach sample. Help them identify where the sandscame from based on their composition.

It's Not Just What They See It's also how they see it. Microscopes come in allsizes, shapes, and configurations; and some arebetter than others for elementary students. Forexample, a binocular eyepiece is more comfort-able, but young children may have trouble focus-ing and would benefit from using the monocularstyle. Here are some other things to considerwhen choosing the right microscope for yourclass:

Compound Microscopes. Comprised of two lenssystems: one (monocular) or two (binocular) eye-piece(s) and the objective. Fewer objectives workbetter for early grades and simple observations.Ideal for viewing blood samples, cells and cellstructures, bacteria and liquids. If viewing a solidspecimen, the specimen must be thin enough sothat transmitted light can shine through.

Stereomicroscopes. Lower magnification powerand higher resolution for viewing the surface ofsolid specimens. Provide a finely detailed, 3-Dimage of the specimen. Ideal for viewing coinsand stamps, inspecting gems, fossils, and rocks,and observing machine and electrical compo-nents. Because most include transmitted lighting,they can also be used for viewing translucentspecimens like plants and pond water specimens.

Microscopes are only as durable as the materialfrom which they are manufactured, so chooseone with a sturdy frame (to minimize vibrationand fluctuations with temperature changes) andhigh-quality components. You'll find specificationinformation regarding illumination, diaphragms,focus options, and lenses for all of our micro-scopes in our online catalog atwww.fisheredu.com.

For help with microscope activities that won'tturn students off, check out these sources:

• Microscopic Explorations. A GEMS FestivalTeacher's Guide. S. Brady and C. Willard.Lawrence Hall of Science, University ofCalilfornia at Berkeley, 1998.

• http://www.msa.microscopy.org/ProjectMicro

• http://www.msa.microscopy.org/ProjectMicro/BeanieBabyMystery.html

• http://www.msa.microscopy.org/ProjectMicro/SandCollection.htm

"EEWW! THAT'S YUCKY!"

I

INTRODUCE YOUR STUDENTS TO MICROSCOPY WITH THIS CORDLESS,ELEMENTARY MICROSCOPE

Save When You Buy For Your Whole Class!

Finally, a realistic elementary microscope! The Professor helps yourstudents appreciate the wonders of themicroscopic world—no blurry images toconfuse new microscope users!• View a variety of objects using the

10X wide-field, locked-on eyepieceand 40X, 100X, and 400X magnification

• Adjust light intensity with rotating diaphragm

• Keep slides in place withlocked-on stage clips

• Get up to 300 hours of use with just three “AA”batteries (included)

• Includes box of safety slides

Save on Professor*Microscope ClassPacks

Make Science Fun,Not "Yucky"

1 NEA Benchmarks On Line, Habits of Mind, www.project2061.org/tools/benchol/bolintro.htm,accessed 2/22/05.

2 NEA Benchmarks On Line, The Nature of Science, www.project2061.org/tools/benchol/ch1/ch1.htm,accessed 2/22/05.

ELEMENTSTempted to snore over the periodic table of theelements? Not after poet Roger McGough, ininspired dramatic fashion, traces the evolutionof chemistry from the Greeks to present day inThe Elements. Grades 6-8.

MATERIALS:– The Elements DVD (HS68364DVD)

and DVD player – Periodic table of the elements

(HS45521)– Research materials on the elements

and important scientists – Computer with Internet access

PROCEDURES:1. Review with students what they know about

the periodic table of the elements. A goodway to begin the discussion is by viewingThe Elements video. Fill in any discussionholes by asking these questions: How didMendeleyev know there were gaps in thetable? How was he able to predict the properties of the yet-to-be-discovered elements?

2. Assign each student one element in theperiodic table and have them research theelement and find answers to these fourquestions:

– What was the date of the element's discovery?

– Which scientist or scientists discoveredthe element?

– Where was the element discovered? – Under what circumstances was it

discovered? 3. Have students create a brief presentation

about their element that includes theanswers to the four questions. Encouragethem to include information about the effectthe element's discovery has had on society.For example, the isolation of iron led to themanufacturing of weapons and tools duringthe Iron Age.

4. As students present their findings, work asa class to create an annotated time linethat shows the discovery dates of theresearched elements. Have students createa brief presentation about their elementthat includes the answers to the four ques-tions. Encourage them to include informa-tion about the effect the element's discov-ery has had on society.For example, the isolation of iron led tothe manufacturing ofweapons and tools during the Iron Age.

Tools for Teaching content adaptedfrom The Elements: Teacher'sGuide by Discovery School andused with permission.

Making Science MatterTM www.fisheredu.com Tel. 1-800-955-1177 Fax. 1-800-955-0740 5

Introducing...Neo/SCI’s Elementary Science Curriculum Modules

Standards-Based, Modular Learning System for Grades 2-5Finally, an inquiry-based elementary science program specifically designed to meet theNational Science Education Standards (NSES)! Neo/SCI’s Elementary Science CurriculumModules can be easily implemented by both novice and expert teachers alike—even without any prior knowledge of science.Each Elementary Module features:

• Curriculum-based Activities • Student Worksheet Copymasters• Complete Materials for 32 Students • Professional Development Video• Teacher’s Guide • Elementary Assessment CD-ROM

Developed and tested in the classroom by experienced teachers, including Lynn Gatto, New York State’s 2003 Teacher of the Year!

SEE FISHER SCIENCE EDUCATION’S 2005 K-6 CATALOG OR VISIT WWW.FISHEREDU.COM FOR COMPLETE INFORMATION ON NEO/SCI’S ELEMENTARY SCIENCE CURRICULUM MODULES.

FREE! VIDEO & ASSESSMENT CD

WITH EACH PURCHASE!

DESCRIPTION CAT. NO. PRICEPhysical Science 3-Module Set HS79141-ND 569.95Earth Science 3-Module Set HS79140-ND 569.95Life Science 3-Module Set HS79138-ND 569.95Complete 9-Module Set HS79142-ND 1699.95

or more than 36 years, researchers atseveral U.S. biotechnology companieshave been pursuing a substitute for oneof the body's most vital fluids—blood.

The one who solves the puzzle first will haveaccomplished a scientific achievement that willsave countless numbers of human lives.

Sharing the Vital ForceTransfusions can be made with either wholeblood or blood components. Whole blood is usedwhen a patient has lost a large volume of blood,or when individual blood components are notavailable. It helps restore blood volume andblood pressure, but may also raise the recipient'sblood pressure above normal levels. Blood com-ponents include red blood cells, plasma,platelets, clotting factors, immunoglobulins, andwhite blood cells. In many cases, administering ablood component is clinically effective, andallows whole blood supplies to be reserved forcases where blood components are not enough.

But what happens when there is no donatedblood available? Our nation typically experiencesbrief blood shortages during the summer monthsand holidays, when donations tend to drop off.But recently, blood shortages have become morecommon and are now occurring year round insome parts of the country. Experts cite severalreasons for this trend: lack of educational pro-grams, cultural and regional differences in donat-ing, increasing restrictions on who may donate,and an increase in the number of therapiesrequiring large amounts of blood, such aschemotherapy, organ transplants and heart sur-geries. As demand begins to exceed supply, therace to create life-saving alternatives intensifies.

Parallel PathsAlthough the novel substances being introducedcan perform some of blood's myriad functions,they are still not good enough to be labeled"blood substitutes." Some researchers feel that abetter name for these new compounds is "oxy-gen carriers," because they are designed to carryoxygen—typically the job of the red blood cells.

Oxygen-carrier research is developing along twodifferent paths: the first involving perfluorochemi-cal emulsions, the second employing modifiedhemoglobin harvested from humans, animals,and in one case, E. coli bacteria.

Perfluorocarbons are a class of compoundsderived from hydrocarbons by replacement ofhydrogen atoms by fluorine atoms. A by-productof Teflon® manufacture, perfluorocarbons areinexpensive to produce and free of biologicalmaterials, so there is no risk of infectious agentcontamination, and they have an oxygen-carryingcapacity more than twice that of normal plasma.The earliest clinical trials with perfluorocarbonswere disappointing, but later developments in

UNLOCKING THEMYSTERIES OF BLOOD

F

BODIES ON THE MENDThis two-segment video looks at the ways ourbodies work, the ways they can be damaged,and how to fix the breaks. Grade Level 3-4.

MATERIALS:– Bodies on the Mend video (HS87754) and

VCR, or DVD (HS87754) and DVD player – Paper, pencils, markers or dot stickers – Large construction paper or bulletin board paper

PROCEDURES:1. Ask your students if any of them have ever

broken a bone. Then ask them if they think ittakes a large bone longer to heal than a smallbone? Tell them that they are going to formu-late an answer to that question.

2. Have students work as a class to generate alist of questions for a survey on broken bonesand healing time.

3. Take your students to other classes to conductthe survey. Visit as many classes as possible,the more data you have, the more informationyou can organize.

4. When the survey is complete, have your stu-dents plot their data on a large graph. Usingmarkers or dot stickers, have your studentsplot points for the healing times for each bro-ken bone (some of the points may overlap).

emulsification technology resulted in compoundsthat have higher oxygen-carrying capacity and arestable enough to be stored for months withoutdegradation of activity.

Early research on hemoglobin revealed that it issplit in half by enzymes when the protective coat-ing of the red blood cell is removed, and thatthese leftover parts can cause lung and kidneydamage in transfusion recipients. But, hemoglo-bin is an excellent oxygen carrier and scientistswere determined to figure out how it could bemanipulated to work as artificial blood. With thisin mind, researchers set out to modify hemoglo-bin to resist breakdown but retain its oxygen-carrying capacity. Now, hemoglobin harvestedfrom humans, slaughtered animals, or bacterialcolonies can be altered to produce compoundsthat carry and deliver oxygen.

Far-reaching BenefitsBecause they lack the outer red blood cell coat-ing, both classes of oxygen carriers are universaland can be administered to recipients of anyblood type without risk of incompatibility or thedelay that typing and cross-matching donor bloodentails. These fluids can be more rigorously steril-ized to eliminate disease-causing agents, andtheir quality can be more closely controlled.Finally, they can be stored at room temperaturefor long periods of time without losing their effi-cacy, making them a readily available alternativeto donor blood, especially in times and locationsof natural disasters.

Education and AwarenessAre KeyUntil a substitute is created, tested and approved,the Red Cross and other blood bank administra-tions must continue to ensure the safety of theblood supply, while simultaneously raising publicawareness and cultivating a new batch of reliabledonors through educational programs in theschools and incentive programs for corporateand community blood drives.

Tools for Teaching content adaptedfrom Bodies on the Mend: Teacher'sGuide by Discovery School andused with permission.

OHAUS SCHOOL BALANCEIntroduce Precision Mass Measurement to Elementary Grade Students

This rugged, lightweight balance is the perfect tool for introducing

the science of metrology. Weigh everyday objects, from paper

clips to books, or demonstrate mass measurement concepts with

the included eight-piece solid brass mass set. With large washable

weighing pans and easy-to-use zero adjustment for accuracy and

repeatability, this is an ideal balance for grades 3-6.

DESCRIPTION CAT. NO. PRICEEach HS63485 31.00Buy 2, Get 1 FREE HS93485 62.00


Amphibia, Anura, FrogsGrassfrogs are the most popular specimen used for dissection becauseof their place in the phylogenetic structure, convenient size, and low cost.

Choose from specimens:k Fixed in formaldehyde,

rinsed, and held in Fisher Bio-Fresh*

k 100% formaldehyde-free Fisher-Free* specimens, fixed and held in nontoxic solutions; excellent for classroom use

LIST PRICE SALETYPE CAT. NO. PACK OF 10 25% OFFFisher Bio-Fresh 4.5-5.5"Plain HS1631S 41.65 31.24Single HS1617S 55.00 41.32Triple HS1615S 63.00 47.25Fisher-Free 4.5-5.5"Plain HS0930S 61.10 45.82Double HS0934S 65.00 48.75Triple HS0936S 69.30 51.98

No other discounts can be used in conjunction with this offer.Promotional prices available through October 14, 2005.

Envisioned by Teachers. Designed for Students. Built to Last.

Introducing the revolutionary Swift M2

What's your idea of the perfect classroom microscope?

We asked. You told us. And the result is the new and exciting M2.

Remarkably flexible and distinctively designed,the revolutionary Swift M2 is three microscopes inone—with a modular design that goes from theclassroom to the field as easily as it goes fromcompound to stereo—freeing you to create newand interactive lesson plans like never before.

It also comes with unique student-proof featuresthat ensure it can withstand the rigors of class-room use. And of course, it's backed with theSwift limited lifetime warranty.

INSIDE EVERY SCIENCE TEACHER IS A SERIOUSLY COOL MICROSCOPE SCREAMING TO GET OUT!

ne of the more commonly used teach-ing materials in biology laboratories arepreserved biological materials. Fromamoebas to Xenopus, a wide variety of

materials are available for teaching various con-cepts in the biological sciences. However, teach-ers and students often have numerous questionsabout preserved materials. Here are some of themore commonly asked questions and some ofthe basic concepts demonstrated with preservedspecimens.

Preserved specimens are used by biologyinstructors at all student levels to teach anatomy(the study of shape and structure of organismsand their parts). Students also use guides,books, models, computer programs, gloves, dis-section equipment and videos while performingspecimen dissection. Dissection of preservedspecimens provides students with a 'hands-on'learning experience about an organism's anatomyusing the actual organism—an experience thatcannot be duplicated by dissection study aidsalone.

For those new to the biology labo-ratory, a good starting point is thequestion "What are preserved bio-logical specimens?" Simply put,preserved biological specimens areplant or animal units that are treated with chemicals to preventtheir decomposition so they can beexamined and dissected in theclassroom over a period of time.

"How are specimens treated toprevent decomposition?" Thepreparation of preserved materialsis usually a two-step process: 1) fix-ation of the proteins and 2) preser-

vation of the fixed specimen. In the fixationprocess, proteins in the specimen are alteredwith a chemical fixative so bacteria and fungi can-not cause decomposition. The chemical fixativesattach to tissue proteins causing them to'crosslink' to other proteins making the tissuesresistant to decomposition. The protein fixationcan cause color change and hardens the tissue.The most common fixative for specimens isformaldehyde but several other fixatives areused. [During Darwin's time, for example, alcoholwas used to preserve specimens] After fixation,most specimens are washed and stored in a non-formaldehyde holding or preservative solution.Fisher's Bio-Fresh* is one such product thatkeeps specimens moist and resistant to moldand fungus.

"Why is the use of formaldehyde being mini-mized?" Concern over formaldehyde's toxicityand odor has resulted in the development ofalternative fixatives.

"Can I avoid formaldehyde if I want to?"Fisher's non-formaldehyde fixed specimens arecalled Fisher-Free*, and, for these specimens, noformaldehyde ever touches the specimen.Fisher-Free specimens offer high quality speci-mens that allow students and instructors withconcerns about formaldehyde the opportunity toperform worry-free dissections. After fixation oftissues, specimens are stored and packaged in aformaldehyde-free preservative.

"What kind of specimens are available?"Specimens come in various sizes and latex injec-tions and have various packaging options. Thesize of specimen used is usually the result ofteacher preference and budgetary constraints.The latex injection chosen usually depends uponthe concepts the teacher wishes to demonstrate.Most specimens are offered with color latex injec-tions in the circulatory system to assist studentsin finding and identifying arteries and veins. Plainspecimens have no color injections, single in-jected specimens have the arterial system withred latex, double injected specimens have itsvenous system injected with blue latex in addi-tion to the red arterial system and triple injectedspecimens, in addition to arteries (red) and veins(blue), have the hepatic portal system filled withyellow latex. Double injected sharks are excep-tions and traditionally follow a different colororder where the arterial and hepatic systems arecolored. Injected invertebrate specimens likecrayfish, starfish, and squid generally have onlyone color for the entire circulatory system.

"How does my specimen arrive?" Specimensare sold in either plastic pails or vacuum-sealedplastic bags. Fisher's formaldehyde-fixed speci-mens are never, ever shipped in formaldehyde.They are pail-packed in non-formaldehyde hold-ing/preservative fluid or the specimens are storedin the non-formaldehyde holding fluid prior tobeing vacuum-sealed in plastic bags. Pails areeasier to store and allow you to re-use speci-mens, but have higher shipping costs. Vacuumbags are good for specimens that are going to beused in one class period or if the teacher has

other storage available (reusable pails, plasticbags with ties, etc.).

One of the most commonly asked questionsregarding preserved materials is "How should Icare for my specimens before and during use?"Preserved specimens do not require refrigerationof any kind and should be kept away from freez-ing or very hot temperatures. Prior to use, theyare best left in the shipping containers. The twomost important concerns to watch for are dryingand fungus or mold growth. Ordering specimensin pails solves both of these concerns.Specimens in vac-pacs should be kept in thebags until use. After opening, students shouldkeep them in specimen bags tightly sealed with arubber band. Holding fluid sprays and wrapsshould be used during dissection to prevent dry-ing and before the specimen is wrapped in itsstorage bag. [Holding fluid spray, holding fluidconcentrate, and storage bags are all availablefrom Fisher Science Education.] After first open-ing a specimen, it is strongly advised that stu-dents rinse the body cavity with cold runningwater to flush out the residual embalming fluids.

"What kinds of specimens are available?" Thethree most popular preserved specimens arefrogs, cats and pigs. They account for over 65%of all specimen sales. Frogs are primarily used inthe High School and Junior High School markets.Pigs are used in High School, Junior College andCollege markets. Cats are primarily used in APHigh School Biology, Junior College and Collegeclasses.

When it comes to learning about anatomy andphysiology of animals, dissection adds uniqueperspectives that other teaching aids alone can-not provide. Fisher carries a wide selection ofpreserved specimens-from chordates to verte-brates-for all grades. Look for a full selection anddescription of our Fisher-Free and Bio-Fresh spec-imens in the new Fisher Science EducationCatalog or at our website, www.fisheredu.com.

For any additional questions about the use of pre-served specimens, please contact your FisherScience Education representative.

PRESERVED SPECIMENS IN THE BIOLOGY CLASSROOM

O

GRASS FROGS

CAT. NO. PRICEHS85273B 695.00


– Table-Based Lab Designs

– Multi-Discipline Labs

– Innovative Ideas for Your Lab

Let Fisher Hamilton, the world’s leader in furnishing labs, help you with your next labproject. From furniture selection to planning and budgeting assistance, you can rely on Fisher Hamilton to supply the support required to make your lab project a success.

HELP YOUR TEAM SUCCEED WITH YOUR LAB PLANNING PROJECT. REQUEST A FREE FISHER SCIENCE EDUCATION 2005 LAB PLANNING GUIDE.

Who should be involved in your lab planning process?

What safety considerations do you need to be aware of?

What are your furniture and lab layout options?

Find the answers to these questions and more in the FSE 2005 Lab PlanningGuide. To receive your copy, contact your Fisher Science Education supportteam at 800-955-1177 or e-mail [email protected].

Ohaus* New Adventurer™

SL BalancesThe Best Balance for Basic WeighingDesigned for uncomplicated performance, educators will find the newAdventurer SL has only those features necessary for routine weighing alongwith a few design extras that help eliminate common nuisances that can arisein the classroom.

• New easy access Frameless Draftshield included on the analytical andhigh precision models. The open construction helps eliminate spillage andreduces waste.

• Easily removable doors and panels together with a stainless-steel bottommake the Adventurer SL easy to clean.

• Superior stability on any surface is provided by our QuadraStanceTM

design, created to prevent rocking and tipping.

• Up-front level indicator makes initial leveling easier and a quick glanceensures that the balance is level prior to each use.

Housed in a compact design, the Adventurer SL is available in several precisionmodels ranging from 150 x 0.001 grams to 8100 x 1 gram. Two analytical models are also available aith a capacity of 65 or 210 grams.

AVAILABLE MAY 2005

FROM FISHER SCIENCE EDUCATION


UNDERSTANDING:BACTERIASome bacteria have become immune to thebest of our antibiotics, rendering once-treatable infections deadly. But not all bacteria are harmful; in fact, some are quitehelpful. Learn how bacteria aid in mealdigestion, the control of air and water pollution, and even the treatment of muscledisorders. Grades 9-12.

MATERIALS:– Understanding: Bacteria DVD

(HS68367DVD) and DVD player – Library or Internet resources on bac-

teria and bacterial reproduction – Computer with Internet access – Clay for constructing models – Paper and pens or pencils

PROCEDURES:1. Have each student construct a clay

model that illustrates one processof bacterial reproduction. The mod-els should be labeled clearly.

2. Then, ask students to write a para-graph that identifies and clearlydescribes the process they've illus-trated with their model. You maywish to extend the project by hav-ing students write additional para-graphs that compare and contrast

or reasons food bacteriologists are hard-pressed to understand, the general pub-lic seems to think about food safetymore at Thanksgiving than at other

times, perhaps due to the daunting task of suc-cessfully cooking a meal that is not the usualfare. However, we eat 365 days a year, and foodsafety should concern us all the time.

The Centers for Disease Control indicate thatfood poisoning is responsible for 76 million ill-nesses every year in the U.S. According to theFood and Drug Administration, there were onlyfive recognized foodborne pathogens 50 yearsago, whereas today there are more than 25.Modernization and globalization of our food sup-ply, travel, an increased number of restaurantsand fast food establishments, evolving antibioticresistance, and environmental contamination allhave contributed to emergence of new foodpathogens such as E. coli O157:H7, Listeriamonocytogenes, and reemergence of others likeSalmonella.

Where They're FoundThe role of E. coli O157:H7 in severe foodbornedisease has increased steadily since 1982. Theoccurrence of this bacterium in beef cattle has

led to cases of contamination in hamburger.Other foods responsible for outbreaks haveincluded unpasteurized apple cider, raw milk, let-tuce, cheese curds, game meat, alfalfa sprouts,and even dry-cured salami.

Salmonella has been a known foodbornepathogen for more than 100 years, but isreemerging as new food vehicles and antibiotic-resistant strains are discovered. Unpasteurizedapple cider, alfalfa sprouts, cantaloupe, tomatoes,and toasted oat cereal have been implicated inoutbreaks of salmonellosis. Salmonella may alsocontaminate beef, turkey, chicken, pork, milk andmilk products, peanut butter, chocolate, and raweggs.

Listeria monocytogenes has been known tocause illness in sheep, cattle, and goats since1911, and around 1980, it was discovered thatthis organism can be transmitted to humans infood. Listeria bacteria are found in many types offoods, but those considered to be high risk areprocessed, ready-to-eat products such as sliceddeli meats and soft cheeses made with unpas-teurized milk. While bacterial growth is typicallyinhibited by cold storage, Listeria continues tomultiply in the refrigerator, so the longer foodsare stored, the greater the potential for problems.

Banishing These Offensive GuestsMost food poisonings are a result of improperhandling, preparation, and serving. These errorsusually fall into one of two categories: cross-contamination, wherein raw foods, especiallymeats, contaminate surfaces, utensils, and otherfoods; and temperature abuse, which refers toinadequate cooking, cooling, reheating, andimproper holding temperatures. These mistakesare easily avoided by following a few simplesafe-food handling rules.

Rule #1: Do Not Thaw Meat at

Room Temperature

All raw meat potentially harbors bacteria, some ofwhich may be pathogenic. Hamburger may carryE. coli O157:H7, and turkey and chicken typicallycarry Salmonella. Proper refrigeration keeps num-bers of bacteria in check; but when foods are leftat room temperature, bacteria can multiply, there-by increasing the likelihood of food poisoning.

Rule #2: Promptly Refrigerate Leftovers

Food should be left at room temperature for amaximum of two hours, preferably less. Largequantities of food should be separated andstored in smaller containers for refrigeration tofacilitate rapid cooling.

Rule #3: Reheat Leftovers Completely

Microwaves are handy for reheating leftovers, butkeep in mind that microwave heating may leavecold spots, and bacteria residing in those coldspots may not be destroyed. Food should beturned or stirred halfway through reheating toavoid cold spots, and should be steaming hotbefore being served. Eat leftovers within 72hours of preparation or freeze them—bacteriacannot grow in the freezer.

Rule #4: Keep Hot Foods Hot and Cold

Foods Cold

The golden rule of preventing temperature abuse!If foods are to be left out for a certain amount oftime, perhaps on a buffet, hot foods should bekept at or above 140°F (60°C) and cold foods ator below 40°F (4°C).

Rule #5: Keep Raw Meats Separate from

Other Foods

Remember, raw meat may carry pathogenic bac-teria that can contaminate other foods. Specialcare must be taken with those that will not becooked before being eaten, such as fresh fruitsand vegetables. Fresh produce may carry patho-genic bacteria as well. To reduce the risk of foodpoisoning, remove the outer leaves of lettuce andcabbage before washing.

Everything that comes into contact with rawmeat—plates, surfaces, hands, utensils, cuttingboards—should be washed thoroughly with hot,soapy water before being used again. Using aseparate cutting board just for raw meats is alsoa good idea. Cross-contamination can also occurthrough dishtowels, faucet handles and drawerpulls, so watch where you put your hands!

Food Safety First—All Year 'Round

In our harried lives, we may not always be care-ful where we place the kitchen shears after wefinish trimming off chicken fat. U.S. governmentagencies and companies continue to provide oneof the safest food supplies in the world. However,it is our responsibility to take the final precaution-ary steps to prevent food poisoning and providenutritious, delicious and safe meals for our fami-lies and friends.

This article is based on an article originally pub-lished in the Fisher Scientific LabReporter, 2004,No.4.

FOOD SAFETY: IT'S NOT JUSTFOR HOLIDAYS ANYMORE

F

bacterial reproduction withmitotic reproduction in a singlehuman cell.

3. Review students' models andparagraphs as a class, askingthe following questions:

– How do bacteria differ from other single-celled organisms?

– What are some beneficial usesof bacterial toxins in medicine?

– How do bacteria change andadapt to new environments?

– Why is geneticresearch animportant part ofunderstandingmicroorganisms?

Tools for Teaching content adapted fromUnderstanding Bacteria: Teacher's Guide byDiscovery School and used with permission.

Ken-A-Vision’s fully digital, USB-powered Video Flex® 7200U multi-purpose camera offers exceptional classroom functionality. Captureimages to your computer or upload them to the Web. Record chemicalreactions safely. Create time-lapse image slideshows, movies, videostream—do it all with the Video Flex 7200U! Key features include:

• Comes complete with Ken-A-Vision’s innovative Discovery ScopeKit, Applied Vision Software, and a durable carrying case

• USB powered—easy connectivity, easy power-up

• Ken-A-Vision’s exclusive 5-year warranty

• Durable polycarbonate base—Ken-A-Vision quality built

…with Ken-A-Vision®

!

Power up yourclassroom…Power up yourclassroom…

…with Ken-A-Vision®

!

DESCRIPTION CAT. NO. PRICE7200U HS67919 875.00


Fisher proudly offers a complete new lineof economical laboratory and classroomseating. This model is a comfortable chairmade with soil-resistant moldedpolyurethane foam seat and back for easycleaning. The "rubber like" material prevents damage to other furniture. Soeven if your chairs get "no respect," thisproduct just keeps on performing. To findthe best chairs for your specific applica-tion, please review the complete new lineof Fisher chairs at www.fisheredu.com.

VENTING NOT REQUIRED

The Protector Demonstration HoodMobile System is a light-duty fume hoodthat provides close observation of class-room procedures. It is 3' wide andincludes a cart with work surface, lowertransition adapter and FilterMate™Portable Exhauster (for use with twocarbon or one carbon and one HEPA fil-ters). That means portability and ductingto the outside is not required. Temperedsafety glass front sash, sides, rear baffleand top offer 360º visibility. The patentedClean-Sweep™ air foil allows air tosweep the work surface for maximumcontainment while the exclusive uppercontainment sash foil bleeds air into theenclosure to direct contaminants awayfrom the operator's breathing zone.Features include side-entry air foils, piv-oting clear rear baffle, ergonomic angledsash, and a 23" deep interior.

SHED SOME LIGHT ON THE SUBJECT! Get a FREE fluorescent light kit with Protector Demo Hood Mobile System purchase.

FREE Fluorescent Light Kit that includes front-mountedswitches for ON/OFF control of the light and the rear-mounted auxiliary electrical receptacle. The electricalreceptacle may be used to provide power to equipmentinside the hood.

CAT. NO. PRICEHS68904 179.95

DESCRIPTION CAT. NO. PRICE22.8"H HS79524A 5710.0033"H HS79524B 6010.00

BACTERIAL DISEASEPROFILE: CHOLERA

Cause: Vibrio cholerae bacteriumSources: Undercooked shellfish

Unsanitized water suppliesSymptoms: Abdominal cramps

Mild to acute diarrheaNausea/vomitingDehydrationShock

Method of Infection:Ingested viable bacteria attach to the walls ofthe small intestine and secrete cholera toxin.This toxin is the direct cause of symptomaticdiarrhea. At least one million viable organismsmust be ingested to cause infection.Consumption of antacid greatly reduces thisthreshold.Diagnosis:Diagnosis of cholera can only be confirmedby isolation of V. cholerae from stool samplesof infected individuals.Course of Treatment:While cholera typically is self-limiting, infectedpersons must rehydrate lost fluids. BecauseV. cholerae is a bacterium, antibiotics such astetracycline have been shown to shorten theduration of illness. Death from cholera is veryrare and only occurs if lost electrolytes arenot replenished.Infection Rates:Approximately 200 cases in the U.S. since1973. Because V. cholerae thrives in unsani-tized water, cholera is much more likely indeveloping countries and local populations ofdisplaced persons.Based on Introduction to Bacteria lesson plan byDiscovery School and used with permission.

Source:U.S. Food & Drug Administration's Center forFood Safety & Applied Nutrition. Bad BugBook (online at http://vm.cfsan.fda.gov/)

Cat. No. HS68556$99.95


From the science principles you teach, Experiment!uses words, pictures and movies to guide your students through their own investigations, results andconclusions. The pack includes everything you needto get started including datalogger, light sensor andcable as well as the multimedia resource and loggingsoftware. A wide range of additional sensors are alsoavailable for doing even more experiments. It's theeasiest way to get into data acquisition—all you needis a standard Windows PC with USB.

"Where are we?"or ages, lost travelers have asked thatunsettling question. Maybe you won-dered it aloud yourself last summer afterthat shortcut at Albuquerque led you to

the Badlands instead of the beach.

Had you been carrying a global positioning sys-tem (GPS), you needn't have lost your bearings.Using satellite technology, GPS tells you preciselywhere you are!

Mariners of yore plotted their courses against thestars using a compass and sextant. GPS uses sig-nals from manmade celestial bodies—satellites—to do much more.

Operated by the U.S. Department of Defense(DOD), the GPS network has three major seg-ments: space, control and user. The space seg-ment consists of 24 orbital satellites deployed ina global grid 11,000 miles above the Earth's sur-face. The ground-based control segment includesa master control station in Colorado and five sep-

arate monitoring stations situated across theglobe. The user segment is the receiver-proces-sors that provide position data to users.

Four signals mark the spotBecause GPS relies on "line of sight," satellitesmust be visible to the GPS receiver, and the unitsare typically used outdoors. At any moment, aGPS unit can "see" four to eight satellites fromanywhere on Earth. The receiver reads four satel-lite radio signals and automatically computes itslocation using the geometric principle of trilateration.

The GPS unit measures the distances to each ofthe four satellites (determined by the time eachsignal takes to reach the receiver) and combinesthis data with information from an electronicalmanac of satellite orbits to calculate locationand altitude. The display shows position againsta map stored in memory so the user can see hisposition relative to cities, streets, terrain and landmarks.

Enhanced GPS units offer more comprehensivemaps, programmable itineraries, path tracing anddirectional advice.

From the Pentagon to the Family CarThe DOD began the GPS project in the 1970s formilitary use. Thirteen years after its battlefielddebut in Operation Desert Storm (1992), GPS iswidespread across civilian and commercial appli-cations including automobiles, aviation, survey-ing, boating and outdoor recreation.

One of the best-known commercial GPS productsis General Motors' in-vehicle safety and securitysystem, called OnStar.

LOCATION, LOCATION, LOCATION:GLOBAL POSITIONING SYSTEMS

F

Contd. on p. 13.

RAGING PLANET:LIGHTNINGThree out of four people survive being hitby lightning—remarkable, considering thata single thunderstorm can generate asmuch energy as a nuclear power station.

MATERIALS:– Raging Planet: Lightning

(HS87756DVD) and DVD player – Ground pepper, plastic utensil,

wool/fur or nylon cloth, plastic comb,metal doorknob, two rubber balloons

PROCEDURES:1. Discuss cloud formation, thunder, and

lightning storms.

2. Divide your class into small groups and haveeach group perform one demonstrationfor the rest of the class.

Demonstration 1:a) Spread grains of ground pepper on a small

area of a desktop.b) Vigorously rub a plastic utensil with wool or

nylon.c) Hold the utensil about 1 inch over the mix-

ture and observe. (The utensil will pick upthe pepper.)

Demonstration 2:a) Darken the room as much as possible.b) Rub a plastic comb with a piece of wool

or fur.c) Hold the comb near a metal doorknob

and observe. (Students will see tinysparks.)

Demonstration 3:a) Blow up two balloons and rub them on

your sleeve.b) Darken the room as much as possible.c) Rub the two balloons together and

observe. (Students will see tiny sparks.)

3. Explain that in each case, friction createda buildup of electrons, causing an elec-trical charge or static electricity. In astorm cloud, frictionfrom dust, ice, andwater droplets produces a similarcharge which, inturn, causes lightning.

Cat. No. HS87756$49.95

Tools for Teaching contentadapted from Raging Planet: Lightning: Teacher'sGuide by Discovery School* and used with permission.

REAL GPS, COMPACT AND AFFORDABLE!

Magellan eXplorist™ handheld GPS units are virtually student-proof—compact,easy to use, waterproof, and they float! Plus, there are no service fees EVER!

DESCRIPTION CAT. NO. PRICEeXplorist 100 HS68650A 121.80eXplorist 200 HS68650B 215.65eXplorist 300 HS68650C 233.45

CAT. NO. PRICEHS68658ND 99.95


Every Classroom needs a Teaching Tornado!

Students love the demonstrationmodel that teaches the principles of how tornadoes form. Students willlearn about how a strong updraft isimportant, about convergence androtation, funnel speed and how it isrelated to funnel width and many moreexciting tornado facts.


Ginsberg Scientific has been supplying educators with reliable,visual, and hands-on teaching tools for over 30 years. Our

philosophy is simple: combining science, skill and service to bringa valued product to your classroom. Look for Ginsberg's productsthroughout the Fisher catalog, including such sections as Physics,

Chemistry, Earth Science, and Equipment and Supplies.


ightning is the most dangerousand frequently encountered weather hazard most people expe-rience each year. It ranks second

only to floods for storm-related casualtiesin the United States, with nearly 100 deathsand 500 injuries each year. Lightning canbe classified in two major categories,cloud-to-cloud or cloud-to-ground. Cloud-to-ground lightning strikes can be divided intonegative lightning and positive lightning.Positive lightning makes up less than 5% ofall lightning strikes, but despite its low rateof occurrence, it is by far the most power-ful and dangerous type of lightning.

How Lightning Is FormedScientists generally agree that the basicconditions required for the production ofany type of lightning are separation of elec-tric charge within a cloud and generation ofan electric field. As storm clouds form, avery turbulent environment develops withinthem. Strong updrafts and downdraftsoccur within close proximity to each other,and collisions between particles occur withgreat frequency. According to laboratoryexperiments and atmospheric observa-tions, when ice crystals and super-cooledwater droplets collide without coalescing,the pieces that are scattered after the colli-sion are charged. Temperature determineswhich pieces get which charge, but at tem-peratures typical of the electrically activeregion of thunderstorms, the smaller piecesusually receive positive charges and thelarger pieces usually receive negativecharges. Updrafts carry the small particlesto the upper regions of the storm, while thelarger particles fall toward the base of thestorm. This process results in storm cloudsdeveloping a negatively charged base anda positively charged top.

As the charges within the cloud separate,an electric field is generated between itstop and base. The strength of the fieldgrows as the magnitude of charge separa-tion within the cloud grows. The atmos-phere, however, is a very good insulatorthat inhibits electric flow. Lightning occursonly when a sufficient amount of chargehas built up to overcome the tremendousinsulating capacity of the atmosphere. Themost common type of lightning, accountingfor approximately 75–80%, is cloud-to-cloudlightning. This lightning results from theelectric field that develops within the stormclouds and occurs within or among stormclouds.

Cloud-to-GroundLightningThe electric field within the storm cloud isnot, however, the only one that develops.The electrical charges within the storm alsoaffect the charge distribution on theground. Positive charge gathers under the

storm cloud, attracted bythe negatively chargedbase of the cloud. An elec-trical field developsbetween the cloud and theground. As a result, light-ning can occur not onlywithin clouds, but alsofrom cloud to ground.

The most common type ofcloud-to-ground lightning isnegative lightning, in whichnegative charge is trans-ferred from the cloud tothe ground. This type oflightning occurs because

of the electric field generated between the nega-tive charge of the cloud base and the positivecharge on the ground. A channel of negativecharge, called a stepped leader, descends fromthe bottom of the storm toward the ground. Asthe negative leader approaches the ground, posi-tive charge collects on the ground and then risestoward the negative charge in a channel called astreamer. When the leader and streamer meet,closure of the cloud-ground circuit takes placeand the leader is neutralized by an electrical dis-charge. A much more powerful return strokeflows through the ionized channel from theground to the cloud and an electrical dischargeoccurs, producing lightning. This return strokeinto the cloud is the most luminous part of thestrike. Negative lightning strikes last for hundrethsof a millisecond, yet involve several strokes trav-eling up and down the same leader strike.

Positive lightning occurs when the stepped leaderforms at the positively charged cloud tops and anegatively charged streamer forms from theground, with positive charge transferred from thecloud to the ground. It occurs most frequently inwinter storms and during the final stages of athunderstorm. Positive lightning is particularlydangerous for several reasons. Since positivelightning originates in the upper regions of astorm cloud, the amount of air it must burnthrough to reach the ground is usually muchgreater than that for negative lightning. Therefore,its electric field is necessarily much stronger. Theflash lasts up to ten times longer, and peakcharge and potential can be ten times greaterthan that of a negative strike—as much as300,000 amperes and one billion volts!

Positive lightning is much more lethal and causesgreater damage than negative lightning. Althoughsome positive strikes hit the ground directlyunder the cloud of a thunderstorm, positive light-ning presents safety concerns because manypositive strikes occur near the edge of the cloudor strike more than ten miles away, where no riskis perceived. Other safety concerns exist becauseaircraft are not currently designed to withstandthe power of these strikes. Positive lightningflashes are believed to be responsible for manyforest fires.

Considerable interest surrounds the power andduration of positive lightning strikes. Scientists areespecially interested in developing ways todetect the areas of a thunderstorm that developpositive bolts.

THE POWER OFPOSITIVE LIGHTNING

L= Radek Dolecki

Did You Know?–Benjamin Franklin proved that light-ning was an electrical dischargeand measured the sign of thecloud charge that produced it.

–Between ¼ and 1/3 of those struck by lightning die.

–A bolt of lightning can reach temperatures approaching50,000°F in a split second.


ith a face and form only a mothercould love, the platypus is sounusual, so fascinating—and sothreatened. Scientists have yet to

learn everything there is to know about this mem-ber of the monotreme family because they are sosecretive. But will their secrecy lead to theirdemise?

What is That!When first brought to Europe from their nativeAustralia in 1799, most thought the platypusspecimen was a fake or hoax like P.T. Barnum'sFeeJee Mermaid. Who would have thought that afurry creature with a soft, leathery bill, flat tail,webbed feet with claws, and no teeth wouldexist! Eventually scientists would accept theplatypus as a real living creature, but the fact thatthis mammal lays eggs would not be discovereduntil 1884.

I Want to be Left Alone!Platypuses are very shy, obsessive-compulsive

creatures, preferring aquiet, undisturbed, andorderly life. They live upand down the easternpart of Australia on theshores of rivers, lakes,and streams. Semi-aquatic, platypuses stayin their burrows for mostof the day, and waddleout between dusk anddawn to hunt underwaterfor their food—crayfish,shrimp, tadpoles, andinsect larvae. Platypuseshave an innovative wayto find food—they close

their eyes and ears using a flap of skin, and relyon an electroreception system found in their billsto pick up electrical currents in the water!

Platypuses live alone in their burrows, but sharea body of water among neighbors. In their naturalhabitat, platypuses breed for a few months out ofthe year; the female does not breed until she isabout two years old, and in many instances shehas a "puggle" or two only every other year. Theyoung platypus leaves mother's burrow at aboutsix months of age to go off and search for herown place—sometimes traveling quite far in orderto find just the home that suits her, surroundedby the perfect flora and fauna materials for nests.

Dangers to the PlatypusSnakes, water rats, goannas, and foxes are thenatural enemies of the platypus. Killed in the pur-suit of scientific study in the 1800s and hunted inthe early 1900s for their thick, water-resistant fur,Platypuses are now protected from humans. TheAustralian government has even issued a creed

that these animals are not to be exported to other countries.

Like many other vulnerable species, the highestthreat to the platypus is damage to their habitat.Illegal netting of fish, degradation of water bodiesby damming, drainage, irrigation, pollution, andout-of-control algae growths, along with thedestruction of natural plants around watercourses, all reduce the suitable amount of neigh-borhoods in which platypus can live. If you arelucky enough to live in an area that is known forits wild platypus population, do not disturbthem—they do not like human interference. Norshould you remove plants from the shores oftheir lakes, rivers, and streams—they help pre-serve their habitat. Platypuses are not consideredendangered yet, but could be in the future if theirhabitat continues to be threatened.

Platypus in CaptivityBecause platypuses are so particular and sensi-tive to noise and, moreover, to change, they tradi-tionally do not adjust to captivity well.

Conservationists have gone to great lengths toensure the platypuses' comfort and propagationof the species, but because of their particularnature, there have been just a handful of suc-cessful platypus births in captivity. Mr. DavidFleay conducted the first successful captivebreeding in 1944 at the Healesville Sanctuary inVictoria, Australia. The feat was so celebrated,the female puggle, Corrie, became an inter-national celebrity and appeared on the cover ofThe New York Times. Mr. Fleay was able to per-form the miracle twice more at that same facilityin 1998 and 2000. The latest successful captivebirth was performed in 2004 at Taronga Zoo inSydney, Australia and resulted in female twins. Tofurther the captive breeding program, theHealesville Sanctuary and the Taronga Zoo sharebreeding information and tips. They plan tobecome matchmakers and will eventuallyexchange one male platypus for a female platy-pus when the time is right for both.

SAVING THE UGLIEST DUCK-LIKE-THING

W

THE FUTURE OFTHE PLATYPUS

TAKE YOUR LABS OUTDOORS WITH THE SOIL TESTING BACKPACK LAB!Hanna Instruments’ student backpack labs are perfect for field testing because each backpack is a complete lab! Kits come complete with everything you need to create the perfect environmental testing experience.

– Chemical and instrument testing materials

– Teacher’s Guide

– Procedure summaries on waterproof, laminated paper

– Overhead transparencies and reproducible activity worksheets

– Safety tips


Platypuses have been on the Earth for manymillennia—evedence of ancient platypusfrom 60 million years ago have been foundin South America and Australia. They haveevolved so much and are so perfectly suitedfor their environment that an argument ariseswhen their future is discussed.

Consider natural selection, which is definedby dictionary.com as "a process in nature bywhich, according to Darwin's theory of evolu-tion, only organisms best adapted to theirenvironment tend to survive and transmittheir genetic characteristics to succeedinggenerations while those less adapted tend tobe eliminated." On the other end of the spec-trum is human intervention that helps to pre-serve endangered species.

Will the platypus become an ideal examplefor Darwin's theory of natural selection andcontinue to adapt to its surroundings, or hasit become so specialized that considerablechanges in their environment will eventuallylead to their extinction if humans do not inter-vene? Some feel that captive breeding andconservation programs save many animalsfrom extinction. For example, the giant pandaand the Cape fur seal have been saved usingthese methods. Other people take a differentview on captive breeding—that this methodadversely affects gene pools. In the case ofthe platypus, there is a concern that captivebreeding could turn into a program for com-mercial gain-bidding wars among zoos thatwould pay top dollar for a prize platypus.

Given all that you know, do you think thatcaptive breeding and conservation programsare for the good of the platypus, or will theseacts of human intervention cause irreparabledamage to this species known for its shy,unassuming ways?


Ohaus Scoute Pro BalancesA balance so durable you can stand on it!The superior performance and simple operation of theScout Balances have made them the most popularportable balance in the classroom. With the Scout Pro,you get exceptional accuracy and reliability along withextraordinary durability.

The milligram model, complete with draftshield, is perfectfor experiments such as titrations and quantitative analy-sis. Standard Features include:

· Easy to use two-key operation and high-contrast LCD display

· USB or RS232 Connectivity quickly installed options· Removable stainless-steel weighing platform, sealed

front panel and molded spill ring for easy cleanup· Multiple Weighing Units–grams, kilograms, Newton,

pounds and ounces· Multiple Built-in Application Modes–parts counting,

percent weighing, totalization, display hold and specific gravity

· Battery or AC Power–4—"AA" batteries with autoshut-off feature for 40 hours of operation

· Above Balance Density/Specific Gravity kit andIntegral Weigh-below Hook

· 5-Year Warranty

Quality workmanship, essential standard features and a five-year warranty make this a great value for the classroom.

Available on more than 50 GM models as a factory-installed option, OnStar integrates GPStechnology and wireless telephony with the vehi-cle's electrical system to create a comprehensiveon-board navigation system. With the touch of abutton, the driver can contact an OnStar advisorat any time, day or night, for directions, emer-gency services, or even to unlock the car remote-ly. OnStar provides peace of mind for more thantwo million subscribers who never again have toworry about a flat tire, keys locked in the car, ordriving in unfamiliar places.

An even more sophisticated version of OnStar isGM's Advanced Automatic Crash NotificationSystem (AACN), available on a limited number ofGM models. AACN uses vehicle-mounted frontand side sensors as well as a central sensingmodule to gauge the impact of a crash. In theevent of a moderate-to-severe crash involving thevehicle, data is instantly transmitted from the sen-sors to the module, then to the OnStar Call Center(via cellular connection) alerting it of the incident.The OnStar System activates a voice linkbetween an advisor and the vehicle occupants.The advisor can dispatch EMS services to theprecise location of the vehicle using OnStar's GPScapabilities.

Geocaching-Hunting by SatelliteGPS has even given birth to a growing pastimecalled "geocaching"—a sophisticated scavengerhunt in which participants use their GPS units tofind hidden treasure stashes (usually a logbookand items of nominal value). Anyone with a GPScan "geocache," and it makes for an excellentfamily outing that gives everyone a chance topractice their navigational skills.

The rules are simple. Players typically searchgeocache Web sites for cache site coordinates,

then go find them. Caches are established by fel-low players. Often one cache reveals clues toanother cache or string of caches. It becomes, inessence, a satellite tracking game.

Imagine never being lost again or having to stopand ask directions. It's a reality with GPS. Whatwould Columbus think?

GPS timelineLate 1960s Concept development Early 1970s GPS program established by

U. S. Department of Defense Mid 1970s Ground testingFebruary 1978 First GPS satellite launched1989 Magellan Corporation introduces

first handheld GPS receiver1992 GPS used in Operation Desert

Storm1995 Defense Department declares

GPS "fully operational"2000 GPS receivers increase accuracy

to within 16 to 27 yards (15 to 25m)

GPS quick factsSatellites in network 24Orbital revolution One revolution every 12 hoursOrbital altitude 11,000 milesCost $12 million per satelliteWeight ¾ ton eachMaster Control Shriever AFB (CO)Monitoring stations 5 (Hawaii, Kwajalein, Ascension

Island, Diego Garcia, Colorado Springs)

Typical data Distance traveled (odometer), elapsed travel time, current speed, average speed, "breadcrumb" (route traveled), estimated arrival time, current location

Related Web sitesNavigation Information Center (U.S Coast Guard)navcen.uscg.gov/gpsU. S. National Geodetic Surveyngs.noaa.gov/GPS/GPS.htmlDepartment of Defense GPS Support Centerpeterson.af.mil/usspace/gps_supportU. S. Naval Observatorytycho.usno.navy.mil/gps.html

LOCATION, LOCATION, LOCATION: GLOBAL POSITIONING SYSTEMS(CONTINUED FROM PAGE 10)

SATELLITE TECHNOLOGYLike dim stars in the night sky, satellites orbiting Earth have specific purposes and lifespans. More than 8,000 satellites provide vitalinformation about mapping, weather, andcommunication.

OBJECTIVES:– Understand that analyzing satellite

images reveals features and eventsthat may be impossible to detectotherwise.

MATERIALS:– Maps and atlases– Computer with Internet access (can

be done outside of class time) – Pencils & Rulers

PROCEDURE:1. Begin the lesson by defining and identifying six

main types of "artificial satellites"

– Can be defined as "an object built by peoplethat orbits a planet such as Earth and per-forms a specific task by receiving and trans-mitting signals."

– Scientific research, weather, communica-tions, navigation and GPS, Earth observa-tion, and military

2. Divide the class into small groups andassign various regions of study to each ofthem. Older classes should make obser-vations about typical climates in theirassigned region.

3. Using www.weather.com/maps/, have students draw the weather conditionsthey see for their region. Include cloudsand arrows indicating the direction ofmovement.

4. Repeat for five days. Be sure to check the site at approximately the same timeevery day.

5. After five days, look at your maps. Write aparagraph describing how cloud-coverpatterns change.

6. The class can also put the regionalimages together to see weather move-ment across the nation. Using this infor-mation, have students predict tomorrow'sweather for your area.

Tools for Teaching content adapted from Satellite Technology:Teacher's Guide by Discovery School* and used with permission.

Cat. No. HS87757$49.95

Contact Fisher Science Education for Buy-2-Get-1 FREE promotion** Time-limited offer. Select models only.


In January, Discover Magazine picked itstop 100 science stories of 2004. Followingare synopses of the top ten.

#1:Turning Point (Global Warming)

tinkbugs in London. Blue musselsin Norway. Shifting ranges ofplants and animals, earlier springs,mortal heat waves, and melting

ice sheets portend the advance of The DayAfter Tomorrow, when global warming dis-rupts ocean currents in the North Atlantic.

When greenhouse gases in the atmospherego up, the ice sheets go down. Because ouroceans store almost half the CO2 humansrelease into the atmosphere, they may slowdown global warming. But the oceans nowhave far higher concentrations of CO2 andthe lowest pH in millions of years, andthere's concern about the effects on oceanlife.

#2: SpaceShipOne Opens Private Rocket Era

SpaceShipOne, created by aerospace engi-neer and aircraft designer Burt Rutan, wasthe first private manned craft to venture intospace twice within two weeks. Launchedfrom a traditional airstrip, a Rutan-designedexperimental plane carried SpaceShipOne to46,000 feet before separating from it. Afterclimbing to 367,400 feet, SpaceShipOneglided to a soft landing, and space tourismwas born. Plans are now underway for afleet of craft modeled on SpaceShipOne thatwould carry tourists into space by 2007 … ifregulatory and safety requirements are firstdefined and then met.

#3: Evidence of Ancient Seas on Mars

In January 2004, NASA's rovers Spirit andOpportunity landed on Mars to prove the planetwas once covered with water. Mission accom-plished. A high concentration of sulfate mineralswith chloride and bromide salts was detected,suggesting an earlier presence of water. Therovers also found jarosite, which on Earth formsonly in water, and hematite, also an aqueousmineral. Images from the European SpaceAgency's Mars Express showed tributaries of anancient river system and fields of water icestretching from Mars' south pole. If the one-timepresence of water on Mars supported life, NASA'sPhoenix mission, starting in 2008, should tell us.

#4: Hello, Saturn

Spectacular planet, stunning images. In June, theCassini-Huygens spacecraft approached Saturn tobegin its four-year, 76-orbit mission to study thisplanet. The spacecraft returned ultraviolet imageswith clues about the compositional variations in

Saturn's rings, infrared pic-tures of a mysterious darkspot at the planet's southpole, infrared shots indicatingtemperature differences, andphotos of Saturn's moons.

#5: Killer Flu Incubatesin Asia

Epidemiologists are on highalert. Last year, they docu-mented the first human-to-human transmission of avianflu. To date, 31 of the 43 peo-ple who became sick by eat-ing or touching infected poul-try have died—a 70% deathrate. Scientists fear the killerflu may be on the verge of

mutating into a form that can easily pass fromhuman to human.

#6: Stem Cell Researchers Move Closerto Cloning Us

A team of South Korean scientists announced inFebruary that they had successfully derived stemcells from a cloned human embryo. Using thesame process biologists have used to clone liveanimals, this marked the first time a clonedhuman embryo developed beyond a few cell divi-sions and the first time human stem cells hadbeen derived in the process.

#7: New Drugs Target Cancer

Promising new drugs have been developed toattack only cancerous growths. Avastin, fromGenentech, and Erbitux, from ImClone Systems,reduce tumor growth from colon cancer that hasspread to other parts of the body. Alimta, from EliLilly, targets malignant pleural mesothelioma, acancer often associated with asbestos exposure.

TOP TEN SCIENCE STORIES IN 2004

S

TRACKERTM TZ-821

8x21mm Mini-Compact Binocular

• Superior quality and styling at a value-packed price

• Ultra-compact design is convenient andcomfortable to carry

• Ruby-tinted coatings provide unsurpassedinfrared and ultraviolet protection, reducingeyestrain and improving image contrast

• Accessories include soft pouch, carryingstrap and lens cloth

MAGNISCOPETM MA-30

Three different optical devices inone…8x20mm Monocular, 3x Loupe,30x Microscope

• The heart of the MagniScope is apalm-sized 8x20mm monocular

• Its companion is a 3x stand magnifierwith adjustable focus and a transparent acrylic base

• Thread them together and theybecome a 30x portable microscope

DESCRIPTION CAT. NO. PRICEMagniScope HS68544 74.00Tracker Binoculars HS68545 32.00

Pictured as Monocular

Vidaza, from Pharmion, targets myelodysplasticsyndromes, a bone marrow disorder marked byrapidly dividing immature blood cells that nolonger respond to growth-control mechanisms.Experts caution that these new drugs are notmagic bullets, and so far extend lives by only afew months.

#8: Low Carbs Put Squeeze on Farmers

The recent low-carb craze has American dietersswearing off bread, pasta, and potatoes. But itmay be farmers who will be tightening their belts.Demand for wheat and potatoes has dropped,and food producers aren't optimistic about a turn-around. [But farmers and dieters can take heart: apotato with 30% less carbohydrate has beendeveloped and is growing in Florida!]

#9:Teleportation Gets Real

It's not science fiction anymore. Experimentalphysicists used laser pulses to transfer informa-tion from one atom to another. The second atombecame indistinguishable from the first, as if infor-mation had disappeared from one atom andappeared in the other without traveling throughthe space between! The distance was less than200 micrometers, but it was a giant step towardbuilding a quantum computer that uses atomicparticles instead of transistors to retain andprocess information.

#10: Australian Crater Implicated inGlobal Rubout

About 250 million years ago, 90% of Earth's seacreatures and up to 80% of its terrestrial specieswere extinguished, perhaps by the impact of agigantic asteroid or comet. Researchers havefound what may be the site of impact atAustralia's Bedout High, a 125-mile-wide craterthat could have been created by an object 6 to 9miles across. The clue is a cache of glassy min-erals with a disorganized crystalline structurecharacteristic of violently smashed and internallyrearranged rocks.

INTRODUCTIONBill Nye explores how the universe operatesand why things move and work the way theydo. He also explains the second law of thermo-dynamics, electromagnetism, and how super-conductors can help accelerate particles to nearthe speed of light. Grade levels 6-8.

MATERIALS:Greatest Discoveries With Bill Nye: Physics DVD(HS87705DVD) and DVD player

– Long nail (about three inches in length); oneper group

– 1.5-volt D batteries; two per group(HS43923)

– Direct current electrical knife switch (foundin most hardware stores); one per group

– Electrical tape (09-356)– Scissors (HS17310)– Thin electrical wire (cut in two-foot lengths

without insulation); one per group(HS4821D)

– Wire cutters (HS43871)– Paperclips and/or metal push pins and other

small metal objects; several per group – Paper and pencils (or science journals

and pencils) – Computer with Internet access (optional)

PROCEDURES:1. Use Greatest Discoveries With Bill Nye:

Physics to explore the basics of electro-magnetism. Once you have watched theprogram, ask students to talk about theways they use electricity and electromag-netism in their everyday lives. What wouldlife be like without electricity? How doeselectromagnetism work?

2. Have students use a nail like a magnet totry and pick up or move the paper clipsand other metal objects. What happens?Why can't the nail move the paper clips?

3. Have students construct an electromag-net using a direct current electrical knifeswitch to control the current.

4. Ask students to predict what they thinkwill happen to the nail when the switch isflipped. Will it look different? Will it beable to pick up the paper clips? Give stu-dents a few minutes to write down theirpredictions.

5. Have students flip their knife switches toclose the circuits. What happened? Didanything change?

6. Explain that when the electric currentfrom the batteries runs through the wirecoiled around the nail,it creates a magneticfield. Because the wirecarrying the electricityis coiled, the magneticfield twists and themagnetic lines concen-trate inside the coil,similar to the effect thatoccurred in the Bill Nyeprogram.

Tools for Teaching content adaptedfrom Greatest Discoveries with BillNye: Physics Teacher's Guide byDiscovery School* and used with permission.

15

Partners in Crime offersteachers an innovative andhighly engaging resource forintegrating language arts andscience strategies. As flexibleas it is creative, Partners inCrime can be used for a variety of classroom settingswhether as a single activity,weekly lesson, full unit, orschool and community project.

"This book is an interdisciplinary masterpiece!"Ken Rivenbark, Ph.D.,University of North Carolina at Wilmington

Discovery School:Greatest Discoveries

with Bill Nye–MedicineThis DVD explores the ten most significant med-

ical discoveries, spanning history from the 16thcentury to the present day. The ten modules can be

viewed whole or as a series of short vignettes. The DVD isfast-paced and fascinating.

The first module is placed in 1538 with the first view of the human internalanatomy made possible by the practice of dissection. The grim realities of"grave-robbing" show that medicine at this early stage was not easy and carriedpersonal risks.

But, gruesome as that early practice might have been, it is shown to be crucialfor the later discovery of blood circulation, covered in the second module.

The thread continues from circulation to transfusion and the mystery of why some transfu-sions were safe with seemingly miraculous results and others were deadly. Thus unfoldsthe story of blood typing.

Anesthesia follows with a presentation of the unbearable pain of surgery of the day (taste-fully done) and how, with an anesthetized patient, not only was pain assuaged, but the sur-geon was able to perform far more delicate operations.

Succeeding modules introduce 18th and 19th Century discoveries of the X-ray, the germtheory of disease, and vaccination of smallpox.

The dawn of the modern age of medicine is featured in the DVD with 20th Century discoveries of vitamins, insulin, penicillin and sulfa drugs.

The discoveries of genetics, cancer and the causes of AIDSround out the CD.

The trip through the centuries has brought the student from theillicit acquisition of corpses for dissection to "miracles" of modern medicine. It's a trip well worth taking.

Cat. No. HS87708DVD$69.95

VID

EO

RE

VIE

W

Partners in Crime: Integrating LanguageArts and Forensic Science, Grades 5-8By: E.K. Hein Jossey-Bass, A Wiley Imprint, 2004, 199 pp.

Keep students engaged and interested as they learn key concepts andskills related to language arts. Fifteen chapters link language arts and foren-sic science inquiry in units, lesson plans, activities, and exercises…from collecting and analyzing evidence through presenting the case in court.

Partners in Crime supports the middle school concept of thematic, interdisci-plinary team building. Students learn real-world science, interact with localauthorities and experts, and participate in games and role-playing. Exercisesencourage them to conduct original research and challenges them to drawconclusions based on their ability to weigh evidence. "Springboards toWriting" in each unit build vocabulary, grammar, and communications skillsthrough note-taking, report writing, and essay development.

For the teacher, each chapter includes an overview,introduction to the subject matter, vocabulary, lessonobjectives, assessment guide, lesson accommoda-tions and modifications, materials for further study,and references. The book also includes a glossaryand references to other books of interest.

Cat. No. HS80161$29.95

BO

OK

RE

VIE

W

Making Science MatterTM www.fisheredu.com Tel. 1-800-955-1177 Fax. 1-800-955-0740

Classroom DNA Electrophoresis LabStation™GROUND-BREAKING PRICE!The Classroom DNA Electrophoresis LabStation enables students to access cutting-edge technology at a previouslyunimaginable pricepoint. The LabStation consists of all theequipment and consumables for up to 24 students working ingroups of four. Each component of the LabStation has beencarefully selected for the maximum in safety, quality, ease-of-use and value. See why science educators have come todepend on EDVOTEK® biotechnology education products fornearly two decades!




CR

OS

SW

OR

D P

UZ

ZLE

Across3. Minimum number of satellites to calculate global position (p. 10)4. When food safety is a big concern (p. 8)5. Coined theory of natural selection (p. 12)7. Preserved specimen often used in AP Biology (p. 6)8. Studied at the Body Farm (p. 1)12. Creator of SpaceShipOne (p. 14)13. Compound microscope lens (p. 4)14. Recent Japanese laboratory for chemical studies (p. 3)15. Global Positioning System (p. 10)16. Chemical elements 93-101 were produced in this (p. 3)17. Salt that forms crystals (p. 4)20. Organism that causes illness in animals and in humans (p. 8)22. Food that may carry bacteria (p. 8)23. P.T. Barnum's FeeJee Mermaid (p. 12)24. More dangerous form of lightning (p. 11)

26. Platypus is one of the few mammals to lay these (p. 12)

Down1. Australian mammal (p. 12)2. A human corpse (p. 1)3. Mendeleyev is the ____ of the Periodic Table (p. 2)5. US Department that operates GPS system (p. 10)6. Commercial GPS products in GM vehicles (p. 10)9. Killer flu in Asia (p. 14)10. Oxygen carrier (p. 5)11. Artificial blood (p. 5)15. GPS scavenger hunt (p. 10)16. One lighting category: clound-to-_____ (p. 11)18. Injection used to color a preserved specimen's circulatory system (p. 6)19. Planet where rovers traveled (p. 14)21. Elements discovered within the first 10 years of the Periodic Table (p. 2)25. Home state of the Body Farm, abbr. (p. 1)

What you'll find in every edition:

• Informative articles that focus on currentevents in science

• Classroom activities that teachers can useto introduce or reinforce the scientific prin-ciples associated with the featured currentevents

• Materials lists that identify the Fisher prod-ucts used within the activities

• Fun features such as book and moviereviews and a crossword puzzle

Headline Discoveries presents information teach-ers can use to reinforce the concepts they teachin their classrooms with real-world events to cre-ate opportunities to engage their students inactive, timely learning experiences.

Subscribe now!Headline Discoveries is FREE to educators, sodon't miss the next issue to be published in theFall of 2005. To subscribe, send an e-mail [email protected].

NOW ENTERING ITS SECOND YEAR,HEADLINE DISCOVERIES IS A BI-ANNUALPUBLICATION FOR TEACHERS FROMFISHER SCIENCE EDUCATION.

See what you've missed!Our most popular Tools for Teaching activitiescan be downloaded from our Web site in PDFform. See the Teacher's Resources area onwww.fisheredu.com.

Here are just a few of the comments we'vereceived from educators about last year'sHeadline Discoveries:

"Thank you for such a wonderful tool for classroom teaching."Joyce F., MOWest Middle School

Answers can be found at www.fisheredu.com in the Literature section.

©2005 Fisher ScientificLitho in U.S.A.05-6565AP/JC 10M-GCS-03/05

FISHER SCIENCE EDUCATION EADLINE DISCOVERIE

Documents

Transcript of FISHER SCIENCE EDUCATION EADLINE DISCOVERIE