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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>For the .01% of readers who don't know how to play: cross off the square when Obama says the word(s) in it. The middle square is a freebie. The first person to have a line of boxes across the board -- horizontally, vertically or diagonally -- screams BINGO! And no, we are not promoting this as a drinking game (although now that I think about it ...).\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/01/SOTU-2016-Bingo-1.pdf\" target=\"_blank\" rel=\"\">Download the PDF here\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/01/SOTU-2016-Bingo-1.png\" rel=\"attachment wp-att-20787\">\u003cimg class=\"alignnone size-full wp-image-20787\" src=\"http://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/01/SOTU-2016-Bingo-1.png\" alt=\"SOTU 2016 Bingo\" width=\"2550\" height=\"3300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2016/01/SOTU-2016-Bingo-1.png 2550w, https://ww2.kqed.org/app/uploads/sites/26/2016/01/SOTU-2016-Bingo-1-400x518.png 400w, https://ww2.kqed.org/app/uploads/sites/26/2016/01/SOTU-2016-Bingo-1-800x1035.png 800w, https://ww2.kqed.org/app/uploads/sites/26/2016/01/SOTU-2016-Bingo-1-768x994.png 768w, https://ww2.kqed.org/app/uploads/sites/26/2016/01/SOTU-2016-Bingo-1-1440x1864.png 1440w, https://ww2.kqed.org/app/uploads/sites/26/2016/01/SOTU-2016-Bingo-1-1180x1527.png 1180w, https://ww2.kqed.org/app/uploads/sites/26/2016/01/SOTU-2016-Bingo-1-960x1242.png 960w\" sizes=\"(max-width: 2550px) 100vw, 2550px\">\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Growing up in a small town in New Mexico, Elisa Quintana didn't even think about science. She grew up in a household that did not stress the importance of math and science. It was not until community college that she realized she liked math, and ended up transferring to the University of California, San Diego to pursue a degree in physics.\u003c/p>\n\u003cp>\"I was a late bloomer,\" says Elisa. \"Because I didn't know what I wanted to do in life, it took me six years to complete my undergraduate work.\"\u003c/p>\n\u003cp>Elisa now works for NASA, studying planets.\u003c/p>\n\u003cp>\"I am most interested in finding planets like Earth around other stars,\" says Elisa. \"Ones that have the right size and orbit to be able to sustain liquid water, a prerequisite for life as we know it.\"\u003c/p>\n\u003cp>Elisa spends a large portion of her time on her laptop, working on computer algorithms that can sift through massive amounts of data to locate planets that could potentially be habitable. She also works on computer models to simulate how these planets might have formed.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"I feel like I am lucky to live in an age where humans can actually start to answer the question of, 'Are we alone?'\", says Elisa.\u003c/p>\n\n",
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"disqusTitle": "MAP: Which States Have The Highest Rate of Gun Deaths?",
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"content": "\u003cp>\u003c!--more-->[\u003ca href=\"https://ww2.kqed.org/lowdown/2018/02/14/gun-nation/\">SEE AN UPDATED MAP WITH 2016 DATA HERE\u003c/a>]\u003c/p>\n\u003cp>Mouseover the map below to see each state's 2014 gun-related death rate.\u003c/p>\n\u003cp>Data is based on the latest available figures from the \u003ca href=\"http://www.cdc.gov/injury/wisqars/fatal_injury_reports.html\" target=\"_blank\" rel=\"noopener\">Centers for Disease Control and Prevention's\u003c/a> analysis of 2014 death certificates. All reported gun-related deaths are counted, including homicides, accidents and suicides (the latter of which up about two-thirds of gun deaths nationwide). There were 33,599 reported gun deaths in 2014, according to CDC data. That's a rate of 10.54 per 100,000 people.\u003c/p>\n\u003cp>Gun ownership rates, measured per 100,000 population, are derived from the results of a 2013 survey published in the health journal \u003ca href=\"http://injuryprevention.bmj.com/content/early/2015/06/09/injuryprev-2015-041586.full2\" target=\"_blank\" rel=\"noopener\">Injury Prevention\u003c/a>, of 4,000 adults from 50 states.\u003c/p>\n\u003cp>Gun control rankings are based on the \u003ca href=\"http://smartgunlaws.org/scorecard/#map\" target=\"/\">Law Center to Prevent Gun Violence\u003c/a>, a group that advocates for stronger gun control laws. It assigns grades to each state based on policies like background checks, concealed carry permits, bulk firearms purchasing and gun carry restrictions in schools and other public spaces. We could not find a similar National Rifle Association scorecard, but it should be generally assumed that the NRA's marks are about the opposite of those shown here. By showing these grades, we are not agreeing nor disagreeing with them. See article and discussion questions below the map.\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cdiv>\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"100%\" height=\"750\" frameborder=\"0\" src=\"https://mgreen.cartodb.com/viz/2aa87e36-b4a5-11e5-96cf-0e3a376473ab/embed_map\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\n\u003c/div>\n\u003cp> \u003c/p>\n\u003cdiv>\n\u003caside class=\"alignright\">\n\u003ch3>Discussion Questions for Educators (using the map)\u003c/h3>\n\u003cul>\n\u003cli>Which states have the highest and lowest gun death rates?\u003c/li>\n\u003cli>What are possible factors that might contribute to these high and low rates?\u003c/li>\n\u003cli>The national gun death rate average is 10.54. Find three states that fall above and below this average.\u003c/li>\n\u003cli>Are there states that fall below the average national gun death rate (10.54) but also receive a low gun control grade (below C)? What might account for that?\u003c/li>\n\u003cli>What's the gun death rate and number of total gun deaths in your state? Is that higher or lower than you expected? How does it compare to rates in neighboring states?\u003c/li>\n\u003cli>Identify two states with very different gun control grades (ie. an A- and an F). Go online to look up and compare both of these states' gun control laws. What are the biggest differences?\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>We encourage students to share some of their responses in the comments section at the bottom of this post.\u003c/em>\u003c/p>\n\u003c/aside>\n\u003c/div>\n\u003cp>In response to the fierce national debate on gun control reignited by last month's mass shooting in San Bernardino, President Obama on Tuesday announced a series of executive actions to tighten federal gun laws.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>He justified the move, which bypasses Congress, by emphasizing the urgency of the issue and Congress' repeated failure to act on it.\u003c/p>\n\u003cp>\"The gun lobby may be holding Congress hostage right now, but they can't hold America hostage,\" Obama said in an \u003ca href=\"https://www.washingtonpost.com/news/the-fix/wp/2016/01/05/president-obamas-amazingly-emotional-speech-on-gun-control-annotated/\" target=\"_blank\" rel=\"noopener\">emotional address\u003c/a> at the White House.\u003c/p>\n\u003cp>“This is not a plot to take away everybody's guns. You pass a background check, you purchase a firearm. The problem is, some gun sellers have been operating under a different set of rules. A violent felon can buy the exact same weapon over the internet with no background check, no questions asked.“\u003c/p>\n\u003cp>The new \u003ca href=\"https://www.whitehouse.gov/the-press-office/2016/01/04/fact-sheet-new-executive-actions-reduce-gun-violence-and-make-our\">executive actions\u003c/a> require background checks for all gun purchases, including at gun shows, stores and on the Internet. The actions also devote additional funding to increasing mental health care access, while mandating that federal mental health records be submitted to the background check system. And they call for expanded research and development of gun safety technology like fingerprint trigger locks and apps for tracking stolen guns.\u003c/p>\n\u003cp>Obama added that while Americans are not inherently more prone to violence than people in other nations, \"we are the only advanced country on earth that sees this kind of mass violence erupt with this kind of frequency ... Somehow we've become numb to it and we start thinking that this is normal. And instead of thinking about how to solve the problem, this has become one of our most polarized partisan debates.\"\u003c/p>\n\u003cp>https://youtu.be/zbAaX6CX6Ok\u003c/p>\n\u003cp>Republican presidential candidates were quick to attack the measure as blatant government overreach and abuse of executive power as well as a direct assault on Second Amendment rights.\u003c/p>\n\u003cp>\u003ca href=\"http://smartgunlaws.org/search-gun-law-by-state/\" target=\"_blank\" rel=\"noopener\">Gun control laws\u003c/a> vary dramatically by state. Aside from the relatively loose federal restrictions that apply everywhere, each state can determine much of its own gun purchasing, possession and carry rules. In states like New York and California, where these laws are relatively strict, purchasing and carrying a firearm is notably more restricted than in states with comparatively lax laws, like Alaska and New Mexico. But how those rules impact the rate of gun-related deaths in those states remains hotly contested.\u003c/p>\n\u003cp>Every year, the \u003ca href=\"http://smartgunlaws.org/search-gun-law-by-state/\" target=\"_blank\" rel=\"noopener\">Law Center to Prevent Gun Violence\u003c/a>, an advocacy group pushing for tougher gun control regulations, reviews each state's gun laws and assigns grades based on the strength of its policies to regulate the sale and use of firearms and ammunition.\u003c!--more-->\u003c/p>\n\u003cp>The Center points to a 2010 statistic showing that seven out of 10 states with the strictest regulations also the lowest gun homicide rates.\u003c/p>\n\u003cp>But gun rights advocates opposed to tighter regulations argue that this kind of comparison is misleading. A common rebuttal is that stricter regulations don't do anything to prevent criminals from getting a hold of guns - they simply prevent law abiding citizens from being able to protect themselves. Gun rights advocates also commonly point to states like Maine, which has some of the loosest regulations in the country (it received an F grade by gun control groups) but also has a relatively low gun death rate). They also argue that strict gun laws in cities like Chicago and Washington D.C. have failed to prevent high gun homicide rates.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"The gun laws in Chicago only restrict the law-abiding citizens and they've essentially made the citizens prey,\" Richard A. Pearson, executive director of the Illinois State Rifle Association told the \u003ca href=\"http://www.nytimes.com/2013/01/30/us/strict-chicago-gun-laws-cant-stem-fatal-shots.html?pagewanted=all\" target=\"_blank\" rel=\"noopener\">NY Times \u003c/a>in 2013.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c!--more-->[\u003ca href=\"https://ww2.kqed.org/lowdown/2018/02/14/gun-nation/\">SEE AN UPDATED MAP WITH 2016 DATA HERE\u003c/a>]\u003c/p>\n\u003cp>Mouseover the map below to see each state's 2014 gun-related death rate.\u003c/p>\n\u003cp>Data is based on the latest available figures from the \u003ca href=\"http://www.cdc.gov/injury/wisqars/fatal_injury_reports.html\" target=\"_blank\" rel=\"noopener\">Centers for Disease Control and Prevention's\u003c/a> analysis of 2014 death certificates. All reported gun-related deaths are counted, including homicides, accidents and suicides (the latter of which up about two-thirds of gun deaths nationwide). There were 33,599 reported gun deaths in 2014, according to CDC data. That's a rate of 10.54 per 100,000 people.\u003c/p>\n\u003cp>Gun ownership rates, measured per 100,000 population, are derived from the results of a 2013 survey published in the health journal \u003ca href=\"http://injuryprevention.bmj.com/content/early/2015/06/09/injuryprev-2015-041586.full2\" target=\"_blank\" rel=\"noopener\">Injury Prevention\u003c/a>, of 4,000 adults from 50 states.\u003c/p>\n\u003cp>Gun control rankings are based on the \u003ca href=\"http://smartgunlaws.org/scorecard/#map\" target=\"/\">Law Center to Prevent Gun Violence\u003c/a>, a group that advocates for stronger gun control laws. It assigns grades to each state based on policies like background checks, concealed carry permits, bulk firearms purchasing and gun carry restrictions in schools and other public spaces. We could not find a similar National Rifle Association scorecard, but it should be generally assumed that the NRA's marks are about the opposite of those shown here. By showing these grades, we are not agreeing nor disagreeing with them. See article and discussion questions below the map.\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cdiv>\n\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"100%\" height=\"750\" frameborder=\"0\" src=\"https://mgreen.cartodb.com/viz/2aa87e36-b4a5-11e5-96cf-0e3a376473ab/embed_map\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\n\u003c/div>\n\u003cp> \u003c/p>\n\u003cdiv>\n\u003caside class=\"alignright\">\n\u003ch3>Discussion Questions for Educators (using the map)\u003c/h3>\n\u003cul>\n\u003cli>Which states have the highest and lowest gun death rates?\u003c/li>\n\u003cli>What are possible factors that might contribute to these high and low rates?\u003c/li>\n\u003cli>The national gun death rate average is 10.54. Find three states that fall above and below this average.\u003c/li>\n\u003cli>Are there states that fall below the average national gun death rate (10.54) but also receive a low gun control grade (below C)? What might account for that?\u003c/li>\n\u003cli>What's the gun death rate and number of total gun deaths in your state? Is that higher or lower than you expected? How does it compare to rates in neighboring states?\u003c/li>\n\u003cli>Identify two states with very different gun control grades (ie. an A- and an F). Go online to look up and compare both of these states' gun control laws. What are the biggest differences?\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>We encourage students to share some of their responses in the comments section at the bottom of this post.\u003c/em>\u003c/p>\n\u003c/aside>\n\u003c/div>\n\u003cp>In response to the fierce national debate on gun control reignited by last month's mass shooting in San Bernardino, President Obama on Tuesday announced a series of executive actions to tighten federal gun laws.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>He justified the move, which bypasses Congress, by emphasizing the urgency of the issue and Congress' repeated failure to act on it.\u003c/p>\n\u003cp>\"The gun lobby may be holding Congress hostage right now, but they can't hold America hostage,\" Obama said in an \u003ca href=\"https://www.washingtonpost.com/news/the-fix/wp/2016/01/05/president-obamas-amazingly-emotional-speech-on-gun-control-annotated/\" target=\"_blank\" rel=\"noopener\">emotional address\u003c/a> at the White House.\u003c/p>\n\u003cp>“This is not a plot to take away everybody's guns. You pass a background check, you purchase a firearm. The problem is, some gun sellers have been operating under a different set of rules. A violent felon can buy the exact same weapon over the internet with no background check, no questions asked.“\u003c/p>\n\u003cp>The new \u003ca href=\"https://www.whitehouse.gov/the-press-office/2016/01/04/fact-sheet-new-executive-actions-reduce-gun-violence-and-make-our\">executive actions\u003c/a> require background checks for all gun purchases, including at gun shows, stores and on the Internet. The actions also devote additional funding to increasing mental health care access, while mandating that federal mental health records be submitted to the background check system. And they call for expanded research and development of gun safety technology like fingerprint trigger locks and apps for tracking stolen guns.\u003c/p>\n\u003cp>Obama added that while Americans are not inherently more prone to violence than people in other nations, \"we are the only advanced country on earth that sees this kind of mass violence erupt with this kind of frequency ... Somehow we've become numb to it and we start thinking that this is normal. And instead of thinking about how to solve the problem, this has become one of our most polarized partisan debates.\"\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/zbAaX6CX6Ok'\n title='//www.youtube.com/embed/zbAaX6CX6Ok'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Republican presidential candidates were quick to attack the measure as blatant government overreach and abuse of executive power as well as a direct assault on Second Amendment rights.\u003c/p>\n\u003cp>\u003ca href=\"http://smartgunlaws.org/search-gun-law-by-state/\" target=\"_blank\" rel=\"noopener\">Gun control laws\u003c/a> vary dramatically by state. Aside from the relatively loose federal restrictions that apply everywhere, each state can determine much of its own gun purchasing, possession and carry rules. In states like New York and California, where these laws are relatively strict, purchasing and carrying a firearm is notably more restricted than in states with comparatively lax laws, like Alaska and New Mexico. But how those rules impact the rate of gun-related deaths in those states remains hotly contested.\u003c/p>\n\u003cp>Every year, the \u003ca href=\"http://smartgunlaws.org/search-gun-law-by-state/\" target=\"_blank\" rel=\"noopener\">Law Center to Prevent Gun Violence\u003c/a>, an advocacy group pushing for tougher gun control regulations, reviews each state's gun laws and assigns grades based on the strength of its policies to regulate the sale and use of firearms and ammunition.\u003c!--more-->\u003c/p>\n\u003cp>The Center points to a 2010 statistic showing that seven out of 10 states with the strictest regulations also the lowest gun homicide rates.\u003c/p>\n\u003cp>But gun rights advocates opposed to tighter regulations argue that this kind of comparison is misleading. A common rebuttal is that stricter regulations don't do anything to prevent criminals from getting a hold of guns - they simply prevent law abiding citizens from being able to protect themselves. Gun rights advocates also commonly point to states like Maine, which has some of the loosest regulations in the country (it received an F grade by gun control groups) but also has a relatively low gun death rate). They also argue that strict gun laws in cities like Chicago and Washington D.C. have failed to prevent high gun homicide rates.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"The gun laws in Chicago only restrict the law-abiding citizens and they've essentially made the citizens prey,\" Richard A. Pearson, executive director of the Illinois State Rifle Association told the \u003ca href=\"http://www.nytimes.com/2013/01/30/us/strict-chicago-gun-laws-cant-stem-fatal-shots.html?pagewanted=all\" target=\"_blank\" rel=\"noopener\">NY Times \u003c/a>in 2013.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>[media-credit name=\"Smithsonian\" align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-77840\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/make-it-Rain.png\" alt=\"Good Thinking! - Make it Rain!\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/make-it-Rain.png 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/make-it-Rain-400x225.png 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]From the secrets of slime to to an exploration of rain, use these resources from PBS to engage your students in the great outdoors while learning. \u003cstrong>Sign up for a free\u003c/strong>\u003cstrong> \u003c/strong>\u003ca href=\"http://ca.pbslearningmedia.org/\">\u003cstrong>PBS LearningMedia account\u003c/strong>\u003c/a>\u003cstrong> \u003c/strong>\u003cstrong>to access thousands more educational resources from PBS and partners. Build interactive lessons and quizzeswith PBS tools to create media rich teaching and learning opportunities in your classroom.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/d890e2f9-d018-47c7-ba87-60a86c3d71a8/banana-slugs-secret-of-the-slime/\">Secret of the Slime \u003c/a>| Video | Grades 6-12\u003c/strong>\u003cbr>\nBeneath the towering redwoods lives one of the most peculiar creatures in California: the banana slug. They’re coated with a liquid crystal ooze that solves many problems slugs face in the forest–and maybe some of our own.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/ca4fd3b2-5942-42df-a38d-f0283939bdfa/a-nature-hike-daniel-tigers-neighborhood/\">A Nature Hike \u003c/a>| Video | Grades PreK-K\u003c/strong>\u003cbr>\nCome on a nature hike with Evie as she explores the woods in her real neighborhood. Carefully Evie and her nature guide explore off trail, looking at plants using a magnifying glass and searching for creatures in a nearby creek.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/collection/endangered-species/?topic_id=2318\">Earth’s \u003c/a>\u003ca href=\"http://www.pbslearningmedia.org/collection/endangered-species/?topic_id=2318\">Endangered \u003c/a>\u003ca href=\"http://www.ca.pbslearningmedia.org/collection/endangered-species/?topic_id=2318\">Species \u003c/a>| Images | Grades K-8, 13+\u003c/strong>\u003cbr>\nThis collection, featuring photographs of endangered species, may be used to support curriculum on endangered and at risk animals within the context of interdependent relationships and ecosystems for grades K – 8. The photos are of a variety of animal species that are considered endangered or at risk according to the conservation status of species classified by the World Wildlife Fund and the IUCN Red List.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/collection/plumlanding/?topic_id=1395\">Plum Landing Collection \u003c/a>| Videos | Grades 1-4\u003c/strong>\u003cbr>\nThis environmental education project from WGBH invites elementary students to virtually visit ecosystems around the world and then to head outdoors to explore their own ecosystems. The resources—aligned with the Next Generation Science Standards—immerse students in content topics and science process skills.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/nat15.sci.lisci.anihome/habitat-animal-homes/\">Habitat: Animal Homes \u003c/a>| Video and Teaching Tips | Grades 3-5\u003c/strong>\u003cbr>\nLearn about how animals utilize what’s in their habitat to build their homes—and how they construct their shelters to stay alive in this video from \u003cem>NATURE: Animal Homes\u003c/em>. Using video, text-dependent questions and teaching tips, students gain a deeper understanding about animal habitats around the world.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/00fe96db-fd5e-4a64-bb83-c1eb8ebed1f4/00fe96db-fd5e-4a64-bb83-c1eb8ebed1f4/\">Scientist Profile: Wildlife Biologist \u003c/a>| Video | Grades 4-6\u003c/strong>\u003cbr>\nWildlife biologist John Beckmann joins biologist and dog handler Aimee Hurt as she combines her talents to train her dog Wicket to find black bear, grizzly bear, wolf, and mountain lion scat (i.e., poop) in the area surrounding Yellowstone Park. This research helps scientists analyze if carnivores are living in the area. John says carnivores are like an umbrella. “If we protect them, we protect all the animals in the ecosystem.”\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/2ef827a1-c83b-4f47-87e2-d9acb4fa3eeb/bee-detective-discover-the-culprit-behind-declining-bee-populations-lesson-plan/\">Bee \u003c/a>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/2ef827a1-c83b-4f47-87e2-d9acb4fa3eeb/bee-detective-discover-the-culprit-behind-declining-bee-populations-lesson-plan/\">Detective \u003c/a>| Video | Grades 6-8, 13+\u003c/strong>\u003cbr>\nStudents learn about the features of a honeybee colony and the potential causes of colony collapse disorder (CCD). Students explore and “report” back to the queen bee (teacher) with possible causes of CCD.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/gorongosa-clip-06/biodiversity-gorongosa-park-rebirth-of-paradise/\">Biodiversity \u003c/a>| Video | Grades 6-12\u003c/strong>\u003cbr>\nLearn about biodiversity in this clip from \u003cem>Gorongosa Park: Rebirth of Paradise\u003c/em>. Gorongosa’s is attracting scientists from around the world to understand what happens to an ecosystem when it loses most of its big grazers. Harvard insect expert, Piotr Naskrecki is looking to the micro scale for answers. While sweeping the grasses with his net he discovers a surprising hero that kept Gorongosa alive after the war. Bob learns for Gorongosa to heal it needs all the players, big and small.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/96667457-64d7-4df6-8ed2-897ef9e1cab3/a-vanishing-island-global-oneness-project/\">A \u003c/a>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/96667457-64d7-4df6-8ed2-897ef9e1cab3/a-vanishing-island-global-oneness-project/\">Vanishing Island \u003c/a>| Lesson | Grades 9-12\u003c/strong>\u003cbr>\nIn this lesson, students discuss the effects of hurricanes and the advantages and disadvantages for living near the coast. Students will participate in classroom discussions and explore the themes of cultural displacement and the effects of environmental change. Reflective writing prompts are also included for students to demonstrate their understanding of the story.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/ssecgoodthinking6/good-thinking-_-make-it-rain/\">Make \u003c/a>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/ssecgoodthinking6/good-thinking-_-make-it-rain/\">it Rain\u003c/a>\u003ca href=\"http://www.pbslearningmedia.org/resource/ssecgoodthinking6/good-thinking-_-make-it-rain/\">! \u003c/a>| Video | Grades 13+\u003c/strong>\u003cbr>\n\u003cem>Make it Rain!\u003c/em> explores student misconceptions about phase changes, weather, and the water cycle, and reveals some of the pitfalls of common representations.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>[media-credit name=\"Smithsonian\" align=\"alignnone\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-77840\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/make-it-Rain.png\" alt=\"Good Thinking! - Make it Rain!\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/make-it-Rain.png 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/make-it-Rain-400x225.png 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]From the secrets of slime to to an exploration of rain, use these resources from PBS to engage your students in the great outdoors while learning. \u003cstrong>Sign up for a free\u003c/strong>\u003cstrong> \u003c/strong>\u003ca href=\"http://ca.pbslearningmedia.org/\">\u003cstrong>PBS LearningMedia account\u003c/strong>\u003c/a>\u003cstrong> \u003c/strong>\u003cstrong>to access thousands more educational resources from PBS and partners. Build interactive lessons and quizzeswith PBS tools to create media rich teaching and learning opportunities in your classroom.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/d890e2f9-d018-47c7-ba87-60a86c3d71a8/banana-slugs-secret-of-the-slime/\">Secret of the Slime \u003c/a>| Video | Grades 6-12\u003c/strong>\u003cbr>\nBeneath the towering redwoods lives one of the most peculiar creatures in California: the banana slug. They’re coated with a liquid crystal ooze that solves many problems slugs face in the forest–and maybe some of our own.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/ca4fd3b2-5942-42df-a38d-f0283939bdfa/a-nature-hike-daniel-tigers-neighborhood/\">A Nature Hike \u003c/a>| Video | Grades PreK-K\u003c/strong>\u003cbr>\nCome on a nature hike with Evie as she explores the woods in her real neighborhood. Carefully Evie and her nature guide explore off trail, looking at plants using a magnifying glass and searching for creatures in a nearby creek.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/collection/endangered-species/?topic_id=2318\">Earth’s \u003c/a>\u003ca href=\"http://www.pbslearningmedia.org/collection/endangered-species/?topic_id=2318\">Endangered \u003c/a>\u003ca href=\"http://www.ca.pbslearningmedia.org/collection/endangered-species/?topic_id=2318\">Species \u003c/a>| Images | Grades K-8, 13+\u003c/strong>\u003cbr>\nThis collection, featuring photographs of endangered species, may be used to support curriculum on endangered and at risk animals within the context of interdependent relationships and ecosystems for grades K – 8. The photos are of a variety of animal species that are considered endangered or at risk according to the conservation status of species classified by the World Wildlife Fund and the IUCN Red List.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/collection/plumlanding/?topic_id=1395\">Plum Landing Collection \u003c/a>| Videos | Grades 1-4\u003c/strong>\u003cbr>\nThis environmental education project from WGBH invites elementary students to virtually visit ecosystems around the world and then to head outdoors to explore their own ecosystems. The resources—aligned with the Next Generation Science Standards—immerse students in content topics and science process skills.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/nat15.sci.lisci.anihome/habitat-animal-homes/\">Habitat: Animal Homes \u003c/a>| Video and Teaching Tips | Grades 3-5\u003c/strong>\u003cbr>\nLearn about how animals utilize what’s in their habitat to build their homes—and how they construct their shelters to stay alive in this video from \u003cem>NATURE: Animal Homes\u003c/em>. Using video, text-dependent questions and teaching tips, students gain a deeper understanding about animal habitats around the world.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/00fe96db-fd5e-4a64-bb83-c1eb8ebed1f4/00fe96db-fd5e-4a64-bb83-c1eb8ebed1f4/\">Scientist Profile: Wildlife Biologist \u003c/a>| Video | Grades 4-6\u003c/strong>\u003cbr>\nWildlife biologist John Beckmann joins biologist and dog handler Aimee Hurt as she combines her talents to train her dog Wicket to find black bear, grizzly bear, wolf, and mountain lion scat (i.e., poop) in the area surrounding Yellowstone Park. This research helps scientists analyze if carnivores are living in the area. John says carnivores are like an umbrella. “If we protect them, we protect all the animals in the ecosystem.”\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/2ef827a1-c83b-4f47-87e2-d9acb4fa3eeb/bee-detective-discover-the-culprit-behind-declining-bee-populations-lesson-plan/\">Bee \u003c/a>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/2ef827a1-c83b-4f47-87e2-d9acb4fa3eeb/bee-detective-discover-the-culprit-behind-declining-bee-populations-lesson-plan/\">Detective \u003c/a>| Video | Grades 6-8, 13+\u003c/strong>\u003cbr>\nStudents learn about the features of a honeybee colony and the potential causes of colony collapse disorder (CCD). Students explore and “report” back to the queen bee (teacher) with possible causes of CCD.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/gorongosa-clip-06/biodiversity-gorongosa-park-rebirth-of-paradise/\">Biodiversity \u003c/a>| Video | Grades 6-12\u003c/strong>\u003cbr>\nLearn about biodiversity in this clip from \u003cem>Gorongosa Park: Rebirth of Paradise\u003c/em>. Gorongosa’s is attracting scientists from around the world to understand what happens to an ecosystem when it loses most of its big grazers. Harvard insect expert, Piotr Naskrecki is looking to the micro scale for answers. While sweeping the grasses with his net he discovers a surprising hero that kept Gorongosa alive after the war. Bob learns for Gorongosa to heal it needs all the players, big and small.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/96667457-64d7-4df6-8ed2-897ef9e1cab3/a-vanishing-island-global-oneness-project/\">A \u003c/a>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/96667457-64d7-4df6-8ed2-897ef9e1cab3/a-vanishing-island-global-oneness-project/\">Vanishing Island \u003c/a>| Lesson | Grades 9-12\u003c/strong>\u003cbr>\nIn this lesson, students discuss the effects of hurricanes and the advantages and disadvantages for living near the coast. Students will participate in classroom discussions and explore the themes of cultural displacement and the effects of environmental change. Reflective writing prompts are also included for students to demonstrate their understanding of the story.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.pbslearningmedia.org/resource/ssecgoodthinking6/good-thinking-_-make-it-rain/\">Make \u003c/a>\u003ca href=\"http://www.ca.pbslearningmedia.org/resource/ssecgoodthinking6/good-thinking-_-make-it-rain/\">it Rain\u003c/a>\u003ca href=\"http://www.pbslearningmedia.org/resource/ssecgoodthinking6/good-thinking-_-make-it-rain/\">! \u003c/a>| Video | Grades 13+\u003c/strong>\u003cbr>\n\u003cem>Make it Rain!\u003c/em> explores student misconceptions about phase changes, weather, and the water cycle, and reveals some of the pitfalls of common representations.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>From $1 microscopes to shape-shifting robots, we covered some pretty awesome engineering stories in 2015. Here's a look back at them.\u003c/p>\n\u003cp>\u003cstrong>Engineering Is Bringing Fish Up from the Deep\u003c/strong>\u003cbr>\nWe began the year diving deep into the ocean and showing how scientists at the California Academy of Sciences engineered a device that safely brings fish up from the twilight zone, a region of the ocean so deep that light barely reaches it. Fish living at these depths are accustomed to life at a higher pressure, and because many fish have a gas-filled organ called a swim bladder, they are super sensitive to fast changes in pressure. If scientists want to bring the fish up to study them at sea level, their swim bladders can expand and crush other vital organs-- killing the fish. So scientists at the California Academy of Sciences engineered a portable device that maintains high ocean pressures, so they can collect the fish and bring them safely to the surface.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=c-QRgVgCpCg&w=640&h=360]\u003c/p>\n\u003cp>For an even deeper learning experience, check out our \u003ca href=\"http://ww2.kqed.org/quest/collections/engineering-is-bringing-fish-up/\" target=\"_blank\">collection\u003c/a> of associated resources about this project, including \u003ca href=\"http://ww2.kqed.org/quest/2015/03/12/science-spotlight-fish-swim-bladders-and-boyles-law/\" target=\"_blank\">science\u003c/a> and \u003ca href=\"http://ww2.kqed.org/quest/2015/03/19/career-spotlight-biologist/\" target=\"_blank\">career\u003c/a> spotlight videos, \u003ca href=\"http://ww2.kqed.org/quest/2015/04/02/air-pressure-activity-its-in-the-bag/\" target=\"_blank\">a hands-on activity\u003c/a>, a \u003ca href=\"http://ww2.kqed.org/education/2015/03/31/to-what-extent-should-organisms-be-collected-from-the-wild/\" target=\"_blank\">Do Now\u003c/a> activity and an \u003ca href=\"http://decompression.woop.ie/\" target=\"_blank\">e-book\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Engineering Is Diagnosing Diseases with Origami Microscopes\u003c/strong>\u003cbr>\nNext, we got an up-close look at how Manu Prakash, a bioengineer at Stanford University created the Foldscope, a $1 paper microscope. This nifty invention could one day help diagnose diseases in remote or resource-poor areas throughout the world. In fact, these microscopes are currently in validation studies and clinical trials to be used as diagnostic tools for malaria, African sleeping sickness and schistosomiasis. In addition to diagnosing diseases, he hopes these microscopes will be used by students, teachers and life-long learners to explore their own world. Through the Ten Thousand Microscope Project, Prakash has shipped approximately 50,000 Foldscopes to students and lifelong learners in more than 130 countries who submitted ideas for experiments or questions that they would like to answer using the Foldscopes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=k56MVoz9QIc&w=640&h=360]\u003c/p>\n\u003cp>To get a closer look at this project, check out our \u003ca href=\"http://ww2.kqed.org/quest/collections/engineering-is-diagnosing-diseases/\" target=\"_blank\">collection\u003c/a> of associated resources including a \u003ca href=\"http://ww2.kqed.org/quest/2015/05/07/science-spotlight-bending-light-with-a-new-kind-of-microscope/\" target=\"_blank\">science\u003c/a> and \u003ca href=\"http://ww2.kqed.org/quest/2015/05/14/career-spotlight-developmental-and-stem-cell-biology-graduate-student/\" target=\"_blank\">career\u003c/a> spotlight video, a \u003ca href=\"http://ww2.kqed.org/education/2015/05/26/what-would-you-explore-with-a-foldscope/\" target=\"_blank\">Do Now\u003c/a> activity and an \u003ca href=\"http://foldscope.woop.ie/\" target=\"_blank\">e-book\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Engineering Is Cleaning Poop from Drinking Water\u003c/strong>\u003cbr>\nIn this story, we focused on Dhaka, Bangladesh, the tenth largest city in the world, where travel by boat and Rickshaw is a common way to get around town. While the waterways are an inviting lure to this populated city, water is also the source of many diseases, particularly in Dhaka’s crowded slums. Here, sewage can seep into low-pressure, old, leaky pipes that transport the town’s drinking water, exposing residents to harmful bacteria and viruses. But, researchers at Stanford University have engineered a cheap device that can clean drinking water where it is collected, at communal hand-pumps.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=Inc-I8CWT94&w=640&h=360]\u003c/p>\n\u003cp>For more resources about this project, check out our \u003ca href=\"http://ww2.kqed.org/quest/collections/engineering-is-cleaning-water/\" target=\"_blank\">collection\u003c/a>, which includes a \u003ca href=\"http://ww2.kqed.org/quest/2015/08/06/science-spotlight-the-good-the-bad-and-the-ugly-of-poop/\" target=\"_blank\">science\u003c/a> and \u003ca href=\"http://ww2.kqed.org/quest/2015/08/31/career-spotlight-environmental-health-engineer/\" target=\"_blank\">career\u003c/a> spotlight video and an \u003ca href=\"http://water.woop.ie/\" target=\"_blank\">e-book\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Engineering Is Exploring Space with Shape-Shifting Robots\u003c/strong>\u003cbr>\nA fan favorite of 2015, this engineering story is out of this world, (or, it might be one day). Researchers at NASA Ames Research Center in Mountain View, CA have teamed up with researchers at University of California, Berkeley to design and engineer what might be the next generation of space-exploring robots. These robots are wildly different than traditional rovers, which are super expensive, really heavy and hard to land. The new robots are based on a type of structure known as a “tensegrity” structure.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=YtHrcmZoXsc&w=640&h=360]\u003c/p>\n\u003cp>For more resources about this project, check out our \u003ca href=\"http://ww2.kqed.org/quest/collections/engineering-is-exploring-space-with-shape-shifting-robots/\" target=\"_blank\">collection\u003c/a>, which includes a \u003ca href=\"http://ww2.kqed.org/quest/2015/10/19/science-spotlight-how-to-build-a-model-of-a-future-space-exploring-robot/\" target=\"_blank\">science\u003c/a> and \u003ca href=\"http://ww2.kqed.org/quest/2015/09/28/career-spotlight-robotics-engineer/\" target=\"_blank\">career\u003c/a> spotlight video, \u003ca href=\"http://ww2.kqed.org/quest/2015/10/08/outside-the-box-robotics-activities/\" target=\"_blank\">classroom activities\u003c/a> and an \u003ca href=\"http://space.woop.ie/index.html\" target=\"_blank\">e-book\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Engineering Is 3-D Mapping Your World with a Backpack\u003c/strong>\u003cbr>\nFor this story, we got the inside scoop about a 3-D mapping backpack from Avideh Zakhor, a UC Berkeley professor of electrical engineering, who created the device. This technology, which can map the interior of buildings, has a lot of potential applications including aiding with search and rescue, commercial real estate, building construction and energy audits. Some companies are even putting consumer grade versions of this technology in smartphones, so users can create their own 3-D maps of interior buildings.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=rvxmFaIN0Ug&w=640&h=360]\u003c/p>\n\u003cp>Check out our \u003ca href=\"http://ww2.kqed.org/quest/collections/engineering-is-3-d-mapping/\" target=\"_blank\">collection\u003c/a> of resources for this engineering story, which includes \u003ca href=\"http://ww2.kqed.org/quest/2015/11/16/how-your-smartphone-knows-where-you-are/\" target=\"_blank\">science\u003c/a> and \u003ca href=\"http://ww2.kqed.org/quest/2015/11/23/career-spotlight-spatial-interaction-engineer/\" target=\"_blank\">career\u003c/a> spotlight videos and \u003ca href=\"http://ww2.kqed.org/quest/2015/11/09/going-3-d-in-the-classroom/\" target=\"_blank\">classroom\u003c/a> activities.\u003c/p>\n\u003cp>\u003cstrong>Engineering Is Converting Buses into Mobile Showers\u003c/strong>\u003cbr>\nOur last engineering story for 2015 took us through the streets of San Francisco where we discovered how Lava Mae, a non-profit organization recycles retired public transportation buses and converts them into mobile showers for San Francisco's homeless population. Check out how these shower buses work, and the thoughtful design that went into them.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=36yBA1uOnRE&w=640&h=360]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>More resources about this project coming soon.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>From $1 microscopes to shape-shifting robots, we covered some pretty awesome engineering stories in 2015. Here's a look back at them.\u003c/p>\n\u003cp>\u003cstrong>Engineering Is Bringing Fish Up from the Deep\u003c/strong>\u003cbr>\nWe began the year diving deep into the ocean and showing how scientists at the California Academy of Sciences engineered a device that safely brings fish up from the twilight zone, a region of the ocean so deep that light barely reaches it. Fish living at these depths are accustomed to life at a higher pressure, and because many fish have a gas-filled organ called a swim bladder, they are super sensitive to fast changes in pressure. If scientists want to bring the fish up to study them at sea level, their swim bladders can expand and crush other vital organs-- killing the fish. So scientists at the California Academy of Sciences engineered a portable device that maintains high ocean pressures, so they can collect the fish and bring them safely to the surface.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/c-QRgVgCpCg'\n title='//www.youtube.com/embed/c-QRgVgCpCg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>For an even deeper learning experience, check out our \u003ca href=\"http://ww2.kqed.org/quest/collections/engineering-is-bringing-fish-up/\" target=\"_blank\">collection\u003c/a> of associated resources about this project, including \u003ca href=\"http://ww2.kqed.org/quest/2015/03/12/science-spotlight-fish-swim-bladders-and-boyles-law/\" target=\"_blank\">science\u003c/a> and \u003ca href=\"http://ww2.kqed.org/quest/2015/03/19/career-spotlight-biologist/\" target=\"_blank\">career\u003c/a> spotlight videos, \u003ca href=\"http://ww2.kqed.org/quest/2015/04/02/air-pressure-activity-its-in-the-bag/\" target=\"_blank\">a hands-on activity\u003c/a>, a \u003ca href=\"http://ww2.kqed.org/education/2015/03/31/to-what-extent-should-organisms-be-collected-from-the-wild/\" target=\"_blank\">Do Now\u003c/a> activity and an \u003ca href=\"http://decompression.woop.ie/\" target=\"_blank\">e-book\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Engineering Is Diagnosing Diseases with Origami Microscopes\u003c/strong>\u003cbr>\nNext, we got an up-close look at how Manu Prakash, a bioengineer at Stanford University created the Foldscope, a $1 paper microscope. This nifty invention could one day help diagnose diseases in remote or resource-poor areas throughout the world. In fact, these microscopes are currently in validation studies and clinical trials to be used as diagnostic tools for malaria, African sleeping sickness and schistosomiasis. In addition to diagnosing diseases, he hopes these microscopes will be used by students, teachers and life-long learners to explore their own world. Through the Ten Thousand Microscope Project, Prakash has shipped approximately 50,000 Foldscopes to students and lifelong learners in more than 130 countries who submitted ideas for experiments or questions that they would like to answer using the Foldscopes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/k56MVoz9QIc'\n title='//www.youtube.com/embed/k56MVoz9QIc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>To get a closer look at this project, check out our \u003ca href=\"http://ww2.kqed.org/quest/collections/engineering-is-diagnosing-diseases/\" target=\"_blank\">collection\u003c/a> of associated resources including a \u003ca href=\"http://ww2.kqed.org/quest/2015/05/07/science-spotlight-bending-light-with-a-new-kind-of-microscope/\" target=\"_blank\">science\u003c/a> and \u003ca href=\"http://ww2.kqed.org/quest/2015/05/14/career-spotlight-developmental-and-stem-cell-biology-graduate-student/\" target=\"_blank\">career\u003c/a> spotlight video, a \u003ca href=\"http://ww2.kqed.org/education/2015/05/26/what-would-you-explore-with-a-foldscope/\" target=\"_blank\">Do Now\u003c/a> activity and an \u003ca href=\"http://foldscope.woop.ie/\" target=\"_blank\">e-book\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Engineering Is Cleaning Poop from Drinking Water\u003c/strong>\u003cbr>\nIn this story, we focused on Dhaka, Bangladesh, the tenth largest city in the world, where travel by boat and Rickshaw is a common way to get around town. While the waterways are an inviting lure to this populated city, water is also the source of many diseases, particularly in Dhaka’s crowded slums. Here, sewage can seep into low-pressure, old, leaky pipes that transport the town’s drinking water, exposing residents to harmful bacteria and viruses. But, researchers at Stanford University have engineered a cheap device that can clean drinking water where it is collected, at communal hand-pumps.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Inc-I8CWT94'\n title='//www.youtube.com/embed/Inc-I8CWT94'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>For more resources about this project, check out our \u003ca href=\"http://ww2.kqed.org/quest/collections/engineering-is-cleaning-water/\" target=\"_blank\">collection\u003c/a>, which includes a \u003ca href=\"http://ww2.kqed.org/quest/2015/08/06/science-spotlight-the-good-the-bad-and-the-ugly-of-poop/\" target=\"_blank\">science\u003c/a> and \u003ca href=\"http://ww2.kqed.org/quest/2015/08/31/career-spotlight-environmental-health-engineer/\" target=\"_blank\">career\u003c/a> spotlight video and an \u003ca href=\"http://water.woop.ie/\" target=\"_blank\">e-book\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Engineering Is Exploring Space with Shape-Shifting Robots\u003c/strong>\u003cbr>\nA fan favorite of 2015, this engineering story is out of this world, (or, it might be one day). Researchers at NASA Ames Research Center in Mountain View, CA have teamed up with researchers at University of California, Berkeley to design and engineer what might be the next generation of space-exploring robots. These robots are wildly different than traditional rovers, which are super expensive, really heavy and hard to land. The new robots are based on a type of structure known as a “tensegrity” structure.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/YtHrcmZoXsc'\n title='//www.youtube.com/embed/YtHrcmZoXsc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>For more resources about this project, check out our \u003ca href=\"http://ww2.kqed.org/quest/collections/engineering-is-exploring-space-with-shape-shifting-robots/\" target=\"_blank\">collection\u003c/a>, which includes a \u003ca href=\"http://ww2.kqed.org/quest/2015/10/19/science-spotlight-how-to-build-a-model-of-a-future-space-exploring-robot/\" target=\"_blank\">science\u003c/a> and \u003ca href=\"http://ww2.kqed.org/quest/2015/09/28/career-spotlight-robotics-engineer/\" target=\"_blank\">career\u003c/a> spotlight video, \u003ca href=\"http://ww2.kqed.org/quest/2015/10/08/outside-the-box-robotics-activities/\" target=\"_blank\">classroom activities\u003c/a> and an \u003ca href=\"http://space.woop.ie/index.html\" target=\"_blank\">e-book\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Engineering Is 3-D Mapping Your World with a Backpack\u003c/strong>\u003cbr>\nFor this story, we got the inside scoop about a 3-D mapping backpack from Avideh Zakhor, a UC Berkeley professor of electrical engineering, who created the device. This technology, which can map the interior of buildings, has a lot of potential applications including aiding with search and rescue, commercial real estate, building construction and energy audits. Some companies are even putting consumer grade versions of this technology in smartphones, so users can create their own 3-D maps of interior buildings.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/rvxmFaIN0Ug'\n title='//www.youtube.com/embed/rvxmFaIN0Ug'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Check out our \u003ca href=\"http://ww2.kqed.org/quest/collections/engineering-is-3-d-mapping/\" target=\"_blank\">collection\u003c/a> of resources for this engineering story, which includes \u003ca href=\"http://ww2.kqed.org/quest/2015/11/16/how-your-smartphone-knows-where-you-are/\" target=\"_blank\">science\u003c/a> and \u003ca href=\"http://ww2.kqed.org/quest/2015/11/23/career-spotlight-spatial-interaction-engineer/\" target=\"_blank\">career\u003c/a> spotlight videos and \u003ca href=\"http://ww2.kqed.org/quest/2015/11/09/going-3-d-in-the-classroom/\" target=\"_blank\">classroom\u003c/a> activities.\u003c/p>\n\u003cp>\u003cstrong>Engineering Is Converting Buses into Mobile Showers\u003c/strong>\u003cbr>\nOur last engineering story for 2015 took us through the streets of San Francisco where we discovered how Lava Mae, a non-profit organization recycles retired public transportation buses and converts them into mobile showers for San Francisco's homeless population. Check out how these shower buses work, and the thoughtful design that went into them.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/36yBA1uOnRE'\n title='//www.youtube.com/embed/36yBA1uOnRE'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>More resources about this project coming soon.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
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