QUEST is a project of KQED Science and KQED Education. KQED’s team of science educators and producers bring you engaging, relevant science and engineering resources for educators, students and lifelong learners.
While we are no longer producing QUEST, you can find more science coverage at kqed.org/science.
Go Big Green: Stanford Lightens Its Carbon Load
Engineering for Good
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How Do Fireworks Work?
Spend Your Summer as a Bay Area Citizen Scientist
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Science Teachers: Apply to Pilot KQED's New Engineering Curriculum
Educator Guide: Exploring Earthquakes
Exploring Earthquakes
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"title": "Go Big Green: Stanford Lightens Its Carbon Load",
"headTitle": "Go Big Green: Stanford Lightens Its Carbon Load | KQED",
"content": "\u003cp>\u003cspan class=\"left\">\u003ca href=\"http://www.kqed.org/quest\">\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2010/08/GreenU_Stanford_-044b.jpg\" alt=\"\">\u003c/a>\u003cem>A view of Stanford’s campus, taken from Hoover Tower. Photo by Sheraz Sadiq\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cem>Originally reported for \u003ca href=\"http://www.kqed.org/news/\">KQEDnews.org\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>In 1888, when famed landscape architect Frederick Law Olmsted drafted his master plan for \u003ca href=\"http://www.stanford.edu/\">Stanford University \u003c/a>in Palo Alto, he drew the academic buildings along an east-west axis to efficiently make use of heat and light from the sun.\u003c/p>\n\u003cp>Now, more than 100 years later, a new generation of eco-centric builders and designers are embarking on a $250 million project to raise, retrofit and re-power buildings across the 8,000-acre campus, in the hopes of slashing Stanford’s greenhouse gas emissions to 20 percent below 1990 levels in just 10 years.\u003c/p>\n\u003cp>The plan tackles energy demand in existing and new buildings, while also laying the groundwork for a new energy supply loop that powers, heats and cools the 125 biggest buildings on the main campus. \u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s one of the most far-reaching efforts in the nation for a major research university to make a total transformation of a complete campus energy system”, said Joe Stagner, a civil engineer who directs Stanford’s Department of Sustainability and Energy Management.\u003c/p>\n\u003cp>Despite the steep price tag, the university estimates that by going greener it will save be saving lots of green – $639 million by 2050 through lower utility bills and operating costs.\u003c/p>\n\u003cp>Under the plan, which received preliminary approval by the Stanford Board of Trustees last fall, the energy savings are expected to build up with time. By 2050, the campus is projected to emit only 50 percent of the greenhouse gases it emitted in 1990.\u003c/p>\n\u003cp>“And that’s a minimum, it doesn’t mean that we’re going to stop at 50 percent”, said Fahmida Ahmed, manager of \u003ca href=\"http://sustainable.stanford.edu/index.php\">sustainability programs\u003c/a> at Stanford. She and Stagner wrote the new \u003ca href=\"http://sustainablestanford.stanford.edu/sites/sem.stanford.edu/files/documents/StanfordEnergyandClimatePlan_11-10.pdf\">energy and climate plan\u003c/a> that serves as the university’s sustainability roadmap and presented it to the Trustees in October 2009.\u003c/p>\n\u003cp>Although Stanford has pursued recycling, composting and energy efficiency since the 1980s, until just a few years ago, it lacked a single, cohesive campaign to shrink the university’s carbon footprint – a task made more urgent by Stanford’s steady growth spurts. By 2025, two million square feet of new academic buildings and housing are expected to be built for 2,400 additional faculty, staff and students.\u003c/p>\n\u003cp>“The whole idea to attack greenhouse gases gained momentum in 2006 and 2007,” said Stagner. “University stakeholders, including faculty from the Woods Institute to members of Students for a Sustainable Stanford and faculty and even some alumni, all of them let the university’s leadership know that they wanted Stanford to be more sustainable”, he added.\u003c/p>\n\u003cp>On average, the campus generates 262,000 metric tons – nearly 580 million pounds – of carbon dioxide and other greenhouse gases each year through direct sources such as generating electricity each day at an aging campus power plant, and indirect sources such as airline trips and commuting miles driven by faculty and staff. If no new initiatives are undertaken, pursuing instead a “business-as-usual” level of energy consumption and energy generation, Stanford is expected to produce 325,000 metric tons of greenhouse gases by 2020 and nearly 400,000 metric tons by 2050.\u003c/p>\n\u003cp>Stagner and his team realized early on that energy conservation improvements alone could not achieve substantial greenhouse gas reductions for a campus growing at such a fast clip.\u003c/p>\n\u003cp>“We had to come up with a comprehensive energy model that includes energy demand on one side and energy supply on the other side to inform how to best prioritize our work, to see what had the best return, environmentally, and the best bang for our buck”, said Stagner.\u003c/p>\n\u003cp>The biggest environmental gains, his team discovered, would come from overhauling the campus’ natural gas-fired power plant which has operated for more than 20 years and accounts for nearly 90 percent of the campus’ greenhouse gas emissions.\u003c/p>\n\u003cp>Since Stanford is situated in a Mediterranean climate, many of its buildings need simultaneous cooling and heating. Currently, the cooling system pipes chilled water into buildings to cool them and also remove excess heat that builds up inside them. As the water extracts the unwanted heat from buildings, it warms and is piped back to the central energy facility where massive cooling towers exhaust the excess heat from the water into the atmosphere. The loop continues, with the water being re-chilled at the central energy facility and sent back out to the buildings.\u003c/p>\n\u003cp>Conversely, heat and hot water are supplied to buildings in a separate loop. It uses steam, which is made as a byproduct of burning natural gas to generate electricity to power the buildings. The steam cools into hot water after it has been sent to the buildings, and then it is sent back to the central energy facility, where it is reheated and sent back out.\u003c/p>\n\u003cp>In October 2008, during a year-long audit of the campus’ hour-by-hour energy use, Stagner experienced an ‘a-ha moment.’\u003c/p>\n\u003cp>“I took a look at the data and saw that the potential for reusing the waste heat to heat the campus was much larger than we had hoped for and got very excited about the possibilities,” said Stagner.\u003c/p>\n\u003cp>Stagner realized that nearly half of the campus’ heating needs can be met through bypassing the cooling towers and reusing most of the heat which would otherwise be exhausted into the air. This new scheme of heat recovery is being called “regeneration.” Through it, the campus will also cut its water use by nearly 20 percent since less water would be used by the cooling towers.\u003c/p>\n\u003cp>The project won’t happen overnight, however. It will take five to 10 years, and university crews will have to dig up 10 miles of underground pipes that are currently designed to distribute steam – not hot water — to buildings.\u003c/p>\n\u003cp>When all of that is finished, the campus will be able to burn less natural gas to make electricity and will instead be able to buy electricity from utilities or from direct suppliers using renewables like solar and wind to green up the grid.\u003c/p>\n\u003cp>The electricity will power up to five new multimillion-dollar “heat recovery chillers.” The machines will form the backbone of the new energy loop, where warm water that would have been sent to the cooling towers instead will now be sent for further reheating and piped back out as 170-degree water to provide heat and hot water to buildings.\u003c/p>\n\u003cp>By the end of this year, Stagner will present to Stanford’s trustees an update of the heat recovery system and the broader energy and climate plan, which is receiving one last peer review to see if further greenhouse gas reductions are possible under it. But he and his team are already moving forward.\u003c/p>\n\u003cp>\u003cspan class=\"left\">\u003ca href=\"http://www.kqed.org/quest\">\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2010/08/GreenU_Stanford_-006b.jpg\" alt=\"\">\u003c/a>\u003cem>Stanford’s new heat exchange unit. Photo by Sheraz Sadiq\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"left\">\u003ca href=\"http://sustainablestanford.stanford.edu/heat_recovery\">\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2010/08/Stanford_steamhot-water-conversion_b.jpg\" alt=\"\">\u003c/a>\u003cem>Campus map showing the buildings where pipes carrying steam will need to be replaced by pipes carrying hot water. Photo and image copyright Stanford University\u003c/em>\u003c/span>\u003c/p>\n\u003cp>On a patch of land behind Memorial Auditorium, for the past six months, workers have been installing a $750,000 heat exchange station next to Stanford’s new business school, the Knight Management Center, which will open later this year. The station is needed to convert the steam currently made by the campus power plant to hot water, which will then be distributed through new pipes snaking underground that will serve 12 new and existing buildings when it fires up next summer.\u003c/p>\n\u003cp>Other universities, including the University of Rochester in New York and Auburn University in Alabama, also have converted from steam to hot water to meet their heating needs, but not to the extent Stanford plans.\u003c/p>\n\u003cp>In addition to the engineering plans, Stanford also is working to change the behavior of its students, professors and staff.\u003c/p>\n\u003cp>“We live in an eco-minded area,” said Ahmed, whose office worked with students to create a \u003ca href=\"http://sustainable.stanford.edu/sites/sustainable.stanford.edu/files/documents/SustainableLiving_at_Stanford_New.pdf\"> guide to sustainable living\u003c/a> that describes how to reduce water and electricity use and act sustainably beyond the dorms and dining halls. “But for conservation to be a part of daily experience there needs to be incentives that we relate to and feel encouraged about.”\u003c/p>\n\u003cp>One Stanford program, for example, establishes an annual baseline of average kilowatt-hours used for an individual school or administrative unit based on past consumption trends. Then, it allows that school or unit to keep whatever money is saved if it falls under its budget for energy spending. In three years, the program yielded a three percent decrease in energy use and $830,000 for the energy-saving participants.\u003c/p>\n\u003cp>Last year, a penalty component was added, so now departments that go over their budgets are supposed to pay back to the university the cost of excess electricity they used. The Office of Sustainability wouldn’t reveal which departments were penalized, pointing out instead that “there are sometimes valid reasons for their energy usage going up” and that the budgets for electricity use “can and will be revised over time as a trend appears.”\u003c/p>\n\u003cp>“If an academic department isn’t responsible for its energy expenditures or budget, it is in the same position as a renter in an apartment who isn’t responsible for paying for the utilities. The renter has no incentive for energy efficiency or water efficiency. It’s just human nature,” said Stanley Young, a spokesman for the California Air Resources Board, in Sacramento.\u003c/p>\n\u003cp>Stanford junior Ishan Nath wrote an \u003ca href=\"http://www.stanforddaily.com/2009/11/09/editorial-extend-energy-incentives-to-student-residences/\">editorial last fall in \u003cem>The Stanford Daily\u003c/em>\u003c/a>, calling for an expansion of the incentive program so students could pocket some of the cost savings from lower energy use in their dorms.\u003c/p>\n\u003cp>“It seems that the double benefit of reducing greenhouse gas emissions while saving money is something we should be taking advantage of in any place we can and I think it’s really important that Stanford is leading in this direction,” he said.\u003c/p>\n\u003cp>Another key part of the Stanford plan to reduce greenhouse emissions is to retrofit existing buildings.\u003c/p>\n\u003cp>There are nearly 200 buildings on campus that are larger than 20,000 square feet, roughly the size of a small supermarket. A 2004 study found that 12 buildings accounted for 33% of the campus’ electricity use.\u003c/p>\n\u003cp>“We put together a new program to look at a single building in detail and go top to bottom and find energy savings opportunities,” said Scott Gould, a senior energy engineer with the Department of Sustainability and Energy Management who oversees the Whole Building Retrofit Program.\u003c/p>\n\u003cp>In 2007, the campus approved $15 million in funding to retrofit these energy-intensive buildings, many of which contain research labs built in the 1960s, ‘70s and ‘80s. Some have annual energy bills of $2 million to $3 million each.\u003c/p>\n\u003cp>Two building retrofits are currently taking place, one at Gilbert Hall, which houses the biology department, and the other at the Beckman Center for Molecular and Genetic Medicine. The fume hoods in them are being fitted with valves that can more efficiently regulate the flow and exhaust of air, so that instead of 10 air exchanges in an hour, there may only be six or eight. New valves also will control the total amount of air supplied to a room.\u003c/p>\n\u003cp>“It’s a technology that wasn’t available in the ‘70s”, said Gould, whose job is compounded by the fact that the retrofit work needs to typically take place over short periods of time to minimize the impact to the still-active labs.\u003c/p>\n\u003cp>It’s easier to design super-energy efficient buildings from the start than going back and retrofitting old ones.\u003c/p>\n\u003cp>\u003cspan class=\"left\">\u003ca href=\"http://www.kqed.org/quest\">\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2010/08/GreenU_Stanford_-026b.jpg\" alt=\"\">\u003c/a>\u003cem>A view of the Y2E2 building. Photo by Sheraz Sadiq\u003c/em>\u003c/span>\u003c/p>\n\u003cp>The greenest building on Stanford’s campus – and a model for future construction – is the Jerry Yang and Akiko Yamazaki Energy + Environment Building, known as “Y2E2.” Opened in 2008, the four-story, L-shaped building uses 38 percent less energy and 90 percent less total water than older buildings – the latter feat accomplished in part by using recycled water for flushing toilets and rainwater for irrigating landscaping. Four atriums funnel natural light through angled skylights, and they also serve as the building’s lungs, drawing in fresh air and circulating heated air through vents that open and close automatically throughout the day.\u003c/p>\n\u003cp>\u003cspan class=\"right\">\u003ca href=\"http://www.kqed.org/quest\">\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2010/08/GreenU_Stanford_-010b.jpg\" alt=\"\">\u003c/a>\u003cem>A skylight inside the Y2E2 building. Photo by Sheraz Sadiq\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"right\">\u003ca href=\"http://www.kqed.org/quest\">\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2010/08/GreenU_Stanford_-007b.jpg\" alt=\"\">\u003c/a>\u003cem>Looking down the atrium inside the Y2E2 building. Photo by Sheraz Sadiq\u003c/em>\u003c/span>\u003c/p>\n\u003cp>Stanford also has solar power demonstration projects at seven locations on campus but they generate enough power currently to meet only two percent of the campus’ energy needs. Ahmed acknowledged that solar power has the potential to meet 10 percent of the sunny campus’ energy needs, but the university is continuing to track progress on solar power technology before committing to its wider use on campus.\u003c/p>\n\u003cp>So far, students seem pleased with the university’s level of planning and implementation around sustainability.\u003c/p>\n\u003cp>“It’s a period of tremendous uncertainty in what’s going to happen with California’s climate policy,” said Nath. “Without knowing that, it’s impossible to fairly plan for what type of renewable energy to use, and it’s difficult to compare the financing to see what’s the best decision.”\u003c/p>\n\u003cp>John Ten Hoeve is president of the \u003ca href=\"http://inversion.stanford.edu/swep/drupal/\">Stanford Solar and Wind Energy Project\u003c/a>, a group run mostly by graduate students trying to promote renewable energy at Stanford. “I believe I speak for the group when I say that we are very pleased with the new climate and energy plan”, Ten Hoeve said, while complimenting its Office of Sustainability for being “open-minded” to opportunities to cut Stanford’s carbon load.\u003c/p>\n\u003cp>Stanford’s plan focuses on more near-term energy supply and conservation steps to curb campus emissions, but doesn’t fund much renewable energy at the moment. A chart laying out the expected emissions savings as color-coded wedges from building retrofits, heat recovery and other initiatives, has a wedge that corresponds to emissions savings through electricity generated by renewable means, like solar, wind and geothermal power.\u003c/p>\n\u003cp>Ten Hoeve pointed out that the ‘green electricity’ wedge doesn’t kick in fully, however, until 2035. “If Stanford were to produce its own renewable energy, through a few well-sited local wind turbines for example, it would be great PR for the university at little to no cost, which is why we hope it will happen sooner than later”, he said.\u003c/p>\n\u003cp>Some students think that an array of solar panels, such as the one adorning the Y2E2 building, do more than just green the grid.\u003c/p>\n\u003cp>“It’s important to have them in places where people can see them and when they come to Stanford, they’ll say, ‘oh, maybe solar panels are developing enough to be used on a wide scale’”, said Nath.\u003c/p>\n\u003cp>Junior Eli Pollak, a member of \u003ca href=\"http://sustainability.stanford.edu/cgi-bin/index.php\">Students for a Sustainable Stanford\u003c/a>, said he’s impressed by the Stanford plan, but would have liked to have seen more students involved in drafting it.\u003c/p>\n\u003cp>“In keeping with Stanford’s educational mission, it would have been beneficial for the administration to have drawn on the intellect of the students and the students could have gained real-world experience to address climate change and see how a large institution approaches climate change and energy planning,” Pollak said.\u003c/p>\n\u003cp>Stanford isn’t alone in trying to improve energy efficiency and reduce its carbon footprint.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.presidentsclimatecommitment.org/\">American College and University Presidents Climate Commitment\u003c/a> has recruited nearly 700 college and university presidents to cut more than 30 million metric tons of greenhouse gas emissions annually across their campuses.\u003c/p>\n\u003cp>“The niche that we were filling was helping people learn from each other,” said Paul Rowland, executive director of the Association for the Advancement of Sustainability in Higher Education, an organization that has created a tool to help universities and colleges that have signed the climate commitment measure and report their annual greenhouse gas emissions.\u003c/p>\n\u003cp>The first university to have achieved carbon neutrality, Rowland said, is the College of the Atlantic in Bar Harbor, Maine, which it did in part by purchasing renewable energy credits to offset its greenhouse gas emissions.\u003c/p>\n\u003cp>Stanford has declined to join the organization ever since 2006 when it was first asked.\u003c/p>\n\u003cp>“Stanford commits to reductions it can meet. Committing to carbon neutrality without having the solutions at hand must have seemed not very authentic to the administration at the time,” said Ahmed.\u003c/p>\n\u003cp>Stanford’s energy and climate plan also does not endorse the use of carbon offsets or renewable energy credits, citing in part their “regulatory uncertainty,” which suggests the university is more focused on projects campus officials can directly observe, control and monitor to track the progress on its emissions reductions.\u003c/p>\n\u003cp>The chancellors of the 10 campuses that make up the \u003ca href=\"http://www.universityofcalifornia.edu/\">University of California\u003c/a> system have, however, signed onto the ACUPCC. The UC campuses have set a goal of reducing greenhouse gas emissions to 2000 levels by 2014 and to 1990 levels by 2020, while also eliminating all waste sent to landfills by 2020. After these targets have been met, the \u003ca href=\"http://www.universityofcalifornia.edu/sustainability/documents/policy_sustain_prac.pdf\">UC sustainability policy \u003c/a>directs the campuses to pursue carbon neutrality “as soon as possible.”\u003c/p>\n\u003cp>“Over the past five years, the UC system has saved $15 million by replacing aging lighting, heating and ventilation systems and expanding the monitoring and metering of campus buildings,” said Matthew St. Clair, director of the \u003ca href=\"http://www.universityofcalifornia.edu/sustainability/\">UC sustainability efforts\u003c/a>.\u003c/p>\n\u003cp>At UC Berkeley, energy efficiency projects such as changing leaky heating and cooling systems and installing more efficient lighting in its buildings, some of which are more than 100 years old, has cut the campus’ electricity use. At Tang Center, home to the university’s health services, an analysis revealed that the air circulation system was running 24 hours a day. So a new air circulation system was installed, saving the university each year enough electricity to power 46 single family homes.\u003c/p>\n\u003cp>UC campuses are also exploring projects that will generate a total of 10 megawatts of on-site renewable energy by 2014. To date, three of them – Irvine, Merced and San Diego – have one-megawatt solar panel arrays installed at each of their campuses. The solar array at Merced spans nearly nine acres and provides the campus with nearly 20 percent of its annual energy needs.\u003c/p>\n\u003cp>“As a public institution that includes a mission of public service, we need to demonstrate to the taxpayers and voters of California that we are being good citizens in reducing our environmental impact, cutting costs through efficient resource consumption and modeling sustainability leadership”, said St. Clair.\u003c/p>\n\u003cp>Stanford’s Stagner said he similarly feels that colleges and universities don’t need to wait for a blueprint from the government to start tackling climate change, adding that they have a responsibility to “to help create the scientific, human, cultural, and political solutions to it, and to educate tomorrow’s leaders so that they may continue to work on this challenge and advance civilization toward a sustainable future.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>37.427648 -122.166793\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan class=\"left\">\u003ca href=\"http://www.kqed.org/quest\">\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2010/08/GreenU_Stanford_-044b.jpg\" alt=\"\">\u003c/a>\u003cem>A view of Stanford’s campus, taken from Hoover Tower. Photo by Sheraz Sadiq\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cem>Originally reported for \u003ca href=\"http://www.kqed.org/news/\">KQEDnews.org\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>In 1888, when famed landscape architect Frederick Law Olmsted drafted his master plan for \u003ca href=\"http://www.stanford.edu/\">Stanford University \u003c/a>in Palo Alto, he drew the academic buildings along an east-west axis to efficiently make use of heat and light from the sun.\u003c/p>\n\u003cp>Now, more than 100 years later, a new generation of eco-centric builders and designers are embarking on a $250 million project to raise, retrofit and re-power buildings across the 8,000-acre campus, in the hopes of slashing Stanford’s greenhouse gas emissions to 20 percent below 1990 levels in just 10 years.\u003c/p>\n\u003cp>The plan tackles energy demand in existing and new buildings, while also laying the groundwork for a new energy supply loop that powers, heats and cools the 125 biggest buildings on the main campus. \u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s one of the most far-reaching efforts in the nation for a major research university to make a total transformation of a complete campus energy system”, said Joe Stagner, a civil engineer who directs Stanford’s Department of Sustainability and Energy Management.\u003c/p>\n\u003cp>Despite the steep price tag, the university estimates that by going greener it will save be saving lots of green – $639 million by 2050 through lower utility bills and operating costs.\u003c/p>\n\u003cp>Under the plan, which received preliminary approval by the Stanford Board of Trustees last fall, the energy savings are expected to build up with time. By 2050, the campus is projected to emit only 50 percent of the greenhouse gases it emitted in 1990.\u003c/p>\n\u003cp>“And that’s a minimum, it doesn’t mean that we’re going to stop at 50 percent”, said Fahmida Ahmed, manager of \u003ca href=\"http://sustainable.stanford.edu/index.php\">sustainability programs\u003c/a> at Stanford. She and Stagner wrote the new \u003ca href=\"http://sustainablestanford.stanford.edu/sites/sem.stanford.edu/files/documents/StanfordEnergyandClimatePlan_11-10.pdf\">energy and climate plan\u003c/a> that serves as the university’s sustainability roadmap and presented it to the Trustees in October 2009.\u003c/p>\n\u003cp>Although Stanford has pursued recycling, composting and energy efficiency since the 1980s, until just a few years ago, it lacked a single, cohesive campaign to shrink the university’s carbon footprint – a task made more urgent by Stanford’s steady growth spurts. By 2025, two million square feet of new academic buildings and housing are expected to be built for 2,400 additional faculty, staff and students.\u003c/p>\n\u003cp>“The whole idea to attack greenhouse gases gained momentum in 2006 and 2007,” said Stagner. “University stakeholders, including faculty from the Woods Institute to members of Students for a Sustainable Stanford and faculty and even some alumni, all of them let the university’s leadership know that they wanted Stanford to be more sustainable”, he added.\u003c/p>\n\u003cp>On average, the campus generates 262,000 metric tons – nearly 580 million pounds – of carbon dioxide and other greenhouse gases each year through direct sources such as generating electricity each day at an aging campus power plant, and indirect sources such as airline trips and commuting miles driven by faculty and staff. If no new initiatives are undertaken, pursuing instead a “business-as-usual” level of energy consumption and energy generation, Stanford is expected to produce 325,000 metric tons of greenhouse gases by 2020 and nearly 400,000 metric tons by 2050.\u003c/p>\n\u003cp>Stagner and his team realized early on that energy conservation improvements alone could not achieve substantial greenhouse gas reductions for a campus growing at such a fast clip.\u003c/p>\n\u003cp>“We had to come up with a comprehensive energy model that includes energy demand on one side and energy supply on the other side to inform how to best prioritize our work, to see what had the best return, environmentally, and the best bang for our buck”, said Stagner.\u003c/p>\n\u003cp>The biggest environmental gains, his team discovered, would come from overhauling the campus’ natural gas-fired power plant which has operated for more than 20 years and accounts for nearly 90 percent of the campus’ greenhouse gas emissions.\u003c/p>\n\u003cp>Since Stanford is situated in a Mediterranean climate, many of its buildings need simultaneous cooling and heating. Currently, the cooling system pipes chilled water into buildings to cool them and also remove excess heat that builds up inside them. As the water extracts the unwanted heat from buildings, it warms and is piped back to the central energy facility where massive cooling towers exhaust the excess heat from the water into the atmosphere. The loop continues, with the water being re-chilled at the central energy facility and sent back out to the buildings.\u003c/p>\n\u003cp>Conversely, heat and hot water are supplied to buildings in a separate loop. It uses steam, which is made as a byproduct of burning natural gas to generate electricity to power the buildings. The steam cools into hot water after it has been sent to the buildings, and then it is sent back to the central energy facility, where it is reheated and sent back out.\u003c/p>\n\u003cp>In October 2008, during a year-long audit of the campus’ hour-by-hour energy use, Stagner experienced an ‘a-ha moment.’\u003c/p>\n\u003cp>“I took a look at the data and saw that the potential for reusing the waste heat to heat the campus was much larger than we had hoped for and got very excited about the possibilities,” said Stagner.\u003c/p>\n\u003cp>Stagner realized that nearly half of the campus’ heating needs can be met through bypassing the cooling towers and reusing most of the heat which would otherwise be exhausted into the air. This new scheme of heat recovery is being called “regeneration.” Through it, the campus will also cut its water use by nearly 20 percent since less water would be used by the cooling towers.\u003c/p>\n\u003cp>The project won’t happen overnight, however. It will take five to 10 years, and university crews will have to dig up 10 miles of underground pipes that are currently designed to distribute steam – not hot water — to buildings.\u003c/p>\n\u003cp>When all of that is finished, the campus will be able to burn less natural gas to make electricity and will instead be able to buy electricity from utilities or from direct suppliers using renewables like solar and wind to green up the grid.\u003c/p>\n\u003cp>The electricity will power up to five new multimillion-dollar “heat recovery chillers.” The machines will form the backbone of the new energy loop, where warm water that would have been sent to the cooling towers instead will now be sent for further reheating and piped back out as 170-degree water to provide heat and hot water to buildings.\u003c/p>\n\u003cp>By the end of this year, Stagner will present to Stanford’s trustees an update of the heat recovery system and the broader energy and climate plan, which is receiving one last peer review to see if further greenhouse gas reductions are possible under it. But he and his team are already moving forward.\u003c/p>\n\u003cp>\u003cspan class=\"left\">\u003ca href=\"http://www.kqed.org/quest\">\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2010/08/GreenU_Stanford_-006b.jpg\" alt=\"\">\u003c/a>\u003cem>Stanford’s new heat exchange unit. Photo by Sheraz Sadiq\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"left\">\u003ca href=\"http://sustainablestanford.stanford.edu/heat_recovery\">\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2010/08/Stanford_steamhot-water-conversion_b.jpg\" alt=\"\">\u003c/a>\u003cem>Campus map showing the buildings where pipes carrying steam will need to be replaced by pipes carrying hot water. Photo and image copyright Stanford University\u003c/em>\u003c/span>\u003c/p>\n\u003cp>On a patch of land behind Memorial Auditorium, for the past six months, workers have been installing a $750,000 heat exchange station next to Stanford’s new business school, the Knight Management Center, which will open later this year. The station is needed to convert the steam currently made by the campus power plant to hot water, which will then be distributed through new pipes snaking underground that will serve 12 new and existing buildings when it fires up next summer.\u003c/p>\n\u003cp>Other universities, including the University of Rochester in New York and Auburn University in Alabama, also have converted from steam to hot water to meet their heating needs, but not to the extent Stanford plans.\u003c/p>\n\u003cp>In addition to the engineering plans, Stanford also is working to change the behavior of its students, professors and staff.\u003c/p>\n\u003cp>“We live in an eco-minded area,” said Ahmed, whose office worked with students to create a \u003ca href=\"http://sustainable.stanford.edu/sites/sustainable.stanford.edu/files/documents/SustainableLiving_at_Stanford_New.pdf\"> guide to sustainable living\u003c/a> that describes how to reduce water and electricity use and act sustainably beyond the dorms and dining halls. “But for conservation to be a part of daily experience there needs to be incentives that we relate to and feel encouraged about.”\u003c/p>\n\u003cp>One Stanford program, for example, establishes an annual baseline of average kilowatt-hours used for an individual school or administrative unit based on past consumption trends. Then, it allows that school or unit to keep whatever money is saved if it falls under its budget for energy spending. In three years, the program yielded a three percent decrease in energy use and $830,000 for the energy-saving participants.\u003c/p>\n\u003cp>Last year, a penalty component was added, so now departments that go over their budgets are supposed to pay back to the university the cost of excess electricity they used. The Office of Sustainability wouldn’t reveal which departments were penalized, pointing out instead that “there are sometimes valid reasons for their energy usage going up” and that the budgets for electricity use “can and will be revised over time as a trend appears.”\u003c/p>\n\u003cp>“If an academic department isn’t responsible for its energy expenditures or budget, it is in the same position as a renter in an apartment who isn’t responsible for paying for the utilities. The renter has no incentive for energy efficiency or water efficiency. It’s just human nature,” said Stanley Young, a spokesman for the California Air Resources Board, in Sacramento.\u003c/p>\n\u003cp>Stanford junior Ishan Nath wrote an \u003ca href=\"http://www.stanforddaily.com/2009/11/09/editorial-extend-energy-incentives-to-student-residences/\">editorial last fall in \u003cem>The Stanford Daily\u003c/em>\u003c/a>, calling for an expansion of the incentive program so students could pocket some of the cost savings from lower energy use in their dorms.\u003c/p>\n\u003cp>“It seems that the double benefit of reducing greenhouse gas emissions while saving money is something we should be taking advantage of in any place we can and I think it’s really important that Stanford is leading in this direction,” he said.\u003c/p>\n\u003cp>Another key part of the Stanford plan to reduce greenhouse emissions is to retrofit existing buildings.\u003c/p>\n\u003cp>There are nearly 200 buildings on campus that are larger than 20,000 square feet, roughly the size of a small supermarket. A 2004 study found that 12 buildings accounted for 33% of the campus’ electricity use.\u003c/p>\n\u003cp>“We put together a new program to look at a single building in detail and go top to bottom and find energy savings opportunities,” said Scott Gould, a senior energy engineer with the Department of Sustainability and Energy Management who oversees the Whole Building Retrofit Program.\u003c/p>\n\u003cp>In 2007, the campus approved $15 million in funding to retrofit these energy-intensive buildings, many of which contain research labs built in the 1960s, ‘70s and ‘80s. Some have annual energy bills of $2 million to $3 million each.\u003c/p>\n\u003cp>Two building retrofits are currently taking place, one at Gilbert Hall, which houses the biology department, and the other at the Beckman Center for Molecular and Genetic Medicine. The fume hoods in them are being fitted with valves that can more efficiently regulate the flow and exhaust of air, so that instead of 10 air exchanges in an hour, there may only be six or eight. New valves also will control the total amount of air supplied to a room.\u003c/p>\n\u003cp>“It’s a technology that wasn’t available in the ‘70s”, said Gould, whose job is compounded by the fact that the retrofit work needs to typically take place over short periods of time to minimize the impact to the still-active labs.\u003c/p>\n\u003cp>It’s easier to design super-energy efficient buildings from the start than going back and retrofitting old ones.\u003c/p>\n\u003cp>\u003cspan class=\"left\">\u003ca href=\"http://www.kqed.org/quest\">\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2010/08/GreenU_Stanford_-026b.jpg\" alt=\"\">\u003c/a>\u003cem>A view of the Y2E2 building. Photo by Sheraz Sadiq\u003c/em>\u003c/span>\u003c/p>\n\u003cp>The greenest building on Stanford’s campus – and a model for future construction – is the Jerry Yang and Akiko Yamazaki Energy + Environment Building, known as “Y2E2.” Opened in 2008, the four-story, L-shaped building uses 38 percent less energy and 90 percent less total water than older buildings – the latter feat accomplished in part by using recycled water for flushing toilets and rainwater for irrigating landscaping. Four atriums funnel natural light through angled skylights, and they also serve as the building’s lungs, drawing in fresh air and circulating heated air through vents that open and close automatically throughout the day.\u003c/p>\n\u003cp>\u003cspan class=\"right\">\u003ca href=\"http://www.kqed.org/quest\">\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2010/08/GreenU_Stanford_-010b.jpg\" alt=\"\">\u003c/a>\u003cem>A skylight inside the Y2E2 building. Photo by Sheraz Sadiq\u003c/em>\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"right\">\u003ca href=\"http://www.kqed.org/quest\">\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2010/08/GreenU_Stanford_-007b.jpg\" alt=\"\">\u003c/a>\u003cem>Looking down the atrium inside the Y2E2 building. Photo by Sheraz Sadiq\u003c/em>\u003c/span>\u003c/p>\n\u003cp>Stanford also has solar power demonstration projects at seven locations on campus but they generate enough power currently to meet only two percent of the campus’ energy needs. Ahmed acknowledged that solar power has the potential to meet 10 percent of the sunny campus’ energy needs, but the university is continuing to track progress on solar power technology before committing to its wider use on campus.\u003c/p>\n\u003cp>So far, students seem pleased with the university’s level of planning and implementation around sustainability.\u003c/p>\n\u003cp>“It’s a period of tremendous uncertainty in what’s going to happen with California’s climate policy,” said Nath. “Without knowing that, it’s impossible to fairly plan for what type of renewable energy to use, and it’s difficult to compare the financing to see what’s the best decision.”\u003c/p>\n\u003cp>John Ten Hoeve is president of the \u003ca href=\"http://inversion.stanford.edu/swep/drupal/\">Stanford Solar and Wind Energy Project\u003c/a>, a group run mostly by graduate students trying to promote renewable energy at Stanford. “I believe I speak for the group when I say that we are very pleased with the new climate and energy plan”, Ten Hoeve said, while complimenting its Office of Sustainability for being “open-minded” to opportunities to cut Stanford’s carbon load.\u003c/p>\n\u003cp>Stanford’s plan focuses on more near-term energy supply and conservation steps to curb campus emissions, but doesn’t fund much renewable energy at the moment. A chart laying out the expected emissions savings as color-coded wedges from building retrofits, heat recovery and other initiatives, has a wedge that corresponds to emissions savings through electricity generated by renewable means, like solar, wind and geothermal power.\u003c/p>\n\u003cp>Ten Hoeve pointed out that the ‘green electricity’ wedge doesn’t kick in fully, however, until 2035. “If Stanford were to produce its own renewable energy, through a few well-sited local wind turbines for example, it would be great PR for the university at little to no cost, which is why we hope it will happen sooner than later”, he said.\u003c/p>\n\u003cp>Some students think that an array of solar panels, such as the one adorning the Y2E2 building, do more than just green the grid.\u003c/p>\n\u003cp>“It’s important to have them in places where people can see them and when they come to Stanford, they’ll say, ‘oh, maybe solar panels are developing enough to be used on a wide scale’”, said Nath.\u003c/p>\n\u003cp>Junior Eli Pollak, a member of \u003ca href=\"http://sustainability.stanford.edu/cgi-bin/index.php\">Students for a Sustainable Stanford\u003c/a>, said he’s impressed by the Stanford plan, but would have liked to have seen more students involved in drafting it.\u003c/p>\n\u003cp>“In keeping with Stanford’s educational mission, it would have been beneficial for the administration to have drawn on the intellect of the students and the students could have gained real-world experience to address climate change and see how a large institution approaches climate change and energy planning,” Pollak said.\u003c/p>\n\u003cp>Stanford isn’t alone in trying to improve energy efficiency and reduce its carbon footprint.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.presidentsclimatecommitment.org/\">American College and University Presidents Climate Commitment\u003c/a> has recruited nearly 700 college and university presidents to cut more than 30 million metric tons of greenhouse gas emissions annually across their campuses.\u003c/p>\n\u003cp>“The niche that we were filling was helping people learn from each other,” said Paul Rowland, executive director of the Association for the Advancement of Sustainability in Higher Education, an organization that has created a tool to help universities and colleges that have signed the climate commitment measure and report their annual greenhouse gas emissions.\u003c/p>\n\u003cp>The first university to have achieved carbon neutrality, Rowland said, is the College of the Atlantic in Bar Harbor, Maine, which it did in part by purchasing renewable energy credits to offset its greenhouse gas emissions.\u003c/p>\n\u003cp>Stanford has declined to join the organization ever since 2006 when it was first asked.\u003c/p>\n\u003cp>“Stanford commits to reductions it can meet. Committing to carbon neutrality without having the solutions at hand must have seemed not very authentic to the administration at the time,” said Ahmed.\u003c/p>\n\u003cp>Stanford’s energy and climate plan also does not endorse the use of carbon offsets or renewable energy credits, citing in part their “regulatory uncertainty,” which suggests the university is more focused on projects campus officials can directly observe, control and monitor to track the progress on its emissions reductions.\u003c/p>\n\u003cp>The chancellors of the 10 campuses that make up the \u003ca href=\"http://www.universityofcalifornia.edu/\">University of California\u003c/a> system have, however, signed onto the ACUPCC. The UC campuses have set a goal of reducing greenhouse gas emissions to 2000 levels by 2014 and to 1990 levels by 2020, while also eliminating all waste sent to landfills by 2020. After these targets have been met, the \u003ca href=\"http://www.universityofcalifornia.edu/sustainability/documents/policy_sustain_prac.pdf\">UC sustainability policy \u003c/a>directs the campuses to pursue carbon neutrality “as soon as possible.”\u003c/p>\n\u003cp>“Over the past five years, the UC system has saved $15 million by replacing aging lighting, heating and ventilation systems and expanding the monitoring and metering of campus buildings,” said Matthew St. Clair, director of the \u003ca href=\"http://www.universityofcalifornia.edu/sustainability/\">UC sustainability efforts\u003c/a>.\u003c/p>\n\u003cp>At UC Berkeley, energy efficiency projects such as changing leaky heating and cooling systems and installing more efficient lighting in its buildings, some of which are more than 100 years old, has cut the campus’ electricity use. At Tang Center, home to the university’s health services, an analysis revealed that the air circulation system was running 24 hours a day. So a new air circulation system was installed, saving the university each year enough electricity to power 46 single family homes.\u003c/p>\n\u003cp>UC campuses are also exploring projects that will generate a total of 10 megawatts of on-site renewable energy by 2014. To date, three of them – Irvine, Merced and San Diego – have one-megawatt solar panel arrays installed at each of their campuses. The solar array at Merced spans nearly nine acres and provides the campus with nearly 20 percent of its annual energy needs.\u003c/p>\n\u003cp>“As a public institution that includes a mission of public service, we need to demonstrate to the taxpayers and voters of California that we are being good citizens in reducing our environmental impact, cutting costs through efficient resource consumption and modeling sustainability leadership”, said St. Clair.\u003c/p>\n\u003cp>Stanford’s Stagner said he similarly feels that colleges and universities don’t need to wait for a blueprint from the government to start tackling climate change, adding that they have a responsibility to “to help create the scientific, human, cultural, and political solutions to it, and to educate tomorrow’s leaders so that they may continue to work on this challenge and advance civilization toward a sustainable future.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Plastic is a useful and ubiquitous item in our lives, but the fact that it doesn’t biodegrade means that it has long-term effects on the Earth. Middle school science classrooms across the country can develop solutions for negative impacts of plastic on the environment with KQED Learning’s new\u003c/span>\u003cspan style=\"font-weight: 400\"> Next Generation Science Standard (NGSS)-aligned,\u003c/span>\u003cspan style=\"font-weight: 400\"> project-based learning unit, \u003c/span>\u003ca href=\"https://www.kqed.org/engineeringforgood\">Engineering for Good\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/quest/wp-content/uploads/sites/39/2017/04/Engineering-Design-Process-1.png\">\u003cimg class=\"alignright wp-image-304871\" src=\"https://ww2.kqed.org/quest/wp-content/uploads/sites/39/2017/04/Engineering-Design-Process-1-1020x1406.png\" alt=\"\" width=\"400\" height=\"551\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2017/04/Engineering-Design-Process-1-1020x1406.png 1020w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/Engineering-Design-Process-1-160x220.png 160w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/Engineering-Design-Process-1-800x1102.png 800w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/Engineering-Design-Process-1-768x1058.png 768w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/Engineering-Design-Process-1-871x1200.png 871w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/Engineering-Design-Process-1-1180x1626.png 1180w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/Engineering-Design-Process-1-960x1323.png 960w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/Engineering-Design-Process-1-240x331.png 240w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/Engineering-Design-Process-1-375x517.png 375w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/Engineering-Design-Process-1-520x717.png 520w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With \u003c/span>Engineering for Good\u003cspan style=\"font-weight: 400\">, students use the \u003ca href=\"https://ca.pbslearningmedia.org/resource/eg-design-process/et-design-process/?#.W1j5d7enFhE\">engineering design process\u003c/a> to define the “plastic problem,” brainstorm solutions, develop prototypes and iterate on their designs. \u003c/span>\u003cspan style=\"font-weight: 400\">The project culminates with students producing videos about their solutions to share with the community. Students also create infographics that communicate their newly gained understanding of plastics as part of their storytelling process. Embedded throughout the unit are KQED-original media resources, including an \u003ca href=\"https://youtu.be/MAhpfFt_mWM\">animated video\u003c/a> that steps through the engineering design process, a \u003ca href=\"https://youtu.be/2a1Y1iSHsDc\">video\u003c/a> about the history, uses and impacts of plastics, and stories from our \u003ca href=\"https://www.youtube.com/playlist?list=PLT3NFZ6AaRFIatHczEyNfP1F-og0pyEP8\">Engineering Is\u003c/a> series that showcase scientists and engineers working together to solve real-world problems.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_267106\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003ca href=\"https://ww2.kqed.org/quest/wp-content/uploads/sites/39/2017/04/The-Plastic-Problem.jpeg\">\u003cimg class=\"size-thumbnail wp-image-267106\" src=\"https://ww2.kqed.org/quest/wp-content/uploads/sites/39/2017/04/The-Plastic-Problem-160x494.jpeg\" alt=\"Student infographic about the plastic problem.\" width=\"160\" height=\"494\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2017/04/The-Plastic-Problem-160x494.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/The-Plastic-Problem-800x2468.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/The-Plastic-Problem-768x2370.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/The-Plastic-Problem-240x741.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/The-Plastic-Problem-375x1157.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/The-Plastic-Problem-520x1604.jpeg 520w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/The-Plastic-Problem.jpeg 900w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Student infographic about the plastic problem.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers are supported in their participation of \u003c/span>Engineering for Good\u003cspan style=\"font-weight: 400\"> through the\u003ca href=\"https://teach.kqed.org/\"> KQED Teach\u003c/a> online professional learning platform, which provides them with specific instruction on how to create their own infographics and videos. KQED Teach also connects teachers to a professional learning community of peers that can offer feedback, inspiration and support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Start challenging your students to use engineering to solve real-world problems at \u003ca href=\"https://www.kqed.org/engineeringforgood\">kqed.org/engineeringforgood\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Share and see examples of students’ solutions on social media by following #EngineeringforGood.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Plastic is a useful and ubiquitous item in our lives, but the fact that it doesn’t biodegrade means that it has long-term effects on the Earth. Middle school science classrooms across the country can develop solutions for negative impacts of plastic on the environment with KQED Learning’s new\u003c/span>\u003cspan style=\"font-weight: 400\"> Next Generation Science Standard (NGSS)-aligned,\u003c/span>\u003cspan style=\"font-weight: 400\"> project-based learning unit, \u003c/span>\u003ca href=\"https://www.kqed.org/engineeringforgood\">Engineering for Good\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/quest/wp-content/uploads/sites/39/2017/04/Engineering-Design-Process-1.png\">\u003cimg class=\"alignright wp-image-304871\" src=\"https://ww2.kqed.org/quest/wp-content/uploads/sites/39/2017/04/Engineering-Design-Process-1-1020x1406.png\" alt=\"\" width=\"400\" height=\"551\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2017/04/Engineering-Design-Process-1-1020x1406.png 1020w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/Engineering-Design-Process-1-160x220.png 160w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/Engineering-Design-Process-1-800x1102.png 800w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/Engineering-Design-Process-1-768x1058.png 768w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/Engineering-Design-Process-1-871x1200.png 871w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/Engineering-Design-Process-1-1180x1626.png 1180w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/Engineering-Design-Process-1-960x1323.png 960w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/Engineering-Design-Process-1-240x331.png 240w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/Engineering-Design-Process-1-375x517.png 375w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/Engineering-Design-Process-1-520x717.png 520w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With \u003c/span>Engineering for Good\u003cspan style=\"font-weight: 400\">, students use the \u003ca href=\"https://ca.pbslearningmedia.org/resource/eg-design-process/et-design-process/?#.W1j5d7enFhE\">engineering design process\u003c/a> to define the “plastic problem,” brainstorm solutions, develop prototypes and iterate on their designs. \u003c/span>\u003cspan style=\"font-weight: 400\">The project culminates with students producing videos about their solutions to share with the community. Students also create infographics that communicate their newly gained understanding of plastics as part of their storytelling process. Embedded throughout the unit are KQED-original media resources, including an \u003ca href=\"https://youtu.be/MAhpfFt_mWM\">animated video\u003c/a> that steps through the engineering design process, a \u003ca href=\"https://youtu.be/2a1Y1iSHsDc\">video\u003c/a> about the history, uses and impacts of plastics, and stories from our \u003ca href=\"https://www.youtube.com/playlist?list=PLT3NFZ6AaRFIatHczEyNfP1F-og0pyEP8\">Engineering Is\u003c/a> series that showcase scientists and engineers working together to solve real-world problems.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_267106\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003ca href=\"https://ww2.kqed.org/quest/wp-content/uploads/sites/39/2017/04/The-Plastic-Problem.jpeg\">\u003cimg class=\"size-thumbnail wp-image-267106\" src=\"https://ww2.kqed.org/quest/wp-content/uploads/sites/39/2017/04/The-Plastic-Problem-160x494.jpeg\" alt=\"Student infographic about the plastic problem.\" width=\"160\" height=\"494\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2017/04/The-Plastic-Problem-160x494.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/The-Plastic-Problem-800x2468.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/The-Plastic-Problem-768x2370.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/The-Plastic-Problem-240x741.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/The-Plastic-Problem-375x1157.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/The-Plastic-Problem-520x1604.jpeg 520w, https://ww2.kqed.org/app/uploads/sites/39/2017/04/The-Plastic-Problem.jpeg 900w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Student infographic about the plastic problem.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers are supported in their participation of \u003c/span>Engineering for Good\u003cspan style=\"font-weight: 400\"> through the\u003ca href=\"https://teach.kqed.org/\"> KQED Teach\u003c/a> online professional learning platform, which provides them with specific instruction on how to create their own infographics and videos. KQED Teach also connects teachers to a professional learning community of peers that can offer feedback, inspiration and support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Start challenging your students to use engineering to solve real-world problems at \u003ca href=\"https://www.kqed.org/engineeringforgood\">kqed.org/engineeringforgood\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>This post was written by Masha Pershay, KQED Learning intern.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"http://www.earthsciweek.org/\">\u003cspan style=\"font-weight: 400\">Earth Science Week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was organized by the \u003c/span>\u003ca href=\"http://www.americangeosciences.org/\">\u003cspan style=\"font-weight: 400\">American Geosciences Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> almost two decades ago in order to help people understand and appreciate the earth sciences. This is the perfect time to learn how the atmosphere, the oceans, and earth processes have shaped—and are continuing to shape—our planet. To celebrate this year's Earth Science Week (October 9-15), explore some of geologist Andrew Alden’s geological outings around the Bay Area, and learn the history of rock formations beneath some of the most iconic local landscapes. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/quest/2011/03/24/geological-outings-around-the-bay-shell-beach/\">\u003cb>Geological Outings Around the Bay: Shell Beach\u003c/b>\u003c/a>\u003cbr>\nThis beach in Sonoma County is of particular interest for geologists because of the wide range of rocks found here, which have been grouped into a category called \u003ci>Franciscan Melange.\u003c/i> Learn how the subduction zones and tectonic mixing affected the history of the rocks on Shell Beach.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/quest/2013/01/24/geological-outings-around-the-bay-san-bruno-mountain/\">\u003cb>Geological Outings Around the Bay: San Bruno Mountain\u003c/b>\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Just south of the city of San Francisco, San Bruno Mountain not only offers spectacular views of the bay, but also holds a lot of information about the geological history of the Bay Area. Study the complete anatomy of San Bruno Mountain with the special map provided in this article. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/quest/2012/11/15/geological-outings-around-the-bay-los-trancos-open-space/\">\u003cb>Geological Outings Around the Bay: Los Trancos Open Space\u003c/b>\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">The San Andreas Fault runs through Los Trancos, making it the perfect location for observing this earthquake trail and surrounding landscape features. Using lidar, a laser-based mapping technology, geologists are able to create detailed topographic images of the San Andreas Fault. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/quest/2011/04/21/geological-outings-around-the-bay-marin-headlands/\">\u003cb>Geological Outings Around the Bay: Marin Headlands\u003c/b>\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">The Marin Headlands are known for their distinctive cliffs and iconic views of the Golden Gate Bridge, as well as visually stunning rocks called ribbon chert. Learn about the different types of rocks and minerals that make up the Marin Headlands.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/quest/2011/11/24/geological-outings-around-the-bay-natural-bridges/\">\u003cb>Geological Outings Around the Bay: Natural Bridges\u003c/b>\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Located off the coast of Santa Cruz, Natural Bridges is a fabulous place to observe rocks with intricate patterns that date back as far as 10 million years. Learn about the different processes that rocks undergo throughout their lifetime.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This post was written by Masha Pershay, KQED Learning intern.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"http://www.earthsciweek.org/\">\u003cspan style=\"font-weight: 400\">Earth Science Week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was organized by the \u003c/span>\u003ca href=\"http://www.americangeosciences.org/\">\u003cspan style=\"font-weight: 400\">American Geosciences Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> almost two decades ago in order to help people understand and appreciate the earth sciences. This is the perfect time to learn how the atmosphere, the oceans, and earth processes have shaped—and are continuing to shape—our planet. To celebrate this year's Earth Science Week (October 9-15), explore some of geologist Andrew Alden’s geological outings around the Bay Area, and learn the history of rock formations beneath some of the most iconic local landscapes. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/quest/2011/03/24/geological-outings-around-the-bay-shell-beach/\">\u003cb>Geological Outings Around the Bay: Shell Beach\u003c/b>\u003c/a>\u003cbr>\nThis beach in Sonoma County is of particular interest for geologists because of the wide range of rocks found here, which have been grouped into a category called \u003ci>Franciscan Melange.\u003c/i> Learn how the subduction zones and tectonic mixing affected the history of the rocks on Shell Beach.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/quest/2013/01/24/geological-outings-around-the-bay-san-bruno-mountain/\">\u003cb>Geological Outings Around the Bay: San Bruno Mountain\u003c/b>\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">Just south of the city of San Francisco, San Bruno Mountain not only offers spectacular views of the bay, but also holds a lot of information about the geological history of the Bay Area. Study the complete anatomy of San Bruno Mountain with the special map provided in this article. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/quest/2012/11/15/geological-outings-around-the-bay-los-trancos-open-space/\">\u003cb>Geological Outings Around the Bay: Los Trancos Open Space\u003c/b>\u003c/a>\u003cbr>\n\u003cspan style=\"font-weight: 400\">The San Andreas Fault runs through Los Trancos, making it the perfect location for observing this earthquake trail and surrounding landscape features. Using lidar, a laser-based mapping technology, geologists are able to create detailed topographic images of the San Andreas Fault. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>Originally published on July 4, 2012.\u003c/em>\u003c/p>\n\u003cp>From holidays like the Fourth of July to victories, fireworks mean celebration. And to me, they’re a celebration of chemistry too. \u003ca href=\"http://scifun.chem.wisc.edu/chemweek/fireworks/fireworks.htm\">Atoms and reactions\u003c/a> power the colors, sounds and smoke of fireworks.\u003c/p>\n\u003cp>The first firecracker was discovered in China about 1,000 years ago. Called black powder, this explosive is a mixture of potassium nitrate, charcoal and sulfur. You only need the first two ingredients, an oxidizing agent and a fuel, to start the explosion. The oxidizing agent, often a perchlorate or nitrate salt, releases oxygen gas that feeds the fire in a firework. The fuel reacts with the oxidizing agent to create the gas. The sulfur in black powder intensifies and continues the reaction between the other two ingredients. Learn more about the chemistry of fireworks from the \u003ca href=\"https://www.acs.org/content/acs/en.html\" target=\"_blank\">American Chemical Society\u003c/a>:\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/nPHegSulI_M\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Pyrotechnicians often add metal salts to make colorful fireworks. Here’s where that color comes from: Heating atoms of sodium, barium or strontium pumps energy into the electrons whizzing around each nucleus. Those energized electrons shoot up to higher locations in the atom. As they fall back down to their usual positions, the electrons lose their extra energy as visible light.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The amount of energy released during this process – which depends on the element – is related to the color of the light that we see. Higher energy, like that released by copper atoms, corresponds to a shorter wavelength of light towards the blue end of the spectrum. Red light from strontium atoms has a longer wavelength and lower energy. (The same process gives neon lights their color too. Electricity energizes the neon, xenon or argon in the lights.)\u003c/p>\n\u003cp>Loud bangs come from confining the explosions in a shell, much like a grenade. Gases expand faster than the speed of sound when the shell bursts, creating a loud sonic boom.\u003c/p>\n\u003cp>An abandoned recipe for crackling fireworks called \u003ca href=\"http://www.youtube.com/watch?v=ix8uHBtxxcE\">dragon eggs\u003c/a> shows how chemists control the ingredients in the firework to get sound effects too. The oxidizing agent in this recipe is lead oxide, which becomes lead atoms as the firework burns. These atoms vaporize in the flame. And those vapors create off little crackles as they expand.\u003c/p>\n\u003cp>Whistling fireworks are more tricky. Pyrotechnicians need to find the right ingredients so that the mixture burns just enough to push air out of its tube -- but doesn’t detonate with a bang.\u003c/p>\n\u003cp>The starburst patterns of fireworks depend on how the designers pack explosive pellets into a shell. For a look at the innards of a firework before it explodes, check out \u003ca href=\"http://www.pbs.org/wgbh/nova/fireworks/anat_nf.html\">this diagram\u003c/a> from NOVA Online.\u003c/p>\n\u003cp>In case you’re worried about the environmental effects of the perchlorate oxidizers or metal colorants, fear not. Chemists are developing recipes for \u003ca href=\"http://pubs.acs.org/cen/coverstory/86/8626cover.html\">environmentally-friendly fireworks\u003c/a> too.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Enjoy the fireworks this holiday and stay safe! For those looking to host their own fireworks shows, check your local laws first. It’s illegal where I live.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Originally published on July 4, 2012.\u003c/em>\u003c/p>\n\u003cp>From holidays like the Fourth of July to victories, fireworks mean celebration. And to me, they’re a celebration of chemistry too. \u003ca href=\"http://scifun.chem.wisc.edu/chemweek/fireworks/fireworks.htm\">Atoms and reactions\u003c/a> power the colors, sounds and smoke of fireworks.\u003c/p>\n\u003cp>The first firecracker was discovered in China about 1,000 years ago. Called black powder, this explosive is a mixture of potassium nitrate, charcoal and sulfur. You only need the first two ingredients, an oxidizing agent and a fuel, to start the explosion. The oxidizing agent, often a perchlorate or nitrate salt, releases oxygen gas that feeds the fire in a firework. The fuel reacts with the oxidizing agent to create the gas. The sulfur in black powder intensifies and continues the reaction between the other two ingredients. Learn more about the chemistry of fireworks from the \u003ca href=\"https://www.acs.org/content/acs/en.html\" target=\"_blank\">American Chemical Society\u003c/a>:\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/nPHegSulI_M\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Pyrotechnicians often add metal salts to make colorful fireworks. Here’s where that color comes from: Heating atoms of sodium, barium or strontium pumps energy into the electrons whizzing around each nucleus. Those energized electrons shoot up to higher locations in the atom. As they fall back down to their usual positions, the electrons lose their extra energy as visible light.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The amount of energy released during this process – which depends on the element – is related to the color of the light that we see. Higher energy, like that released by copper atoms, corresponds to a shorter wavelength of light towards the blue end of the spectrum. Red light from strontium atoms has a longer wavelength and lower energy. (The same process gives neon lights their color too. Electricity energizes the neon, xenon or argon in the lights.)\u003c/p>\n\u003cp>Loud bangs come from confining the explosions in a shell, much like a grenade. Gases expand faster than the speed of sound when the shell bursts, creating a loud sonic boom.\u003c/p>\n\u003cp>An abandoned recipe for crackling fireworks called \u003ca href=\"http://www.youtube.com/watch?v=ix8uHBtxxcE\">dragon eggs\u003c/a> shows how chemists control the ingredients in the firework to get sound effects too. The oxidizing agent in this recipe is lead oxide, which becomes lead atoms as the firework burns. These atoms vaporize in the flame. And those vapors create off little crackles as they expand.\u003c/p>\n\u003cp>Whistling fireworks are more tricky. Pyrotechnicians need to find the right ingredients so that the mixture burns just enough to push air out of its tube -- but doesn’t detonate with a bang.\u003c/p>\n\u003cp>The starburst patterns of fireworks depend on how the designers pack explosive pellets into a shell. For a look at the innards of a firework before it explodes, check out \u003ca href=\"http://www.pbs.org/wgbh/nova/fireworks/anat_nf.html\">this diagram\u003c/a> from NOVA Online.\u003c/p>\n\u003cp>In case you’re worried about the environmental effects of the perchlorate oxidizers or metal colorants, fear not. Chemists are developing recipes for \u003ca href=\"http://pubs.acs.org/cen/coverstory/86/8626cover.html\">environmentally-friendly fireworks\u003c/a> too.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Enjoy the fireworks this holiday and stay safe! For those looking to host their own fireworks shows, check your local laws first. It’s illegal where I live.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Are you looking for some science-related activities this summer? Why not help scientists with real research and have fun doing it? Citizen science is a fast-growing movement where members of the general public contribute to scientific research. Here’s a list of some fun citizen science projects in the Bay Area that you can get involved with. Check out resources from \u003ca href=\"http://www.pbslearningmedia.org/\">PBS LearningMedia\u003c/a> to learn more about the science behind the projects! \u003c/p>\n\u003cp>\u003cstrong>Citizen Science at the California Academy of Sciences\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_160192\" class=\"wp-caption aligncenter\" style=\"max-width: 1162px\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2016/06/2440494686_e5119810cd_o-1.jpg\" alt=\"Mt. Tamalpais watershed\" width=\"1162\" height=\"768\" class=\"size-full wp-image-160192\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2016/06/2440494686_e5119810cd_o-1.jpg 1162w, https://ww2.kqed.org/app/uploads/sites/39/2016/06/2440494686_e5119810cd_o-1-400x264.jpg 400w, https://ww2.kqed.org/app/uploads/sites/39/2016/06/2440494686_e5119810cd_o-1-800x529.jpg 800w, https://ww2.kqed.org/app/uploads/sites/39/2016/06/2440494686_e5119810cd_o-1-768x508.jpg 768w, https://ww2.kqed.org/app/uploads/sites/39/2016/06/2440494686_e5119810cd_o-1-960x634.jpg 960w\" sizes=\"(max-width: 1162px) 100vw, 1162px\">\u003cfigcaption class=\"wp-caption-text\">Mt. Tamalpais watershed from Mt. Tamalpais summit. \u003ccite>(Miguel Vieira/ Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Right inside Golden Gate Park is the California Academy of Sciences, which offers \u003ca href=\"http://www.calacademy.org/explore-science/academy-citizen-science-projects\">multiple citizen science opportunities\u003c/a>. For example, you could help the Academy and the Marin Municipal Water District survey the Mt. Tamalpais watershed to document and collect every known plant species in the area. Or, you can head to Pillar Point and join the Gulf of the Farallones National Marine Sanctuary in documenting the area’s biodiversity. You can even do citizen science in your own backyard if you live in San Francisco to help document the diversity of plants and animals in the city. Learn more about the programs and how to join them \u003ca href=\"http://www.calacademy.org/explore-science/academy-citizen-science-projects\">here\u003c/a>. \u003c/p>\n\u003cp>PBS LearningMedia Resource\u003cbr>\n\u003ca href=\"http://ca.pbslearningmedia.org/resource/kqedq11.sci.journeytothefarallones/journey-to-the-farallones/\">Journey to the Farallones\u003c/a>\u003cbr>\nIn this video from KQED QUEST, find out how unexpected, recent climate change is affecting life on and around the Farallon Islands. The Farallon Islands aren’t just a unique habitat, they’re also a bellwether for climate change. \u003c/p>\n\u003cp>\u003cstrong>Citizen Science at the U.S. Fish and Wildlife Service\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_160193\" class=\"wp-caption aligncenter\" style=\"max-width: 1024px\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2016/06/6376835767_3345df32d9_b.jpg\" alt=\"Don Edwards San Francisco Bay National Wildlife Refuge\" width=\"1024\" height=\"683\" class=\"size-full wp-image-160193\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2016/06/6376835767_3345df32d9_b.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/39/2016/06/6376835767_3345df32d9_b-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/39/2016/06/6376835767_3345df32d9_b-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/39/2016/06/6376835767_3345df32d9_b-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/39/2016/06/6376835767_3345df32d9_b-960x640.jpg 960w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Don Edwards San Francisco Bay National Wildlife Refuge \u003ccite>(Allie_Caulfield/ Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The U.S. Fish and Wildlife Service has amazing opportunities for citizen scientists in the Bay Area. At the Don Edwards San Francisco Bay National Wildlife Refuge in Fremont, scientists are observing and documenting how climate change is affecting plants in the area. In order to fully understand this effect, the plants need to be monitored throughout the year. The timing of when plants flower and form fruit has direct consequences for migrating wildlife. The Refuge also monitors birds and has plans to restore the upland areas along the Marsh View Trail at the Environmental Educational Center in Alviso. They want citizen scientists to help them figure out which species of birds are using the habitat. For more information and to get involved in these projects you can visit their \u003ca href=\"http://www.fws.gov/refuge/don_edwards_san_francisco_bay/Citizen_Science.html\">website\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>PBS LearningMedia Resource\u003cbr>\n\u003ca href=\"http://ca.pbslearningmedia.org/resource/kqedcl11.sci.ess.disappearingplants/disappearing-plants/\">Disappearing Plants\u003c/a>\u003cbr>\nIn this video slideshow, learn how a slight change in average temperature in an area can result in different vegetation patterns and that climate models project widespread loss of habitat for about two-thirds of California’s plants.\u003c/p>\n\u003cp>\u003cstrong>Citizen Science at Chabot Space and Science Center\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_160194\" class=\"wp-caption aligncenter\" style=\"max-width: 2048px\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2016/06/7966569602_38e48038d0_k.jpg\" alt=\"Redwoods\" width=\"2048\" height=\"1153\" class=\"size-full wp-image-160194\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2016/06/7966569602_38e48038d0_k.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/39/2016/06/7966569602_38e48038d0_k-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/39/2016/06/7966569602_38e48038d0_k-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/39/2016/06/7966569602_38e48038d0_k-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/39/2016/06/7966569602_38e48038d0_k-1440x811.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/39/2016/06/7966569602_38e48038d0_k-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/39/2016/06/7966569602_38e48038d0_k-960x540.jpg 960w\" sizes=\"(max-width: 2048px) 100vw, 2048px\">\u003cfigcaption class=\"wp-caption-text\">Redwoods \u003ccite>(Cary Bass-Deschenes/ Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>With Chabot, you can help investigate the coastal redwood ecosystem, which is unique to Northern California. Scientists at Chabot are interested in how global climate change could have negative consequences to this ecosystem. Monitoring the redwoods also helps inform scientists about how climate change affects the life cycles of salamanders, newts and ferns. Citizen scientists collect weather data and data on redwood forest indicators. \u003ca href=\"http://www.chabotspace.org/c3-citizen-science.htm\">Learn more\u003c/a> about how to help keep the redwoods thriving in Northern California.\u003c/p>\n\u003cp>PBS LearningMedia Resource\u003cbr>\n\u003ca href=\"http://ca.pbslearningmedia.org/resource/a9edd133-cf60-4272-82a7-e22fc626519d/redwoods-and-climate-change/\">Redwoods and Climate Change\u003c/a>\u003cbr>\nIn this video, follow a group of UC Berkeley scientists to the top of a 320-foot redwood in Mendocino County. See how scientists are trying to predict how the remaining redwoods and their descendants might fare in the face of climate change in the decades to come.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Want to learn about other citizen science opportunities in the Bay Area? Check out the \u003ca href=\"https://www.facebook.com/bayareacitizenscience\">Bay Area Citizen Science Facebook group\u003c/a> and \u003ca href=\"http://calnat.ucanr.edu/California_PPSR/\">this list\u003c/a> compiled by the UC California Naturalist Program. Are you involved in any exciting citizen science activities? Share them in the comments below. \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Are you looking for some science-related activities this summer? Why not help scientists with real research and have fun doing it? Citizen science is a fast-growing movement where members of the general public contribute to scientific research. Here’s a list of some fun citizen science projects in the Bay Area that you can get involved with. Check out resources from \u003ca href=\"http://www.pbslearningmedia.org/\">PBS LearningMedia\u003c/a> to learn more about the science behind the projects! \u003c/p>\n\u003cp>\u003cstrong>Citizen Science at the California Academy of Sciences\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_160192\" class=\"wp-caption aligncenter\" style=\"max-width: 1162px\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2016/06/2440494686_e5119810cd_o-1.jpg\" alt=\"Mt. Tamalpais watershed\" width=\"1162\" height=\"768\" class=\"size-full wp-image-160192\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2016/06/2440494686_e5119810cd_o-1.jpg 1162w, https://ww2.kqed.org/app/uploads/sites/39/2016/06/2440494686_e5119810cd_o-1-400x264.jpg 400w, https://ww2.kqed.org/app/uploads/sites/39/2016/06/2440494686_e5119810cd_o-1-800x529.jpg 800w, https://ww2.kqed.org/app/uploads/sites/39/2016/06/2440494686_e5119810cd_o-1-768x508.jpg 768w, https://ww2.kqed.org/app/uploads/sites/39/2016/06/2440494686_e5119810cd_o-1-960x634.jpg 960w\" sizes=\"(max-width: 1162px) 100vw, 1162px\">\u003cfigcaption class=\"wp-caption-text\">Mt. Tamalpais watershed from Mt. Tamalpais summit. \u003ccite>(Miguel Vieira/ Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Right inside Golden Gate Park is the California Academy of Sciences, which offers \u003ca href=\"http://www.calacademy.org/explore-science/academy-citizen-science-projects\">multiple citizen science opportunities\u003c/a>. For example, you could help the Academy and the Marin Municipal Water District survey the Mt. Tamalpais watershed to document and collect every known plant species in the area. Or, you can head to Pillar Point and join the Gulf of the Farallones National Marine Sanctuary in documenting the area’s biodiversity. You can even do citizen science in your own backyard if you live in San Francisco to help document the diversity of plants and animals in the city. Learn more about the programs and how to join them \u003ca href=\"http://www.calacademy.org/explore-science/academy-citizen-science-projects\">here\u003c/a>. \u003c/p>\n\u003cp>PBS LearningMedia Resource\u003cbr>\n\u003ca href=\"http://ca.pbslearningmedia.org/resource/kqedq11.sci.journeytothefarallones/journey-to-the-farallones/\">Journey to the Farallones\u003c/a>\u003cbr>\nIn this video from KQED QUEST, find out how unexpected, recent climate change is affecting life on and around the Farallon Islands. The Farallon Islands aren’t just a unique habitat, they’re also a bellwether for climate change. \u003c/p>\n\u003cp>\u003cstrong>Citizen Science at the U.S. Fish and Wildlife Service\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_160193\" class=\"wp-caption aligncenter\" style=\"max-width: 1024px\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2016/06/6376835767_3345df32d9_b.jpg\" alt=\"Don Edwards San Francisco Bay National Wildlife Refuge\" width=\"1024\" height=\"683\" class=\"size-full wp-image-160193\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2016/06/6376835767_3345df32d9_b.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/39/2016/06/6376835767_3345df32d9_b-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/39/2016/06/6376835767_3345df32d9_b-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/39/2016/06/6376835767_3345df32d9_b-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/39/2016/06/6376835767_3345df32d9_b-960x640.jpg 960w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Don Edwards San Francisco Bay National Wildlife Refuge \u003ccite>(Allie_Caulfield/ Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The U.S. Fish and Wildlife Service has amazing opportunities for citizen scientists in the Bay Area. At the Don Edwards San Francisco Bay National Wildlife Refuge in Fremont, scientists are observing and documenting how climate change is affecting plants in the area. In order to fully understand this effect, the plants need to be monitored throughout the year. The timing of when plants flower and form fruit has direct consequences for migrating wildlife. The Refuge also monitors birds and has plans to restore the upland areas along the Marsh View Trail at the Environmental Educational Center in Alviso. They want citizen scientists to help them figure out which species of birds are using the habitat. For more information and to get involved in these projects you can visit their \u003ca href=\"http://www.fws.gov/refuge/don_edwards_san_francisco_bay/Citizen_Science.html\">website\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>PBS LearningMedia Resource\u003cbr>\n\u003ca href=\"http://ca.pbslearningmedia.org/resource/kqedcl11.sci.ess.disappearingplants/disappearing-plants/\">Disappearing Plants\u003c/a>\u003cbr>\nIn this video slideshow, learn how a slight change in average temperature in an area can result in different vegetation patterns and that climate models project widespread loss of habitat for about two-thirds of California’s plants.\u003c/p>\n\u003cp>\u003cstrong>Citizen Science at Chabot Space and Science Center\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_160194\" class=\"wp-caption aligncenter\" style=\"max-width: 2048px\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2016/06/7966569602_38e48038d0_k.jpg\" alt=\"Redwoods\" width=\"2048\" height=\"1153\" class=\"size-full wp-image-160194\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2016/06/7966569602_38e48038d0_k.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/39/2016/06/7966569602_38e48038d0_k-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/39/2016/06/7966569602_38e48038d0_k-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/39/2016/06/7966569602_38e48038d0_k-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/39/2016/06/7966569602_38e48038d0_k-1440x811.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/39/2016/06/7966569602_38e48038d0_k-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/39/2016/06/7966569602_38e48038d0_k-960x540.jpg 960w\" sizes=\"(max-width: 2048px) 100vw, 2048px\">\u003cfigcaption class=\"wp-caption-text\">Redwoods \u003ccite>(Cary Bass-Deschenes/ Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>With Chabot, you can help investigate the coastal redwood ecosystem, which is unique to Northern California. Scientists at Chabot are interested in how global climate change could have negative consequences to this ecosystem. Monitoring the redwoods also helps inform scientists about how climate change affects the life cycles of salamanders, newts and ferns. Citizen scientists collect weather data and data on redwood forest indicators. \u003ca href=\"http://www.chabotspace.org/c3-citizen-science.htm\">Learn more\u003c/a> about how to help keep the redwoods thriving in Northern California.\u003c/p>\n\u003cp>PBS LearningMedia Resource\u003cbr>\n\u003ca href=\"http://ca.pbslearningmedia.org/resource/a9edd133-cf60-4272-82a7-e22fc626519d/redwoods-and-climate-change/\">Redwoods and Climate Change\u003c/a>\u003cbr>\nIn this video, follow a group of UC Berkeley scientists to the top of a 320-foot redwood in Mendocino County. See how scientists are trying to predict how the remaining redwoods and their descendants might fare in the face of climate change in the decades to come.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Want to learn about other citizen science opportunities in the Bay Area? Check out the \u003ca href=\"https://www.facebook.com/bayareacitizenscience\">Bay Area Citizen Science Facebook group\u003c/a> and \u003ca href=\"http://calnat.ucanr.edu/California_PPSR/\">this list\u003c/a> compiled by the UC California Naturalist Program. Are you involved in any exciting citizen science activities? Share them in the comments below. \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Have you ever felt torn between two different career interests? Has someone told you that you could be a scientist or an artist, but not both? Perhaps you focus on one over the other because you feel you don’t have enough time to pursue both. Well, it is possible to combine different career paths---but it takes creativity and effort to pull it off.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Indre Viskontas, Ph.D. is an example of someone who followed her dreams---even when those dreams might seem completely different. Check out the video above, produced by KQED intern CaT Bobino, to see Viskontas in action as she combines her equally strong passions for opera and neuroscience.\u003c/span>\u003c/p>\n\u003cp>Viskontas earned a doctorate in neuroscience and a Master of Music, and now she works as both a scientist and a soprano opera singer. Currently, you can find her teaching a variety of science courses at the University of San Francisco, as well as courses in music and memory at the San Francisco Conservatory of Music. Outside of the classroom, Viskontas routinely performs with a number of opera groups, specializing in contemporary opera.\u003c/p>\n\u003cp>Viskontas started her music career early on, following the example of her mother, a composer. She realized she was usually the loudest singer in the room, and with some training, she landed her first professional performance at the age of 11. In high school, she discovered that although she loved music, she also had a love for biology and chemistry. After reading books by the renowned neurologist and author Oliver Sacks, Viskontas realized that she also had a calling for cognitive neuroscience.\u003c/p>\n\u003cp>After earning a bachelor's degree in psychology and French literature from the University of Toronto, Viskontas decided to focus on her opera career. She spent a year in France trying to find work as a singer, but her fascination with science persisted. She left France for California, where she received her doctorate in cognitive neuroscience from UCLA, studying memory. Never content to stick to just one thing, she also received her Masters of Music in voice from the San Francisco Conservatory of Music.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Viskontas could not and would not choose one career over the other, so she didn’t. Instead, she used her training and knowledge in both science and music to craft her own, unique career trajectory.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you would like to learn more about Dr. Indre Viskontas, you can visit her website \u003c/span>\u003ca href=\"http://www.indreviskontas.com/\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cp>Are you a middle- or high-school science teacher looking for ways to integrate engineering into your classroom? \u003ca href=\"https://docs.google.com/forms/d/1ZnG9BnzIZWRA3B2PJxx3H-DyjEZ48dg8YzNJs2Gw7IQ/viewform\">Join KQED Education\u003c/a> this fall in piloting a new media-rich, NGSS-based engineering curriculum. Developed by KQED and a group of outstanding Bay Area science teachers, \u003cstrong>\u003cem>Engineering for Good\u003c/em>\u003c/strong> is a two-week, project-based learning unit focused on developing solutions for negative impacts of plastics on the environment. Designed to fit into life, earth and physical science classes, and full of engaging videos of \u003ca href=\"https://www.youtube.com/playlist?list=PLT3NFZ6AaRFIatHczEyNfP1F-og0pyEP8\">real-world engineering stories\u003c/a>, the unit culminates with students producing videos about their own solutions. Student stories will be collected by KQED on a platform that encourages sharing, conversation and feedback in a way that further promotes student voice and agency, and the acquisition of 21st century skills.\u003c/p>\n\u003cp>Teachers participating in the pilot will be supported through a blended experience employing both in-person meetings and KQED’s new online professional learning platform. You will learn video production in order to scaffold the process with your students and receive guidance on classroom implementation of the \u003cstrong>\u003cem>Engineering for Good\u003c/em>\u003c/strong> curriculum. In addition, you will receive a $750 stipend, and your feedback will assist in developing outstanding, free engineering resources for science teachers in California and beyond.\u003c/p>\n\u003cp>\u003cstrong>The Details\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>The pilot will run August 2016 through January 2017\u003c/li>\n\u003cli>After completion of the pilot, participants will receive a \u003cstrong>$750 stipend\u003c/strong>\u003c/li>\n\u003cli>We encourage you to apply with one or more teachers from your school\u003c/li>\n\u003cli>Open to Bay Area middle and high school science teachers\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Requirements\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Attend an all-day kickoff meeting at KQED on \u003cstrong>Saturday, August 6, 2016\u003c/strong>\u003c/li>\n\u003cli>Implement the \u003cstrong>\u003cem>Engineering for Good\u003c/em>\u003c/strong> curriculum in the fall 2016 semester (10-day unit)\u003c/li>\n\u003cli>Complete the “Storytelling with Video” course on KQED’s online professional learning platform (6 modules; 20 hours total)\u003c/li>\n\u003cli>Actively participate in an online forum/community for pilot participants\u003c/li>\n\u003cli>Share student work created as part of the \u003cstrong>\u003cem>Engineering for Good\u003c/em>\u003c/strong> curriculum\u003c/li>\n\u003cli>Provide feedback on the\u003cstrong>\u003cem> Engineering for Good\u003c/em>\u003c/strong> curriculum and participate in an evaluation of the pilot\u003c/li>\n\u003cli>Write an \u003cem>\u003ca href=\"http://ww2.kqed.org/education/category/trainings/online-trainings/in-the-classroom/\">In the Classroom\u003c/a>\u003c/em> post to be shared on KQED’s website or online learning platform (this will also earn you the KQED “Storytelling with Video In the Classroom” badge)\u003c/li>\n\u003cli>Attend an end-of-pilot meeting at KQED in January (date TBD)\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Thank you for your interest--the application deadline has passed. \u003c/strong>Applicants will be notified by June 30, 2016.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Are you a middle- or high-school science teacher looking for ways to integrate engineering into your classroom? \u003ca href=\"https://docs.google.com/forms/d/1ZnG9BnzIZWRA3B2PJxx3H-DyjEZ48dg8YzNJs2Gw7IQ/viewform\">Join KQED Education\u003c/a> this fall in piloting a new media-rich, NGSS-based engineering curriculum. Developed by KQED and a group of outstanding Bay Area science teachers, \u003cstrong>\u003cem>Engineering for Good\u003c/em>\u003c/strong> is a two-week, project-based learning unit focused on developing solutions for negative impacts of plastics on the environment. Designed to fit into life, earth and physical science classes, and full of engaging videos of \u003ca href=\"https://www.youtube.com/playlist?list=PLT3NFZ6AaRFIatHczEyNfP1F-og0pyEP8\">real-world engineering stories\u003c/a>, the unit culminates with students producing videos about their own solutions. Student stories will be collected by KQED on a platform that encourages sharing, conversation and feedback in a way that further promotes student voice and agency, and the acquisition of 21st century skills.\u003c/p>\n\u003cp>Teachers participating in the pilot will be supported through a blended experience employing both in-person meetings and KQED’s new online professional learning platform. You will learn video production in order to scaffold the process with your students and receive guidance on classroom implementation of the \u003cstrong>\u003cem>Engineering for Good\u003c/em>\u003c/strong> curriculum. In addition, you will receive a $750 stipend, and your feedback will assist in developing outstanding, free engineering resources for science teachers in California and beyond.\u003c/p>\n\u003cp>\u003cstrong>The Details\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>The pilot will run August 2016 through January 2017\u003c/li>\n\u003cli>After completion of the pilot, participants will receive a \u003cstrong>$750 stipend\u003c/strong>\u003c/li>\n\u003cli>We encourage you to apply with one or more teachers from your school\u003c/li>\n\u003cli>Open to Bay Area middle and high school science teachers\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Requirements\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Attend an all-day kickoff meeting at KQED on \u003cstrong>Saturday, August 6, 2016\u003c/strong>\u003c/li>\n\u003cli>Implement the \u003cstrong>\u003cem>Engineering for Good\u003c/em>\u003c/strong> curriculum in the fall 2016 semester (10-day unit)\u003c/li>\n\u003cli>Complete the “Storytelling with Video” course on KQED’s online professional learning platform (6 modules; 20 hours total)\u003c/li>\n\u003cli>Actively participate in an online forum/community for pilot participants\u003c/li>\n\u003cli>Share student work created as part of the \u003cstrong>\u003cem>Engineering for Good\u003c/em>\u003c/strong> curriculum\u003c/li>\n\u003cli>Provide feedback on the\u003cstrong>\u003cem> Engineering for Good\u003c/em>\u003c/strong> curriculum and participate in an evaluation of the pilot\u003c/li>\n\u003cli>Write an \u003cem>\u003ca href=\"http://ww2.kqed.org/education/category/trainings/online-trainings/in-the-classroom/\">In the Classroom\u003c/a>\u003c/em> post to be shared on KQED’s website or online learning platform (this will also earn you the KQED “Storytelling with Video In the Classroom” badge)\u003c/li>\n\u003cli>Attend an end-of-pilot meeting at KQED in January (date TBD)\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Thank you for your interest--the application deadline has passed. \u003c/strong>Applicants will be notified by June 30, 2016.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>What are earthquakes? Get a new perspective on these powerful phenomena with our collection of videos and infographics co-produced with KQED, originally designed with middle and high school educators in mind. You and your students will learn why earthquakes happen, how they've shaped the Bay Area, and what you can do to prepare for the next one. We've included ideas for how to structure a sequence of learning tasks, but feel free to pick and choose!\u003c/p>\n\u003cp>Whether you want to use the \u003cstrong>\u003ca href=\"https://www.calacademy.org/earthquakes\">Exploring Earthquakes\u003c/a>\u003c/strong> resources with students or to polish your own content knowledge, the following guide provides ideas for how to get started.\u003c/p>\n\u003ch2>1. The Earth's Structure\u003c/h2>\n\u003ch3>Core, Mantle and Crust\u003c/h3>\n\u003cp>Before learning about earthquakes, let’s look at the inside of our planet.\u003c/p>\n\u003cul>\n\u003cli>View the video \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/inside-the-earth-exploring-earth%E2%80%99s-layers\" target=\"_blank\">Inside the Earth: Exploring Earth's Layers\u003c/a>\u003c/strong> and consider the following questions:\n\u003col>\n\u003cli>What are distinct characteristics of each layer?\u003c/li>\n\u003cli>How is Earth's surface impacted by its interior?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003cli>Read more about the \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/from-core-to-crust-defining-earths-layers\" target=\"_blank\">core, mantle and crust\u003c/a>\u003c/strong>.\u003c/li>\n\u003c/ul>\n\u003ch3>Plate Boundaries\u003c/h3>\n\u003cp>Movement in narrow zones along plate boundaries causes most earthquakes. Most seismic activity occurs at three types of plate boundaries – convergent, divergent, and transform.\u003c/p>\n\u003cul>\n\u003cli>Observe the \u003cstrong>\u003ca href=\"https://www.calacademy.org/sites/default/files/assets/images/explorescience/earthquake/plate_boundaries_hero_copyrite2012.jpg\" target=\"_blank\">three types of plate boundaries\u003c/a>\u003c/strong> and note where they occur on Earth.\u003c/li>\n\u003cli>Review the brief description of each boundary type.\u003c/li>\n\u003cli>After watching the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=edb7FMcGrAE&index=4&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">Plate Boundaries video\u003c/a>\u003c/strong>, research and find specific examples of convergent, divergent, and transform boundaries.\u003c/li>\n\u003c/ul>\n\u003ch3>Evidence of Earth’s Layers\u003c/h3>\n\u003cp>During an earthquake, different types of seismic waves move through the Earth, traveling through solids or liquids differently. This helps scientists understand the properties and composition of the Earth’s layers – the core, mantle, and crust.\u003c/p>\n\u003cul>\n\u003cli>Look at the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=wDfIgoXaXis&index=2&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">Seismic Waves video\u003c/a>\u003c/strong> and discuss with a friend how P and S waves travel differently through the Earth's layers.\u003c/li>\n\u003c/ul>\n\u003ch2>2. Plate Movement through Geologic Time\u003c/h2>\n\u003ch3>The Supercontinent Cycle\u003c/h3>\n\u003cp>Today’s configuration of continents is dramatically different than it was in the past. Learn how previous supercontinents formed and then broke up again over hundreds of millions of years due to plate tectonics.\u003c/p>\n\u003cul>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/plate-tectonics-shaping-the-continents\" target=\"_blank\">Plate Tectonics: Shaping the Continents video\u003c/a>\u003c/strong> to witness how Earth's forces have shaped the continents from present day to millions of years ago. Choose a location to follow back in time and describe its path.\u003c/li>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=CxJTuzaonB0&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=8\" target=\"_blank\">Back in Time: 200 Million Years Ago to Present Day video\u003c/a>\u003c/strong> on the Earthquake YouTube playlist. Pause the video two to three times while you are watching and reflect on how the land masses have changed over time.\u003c/li>\n\u003c/ul>\n\u003ch3>Formation of the Atlantic Ocean\u003c/h3>\n\u003cp>The breakup of Pangaea was fueled by the formation of the Atlantic Ocean as new crust was formed along the underwater ridge. By speeding up geologic time through computer simulations, we can witness the movement of the plates and the beginning of this great ocean.\u003c/p>\n\u003cul>\n\u003cli>You are about to witness the formation of the Atlantic Ocean. Before watching, predict when the Atlantic began to form.\u003c/li>\n\u003cli>After viewing this timelapse video from\u003cstrong> \u003ca href=\"https://www.youtube.com/watch?v=ADsjdu27WaM&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=10\" target=\"_blank\">200 Million Years to Present Day\u003c/a>\u003c/strong>, describe what the Atlantic might look like in millions of years.\u003c/li>\n\u003c/ul>\n\u003ch3>Evidence of Plate Tectonics\u003c/h3>\n\u003cp>Some \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/evidence-of-plate-tectonics\" target=\"_blank\">Evidence of Plate Tectonics\u003c/a>\u003c/strong> comes from what we know about previous life on Earth. Scientists have found fossils of the same land-dwelling animal in Africa and South America. How did similar fossils come to be so far apart? Evidence of plate tectonics has also been gathered from clues left by glaciers and the shapes of coastlines. This has helped scientists to piece together the previous configuration of the continents. How is this possible?\u003c/p>\n\u003cul>\n\u003cli>After viewing the \u003cstrong>\u003ca href=\"https://www.calacademy.org/sites/default/files/styles/manual_crop_standard_960x540/public/assets/images/explorescience/earthquake/recordsinrock-hero_copyrite2012.jpg\" target=\"_blank\">Records in Rock graphic\u003c/a>\u003c/strong> of fossil evidence, make a list of questions that you have about fossil records and the connection to plate tectonics.\u003c/li>\n\u003cli>Similar fossils from South America and Africa are now separated by an ocean. What connections can you make between \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=CxJTuzaonB0&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=8\" target=\"_blank\">this video\u003c/a>\u003c/strong> and the previous graphic? What new questions do you have?\u003c/li>\n\u003cli>View this \u003cstrong>\u003ca href=\"https://www.calacademy.org/sites/default/files/styles/manual_crop_standard_960x540/public/assets/images/explorescience/earthquake/remnants_in_rock_hero_copyrite2012.jpg\" target=\"_blank\">Remnants in Rock graphic\u003c/a>\u003c/strong> of glacier evidence and discuss how it supports the idea of a past supercontinent.\u003c/li>\n\u003cli>This \u003ca href=\"https://www.calacademy.org/sites/default/files/styles/manual_crop_standard_960x540/public/assets/images/explorescience/earthquake/complementary-coasts_hero_copyrite2012.jpg\" target=\"_blank\">\u003cstrong>Complementary Coasts graphic\u003c/strong>\u003c/a> provides evidence of complementary coastlines along Africa and South America. Look at a world map and determine other coastlines that could fit together based on their shapes.\u003c/li>\n\u003c/ul>\n\u003ch3>Plate Tectonics Shaped Human History\u003c/h3>\n\u003cp>Plate tectonics played an important role in the history of ancient civilizations both by causing destructive events and opportunities for life to flourish.\u003c/p>\n\u003cul>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/plate-tectonics-and-ancient-civilizations\" target=\"_blank\">Plate Tectonics and Ancient Civilizations video\u003c/a>\u003c/strong> and consider why early civilizations would spring up in tectonically active areas.\u003c/li>\n\u003c/ul>\n\u003ch2>3. Earthquake 101\u003c/h2>\n\u003ch3>Anatomy of an Earthquake\u003c/h3>\n\u003cp>Although the Earth’s surface is moving and changing through geologic time, we usually do not see it happening before our eyes, but we can experience it through earthquakes. As the plates move past each other, along fault zones, they sometimes get caught and pressure builds up. When the plates finally give and slip due to the increased pressure, energy is released as seismic waves, causing the ground to shake. This is an earthquake.\u003c/p>\n\u003cul>\n\u003cli>Using the \u003cstrong>\u003ca href=\"http://ww2.kqed.org/quest/2012/02/07/earthquakes/\" target=\"_blank\">Anatomy of an Earthquake diagram\u003c/a>\u003c/strong>, describe the relationship between the faults and the plates. How are the focus and the epicenter different?\u003c/li>\n\u003cli>Design a demonstration or model using everyday materials showing how earthquakes occur (built-up strain and sudden energy release).\u003c/li>\n\u003c/ul>\n\u003ch3>Fault Types\u003c/h3>\n\u003cp>Basic fault types found around the world are normal, reverse, and strike-slip. How do fault types relate to plate boundaries?\u003c/p>\n\u003cul>\n\u003cli>View \u003cstrong>\u003ca href=\"http://www.iris.washington.edu/gifs/animations/faults.htm\" target=\"_blank\">these animations\u003c/a>\u003c/strong> to learn about the basic fault types. Use your own words and hand movements to describe the different fault types to a friend.\u003c/li>\n\u003cli>Read \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/faults-where-earthquakes-occur\" target=\"_blank\">Faults: Where Earthquakes Occur \u003c/a>\u003c/strong>to learn more about the different types of faults.\u003c/li>\n\u003c/ul>\n\u003ch3>Determining the Epicenter\u003c/h3>\n\u003cp>How is the location of the earthquake slip determined? The process is called triangulation.\u003c/p>\n\u003cul>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=SFJ_l3uFkPI&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=5\" target=\"_blank\">Epicenter video\u003c/a>\u003c/strong> to learn how to determine the epicenter of an earthquake.\u003c/li>\n\u003cli>Use the online activity \u003cstrong>\u003ca href=\"http://www.sciencecourseware.com/virtualearthquake/vquakeexecute.html\">Virtual Earthquake by Geology Labs On-Line\u003c/a>\u003c/strong> to practice finding the epicenter of an earthquake.\u003c/li>\n\u003cli>Alternatively, do this activity to \u003cstrong>\u003ca href=\"http://www.calacademy.org/educators/lesson-plans/earthquakes-and-tectonic-plates\" target=\"_blank\">learn how to triangulate\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Then, discuss the following questions with a friend:\n\u003col>\n\u003cli>Why is it necessary to have information from three seismograph stations for triangulation? Why is it not possible to find the epicenter using information from just two stations?\u003c/li>\n\u003cli>Why is it important to know where the epicenter of an earthquake is located?\u003c/li>\n\u003cli>What can scientists learn about faults from mapping earthquake epicenters?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003c/ul>\n\u003ch3>Measuring Earthquakes\u003c/h3>\n\u003cp>Earthquakes are generally described by their magnitude (the energy released) and intensity (the damage that is done). Learn how these are measured.\u003c/p>\n\u003cul>\n\u003cli>Read more about \u003cstrong>\u003ca href=\"https://ww2.kqed.org/quest/2016/04/15/measuring-earthquakes-intensity-and-magnitude/\" target=\"_blank\">measuring earthquakes\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=YXMKSOsv3QA&index=10&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">Magnitude video\u003c/a>\u003c/strong> from a scientist at the Pacific Tsunami Warning Center about earthquake energy release. Describe the difference between a 6.9 and an 8.5 earthquake.\u003c/li>\n\u003cli>Compare the two earthquakes in the \u003cstrong>\u003ca href=\"http://pubs.usgs.gov/of/2005/1135/Loma_Prieta/BA_1906_vs_Loma_Prieta.html\">Intensity Comparison of the 1906 and 1989 Earthquakes\u003c/a>\u003c/strong> animation. Make some observations about their intensities.\u003c/li>\n\u003c/ul>\n\u003ch3>Seismic Waves\u003c/h3>\n\u003cp>An earthquake generates a series of seismic waves that transmit the energy released by an earthquake. They travel through the interior and near the surface of the Earth. Learn about the different types of seismic waves.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.calacademy.org/educators/lesson-plans/measuring-earthquakes\" target=\"_blank\">Build your own seismograph\u003c/a>\u003c/strong> to experience the phenomenon firsthand.\u003c/li>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=wDfIgoXaXis&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=2\" target=\"_blank\">Seismic Waves animation\u003c/a>\u003c/strong> and answer the following questions:\n\u003col>\n\u003cli>What are the different kinds of waves?\u003c/li>\n\u003cli>Which wave moves the fastest?\u003c/li>\n\u003cli>Which wave causes the most destruction?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003cli>After watching the animation, review with a friend how the buildings fared on the different substrates. On which type of substrate is it safest to build?\u003c/li>\n\u003c/ul>\n\u003ch2>4. Bay Area Earthquakes\u003c/h2>\n\u003ch3>Bay Area Faults\u003c/h3>\n\u003cp>California lies within an active seismic zone, straddling the Pacific and North American plates, which are grinding past each other. There are many active faults in California that are capable of creating major earthquakes. The Bay Area sits on a series of active faults that include the San Andreas, Calaveras, and Hayward.\u003c/p>\n\u003cul>\n\u003cli>Read more about \u003cstrong>\u003ca href=\"https://ww2.kqed.org/quest/2016/04/15/san-francisco-bay-area-earthquakes-and-faults/\" target=\"_blank\">Bay Area Faults\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Use the \u003cstrong>\u003ca href=\"https://www.calacademy.org/sites/default/files/assets/images/explorescience/earthquake/bayareafaultplaneslabeled.jpg\" target=\"_blank\">Bay Area Fault Planes image\u003c/a>\u003c/strong> to determine how many fault planes cut through the Bay Area. Why do you think there are so many?\u003c/li>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=GhFMtCmHc9c&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=6\" target=\"_blank\">Hayward Fault: Predictable Peril video\u003c/a>\u003c/strong> and discuss: Why are scientists so concerned about earthquakes occurring on the Hayward Fault?\u003c/li>\n\u003cli>Based on the evidence of the video above, what type of fault is the Hayward Fault? Why do you think so? (Review the \u003ca href=\"http://www.iris.washington.edu/gifs/animations/faults.htm\" target=\"_blank\">fault animations\u003c/a>.)\u003c/li>\n\u003c/ul>\n\u003ch3>The Great San Francisco Earthquake of 1906\u003c/h3>\n\u003cp>The San Andreas Fault, part of the boundary between the Pacific and North American plates, has been the source of damaging earthquakes in the Bay Area. In 1906 a large earthquake occurred on the San Andreas Fault that led to the destruction of many city blocks in San Francisco.\u003c/p>\n\u003cul>\n\u003cli>Watch \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=y43k3Fzrw4A&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=15\" target=\"_blank\">The Science Behind the 1906 Earthquake video\u003c/a>\u003c/strong> and collect the following information:\n\u003col>\n\u003cli>Where was the focus of the 1906 Earthquake?\u003c/li>\n\u003cli>What do the red and yellow colors represent on the simulation and how are they related?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003c/ul>\n\u003ch3>Personal Accounts of Earthquakes\u003c/h3>\n\u003cp>Below are oral history accounts from the 1906 earthquake. Explore these documents and answer the questions provided. Then, seek out a family member or family friend who experienced the 1989 Loma Prieta earthquake. Compare and contrast events as told from several perspectives.\u003c/p>\n\u003cul>\n\u003cli>Explore these \u003cstrong>\u003ca href=\"http://www.calacademy.org:8080/sites/default/files/assets/docs/pdf/personal_accounts.pdf\" target=\"_blank\">oral history accounts from the 1906 earthquake\u003c/a>. \u003c/strong>\n\u003col>\n\u003cli>\u003cstrong>\u003c/strong>Compare and contrast the first-person narratives.\u003c/li>\n\u003cli>Why do personal accounts differ from each other?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003cli>Use this \u003cstrong>\u003ca href=\"http://www.calacademy.org:8080/sites/default/files/assets/docs/pdf/339s1_eqoralhistory.pdf\" target=\"_blank\">guide to conduct your own interviews\u003c/a>\u003c/strong> of family or family friends who experienced the 1989 Loma Prieta earthquake.\u003c/li>\n\u003cli>Share your findings of your interviews with your fellow students. Do these personal accounts differ from each other? Why?\u003c/li>\n\u003c/ul>\n\u003ch2>5. Get Prepared\u003c/h2>\n\u003ch3>Engineering Preparedness\u003c/h3>\n\u003cp>California has experienced many damaging earthquakes. From the damage caused, scientists and engineers have learned how to design buildings that will better withstand the shaking. Over the past few decades, many structures have undergone earthquake retrofitting in the Bay Area and beyond.\u003c/p>\n\u003cul>\n\u003cli>Watch \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=7hoSqazNmfY&index=13&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">The Shaking Table at UC Berkeley video\u003c/a>\u003c/strong> to learn more about how engineers make our built environment better able to withstand earthquakes.\u003c/li>\n\u003cli>View the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=cu9WpKxfByc&index=11&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">The New Bay Bridge: Earthquake Makeover \u003c/a>\u003c/strong>video to learn about changes to the new Bay Bridge in the San Francisco Bay Area.\u003c/li>\n\u003c/ul>\n\u003ch3>What to Do Before an Earthquake\u003c/h3>\n\u003cp>Creating an emergency plan, preparing an earthquake kit, and safely storing and securing heavy items are a few ways to prepare for the big one!\u003c/p>\n\u003cul>\n\u003cli>Read \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/how-to-prepare-for-an-earthquake\" target=\"_blank\">How to Prepare for an Earthquake\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Make a list of items for your classroom earthquake kit and create a kit that you store at school.\u003c/li>\n\u003cli>Develop an emergency plan. Think about a few places where you spend the majority of your time. This may be at home, at school, in your car, etc.\u003c/li>\n\u003c/ul>\n\u003ch3>What to Do During an Earthquake\u003c/h3>\n\u003cp>Earthquakes are unpredictable and can happen at any time. It is important to know what to do when an earthquake occurs whether you are at home, at work or at play.\u003c/p>\n\u003cul>\n\u003cli>Go to the \u003cstrong>\u003ca href=\"https://www.ready.gov/earthquakes\" target=\"_blank\">FEMA Ready website\u003c/a>\u003c/strong> and research what to do during an earthquake. Relate this information to your plans for preparing for an earthquake.\u003c/li>\n\u003cli>If an earthquake occurred at home, at work, or at play, what would you do? Imagine realistic scenarios and consider where you would drop, cover, and hold on. Do these locations have hazards?\u003c/li>\n\u003c/ul>\n\u003ch3>What to Do After an Earthquake\u003c/h3>\n\u003cp>The more prepared you are after an earthquake, the better. Consider the information you have learned regarding what to do before and after an earthquake. It is not known what the situation will actually be after an earthquake. What are necessary steps that you can take to assess the situation and your safety?\u003c/p>\n\u003cul>\n\u003cli>If you don't already know, take the time to learn how to turn off water and gas in your home.\u003c/li>\n\u003cli>Set a safe location to meet your family or friends after an earthquake. How will you get there? What would you bring with you?\u003c/li>\n\u003c/ul>\n\u003chr>\n\u003ch2>Connections to NGSS Disciplinary Core Ideas\u003c/h2>\n\u003ch3>ESS1.C The History of Planet Earth\u003c/h3>\n\u003cul>\n\u003cli>(Grade 4) Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed.\u003c/li>\n\u003cli>(Grades 6-8) Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches.\u003c/li>\n\u003cli>(Grades 9-12) Continental rocks, which can be older than 4 billion years, are generally much older than the rocks of the ocean floor, which are less than 200 million years old.\u003c/li>\n\u003c/ul>\n\u003ch3>ESS2.A Earth Materials and Systems\u003c/h3>\n\u003cul>\n\u003cli>(Grades 9-12) Evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle and crust. Motions of the mantle and crust occur primarily through thermal convection, which involves the cycling of matter due to the outward flow of energy from Earth’s interior and gravitational movement of denser materials toward the interior.\u003c/li>\n\u003c/ul>\n\u003ch3>ESS2.B Plate Tectonics and Large-Scale System Interactions\u003c/h3>\n\u003cul>\n\u003cli>(Grade 4) The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth.\u003c/li>\n\u003cli>(Grades 6-8) Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart.\u003c/li>\n\u003cli>(Grades 6-8) The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future.\u003c/li>\n\u003cli>(Grades 9-12) Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history. Plate movements are responsible for most continental and ocean-floor features and for the distribution of most rocks and minerals within Earth’s crust.\u003c/li>\n\u003cli>(Grades 9-12) Plate tectonics can be viewed as the surface expression of mantle convection.\u003c/li>\n\u003c/ul>\n\u003ch3>ESS3.B Natural Hazards\u003c/h3>\n\u003cul>\n\u003cli>(Grade 4) A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts.\u003c/li>\n\u003cli>(Grades 6-8) Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events.\u003c/li>\n\u003cli>(Grades 9-12) Natural hazards and other geologic events have shaped the course of human history; [they] have significantly altered the sizes of human populations and have driven human migrations.\u003c/li>\n\u003c/ul>\n\u003ch3>PS4.A Wave Properties\u003c/h3>\n\u003cul>\n\u003cli>(Grades 9-12) Geologists use seismic waves and their reflection at interfaces between layers to probe structures deep in the planet.\u003c/li>\n\u003c/ul>\n\u003chr>\n\u003cp>This post is part of \u003ca href=\"https://www.calacademy.org/earthquakes\">Exploring Earthquakes\u003c/a>, a rich collection of resources co-presented by the California Academy of Sciences and KQED. This material is also available as a free \u003ca href=\"https://itunes.apple.com/book/earthquake/id552255768?mt=11\">iBooks textbook\u003c/a> and \u003ca href=\"https://itunes.apple.com/us/course/earthquake/id552092722\">iTunes U course\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Don’t miss \u003cem>\u003ca href=\"https://www.calacademy.org/exhibits/earthquake-life-on-a-dynamic-planet\">Earthquake\u003c/a>\u003c/em>, an interactive exhibit at the Academy exploring the seismic forces that impact us today and featuring the Shake House, an earthquake simulator.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>What are earthquakes? Get a new perspective on these powerful phenomena with our collection of videos and infographics co-produced with KQED, originally designed with middle and high school educators in mind. You and your students will learn why earthquakes happen, how they've shaped the Bay Area, and what you can do to prepare for the next one. We've included ideas for how to structure a sequence of learning tasks, but feel free to pick and choose!\u003c/p>\n\u003cp>Whether you want to use the \u003cstrong>\u003ca href=\"https://www.calacademy.org/earthquakes\">Exploring Earthquakes\u003c/a>\u003c/strong> resources with students or to polish your own content knowledge, the following guide provides ideas for how to get started.\u003c/p>\n\u003ch2>1. The Earth's Structure\u003c/h2>\n\u003ch3>Core, Mantle and Crust\u003c/h3>\n\u003cp>Before learning about earthquakes, let’s look at the inside of our planet.\u003c/p>\n\u003cul>\n\u003cli>View the video \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/inside-the-earth-exploring-earth%E2%80%99s-layers\" target=\"_blank\">Inside the Earth: Exploring Earth's Layers\u003c/a>\u003c/strong> and consider the following questions:\n\u003col>\n\u003cli>What are distinct characteristics of each layer?\u003c/li>\n\u003cli>How is Earth's surface impacted by its interior?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003cli>Read more about the \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/from-core-to-crust-defining-earths-layers\" target=\"_blank\">core, mantle and crust\u003c/a>\u003c/strong>.\u003c/li>\n\u003c/ul>\n\u003ch3>Plate Boundaries\u003c/h3>\n\u003cp>Movement in narrow zones along plate boundaries causes most earthquakes. Most seismic activity occurs at three types of plate boundaries – convergent, divergent, and transform.\u003c/p>\n\u003cul>\n\u003cli>Observe the \u003cstrong>\u003ca href=\"https://www.calacademy.org/sites/default/files/assets/images/explorescience/earthquake/plate_boundaries_hero_copyrite2012.jpg\" target=\"_blank\">three types of plate boundaries\u003c/a>\u003c/strong> and note where they occur on Earth.\u003c/li>\n\u003cli>Review the brief description of each boundary type.\u003c/li>\n\u003cli>After watching the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=edb7FMcGrAE&index=4&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">Plate Boundaries video\u003c/a>\u003c/strong>, research and find specific examples of convergent, divergent, and transform boundaries.\u003c/li>\n\u003c/ul>\n\u003ch3>Evidence of Earth’s Layers\u003c/h3>\n\u003cp>During an earthquake, different types of seismic waves move through the Earth, traveling through solids or liquids differently. This helps scientists understand the properties and composition of the Earth’s layers – the core, mantle, and crust.\u003c/p>\n\u003cul>\n\u003cli>Look at the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=wDfIgoXaXis&index=2&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">Seismic Waves video\u003c/a>\u003c/strong> and discuss with a friend how P and S waves travel differently through the Earth's layers.\u003c/li>\n\u003c/ul>\n\u003ch2>2. Plate Movement through Geologic Time\u003c/h2>\n\u003ch3>The Supercontinent Cycle\u003c/h3>\n\u003cp>Today’s configuration of continents is dramatically different than it was in the past. Learn how previous supercontinents formed and then broke up again over hundreds of millions of years due to plate tectonics.\u003c/p>\n\u003cul>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/plate-tectonics-shaping-the-continents\" target=\"_blank\">Plate Tectonics: Shaping the Continents video\u003c/a>\u003c/strong> to witness how Earth's forces have shaped the continents from present day to millions of years ago. Choose a location to follow back in time and describe its path.\u003c/li>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=CxJTuzaonB0&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=8\" target=\"_blank\">Back in Time: 200 Million Years Ago to Present Day video\u003c/a>\u003c/strong> on the Earthquake YouTube playlist. Pause the video two to three times while you are watching and reflect on how the land masses have changed over time.\u003c/li>\n\u003c/ul>\n\u003ch3>Formation of the Atlantic Ocean\u003c/h3>\n\u003cp>The breakup of Pangaea was fueled by the formation of the Atlantic Ocean as new crust was formed along the underwater ridge. By speeding up geologic time through computer simulations, we can witness the movement of the plates and the beginning of this great ocean.\u003c/p>\n\u003cul>\n\u003cli>You are about to witness the formation of the Atlantic Ocean. Before watching, predict when the Atlantic began to form.\u003c/li>\n\u003cli>After viewing this timelapse video from\u003cstrong> \u003ca href=\"https://www.youtube.com/watch?v=ADsjdu27WaM&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=10\" target=\"_blank\">200 Million Years to Present Day\u003c/a>\u003c/strong>, describe what the Atlantic might look like in millions of years.\u003c/li>\n\u003c/ul>\n\u003ch3>Evidence of Plate Tectonics\u003c/h3>\n\u003cp>Some \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/evidence-of-plate-tectonics\" target=\"_blank\">Evidence of Plate Tectonics\u003c/a>\u003c/strong> comes from what we know about previous life on Earth. Scientists have found fossils of the same land-dwelling animal in Africa and South America. How did similar fossils come to be so far apart? Evidence of plate tectonics has also been gathered from clues left by glaciers and the shapes of coastlines. This has helped scientists to piece together the previous configuration of the continents. How is this possible?\u003c/p>\n\u003cul>\n\u003cli>After viewing the \u003cstrong>\u003ca href=\"https://www.calacademy.org/sites/default/files/styles/manual_crop_standard_960x540/public/assets/images/explorescience/earthquake/recordsinrock-hero_copyrite2012.jpg\" target=\"_blank\">Records in Rock graphic\u003c/a>\u003c/strong> of fossil evidence, make a list of questions that you have about fossil records and the connection to plate tectonics.\u003c/li>\n\u003cli>Similar fossils from South America and Africa are now separated by an ocean. What connections can you make between \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=CxJTuzaonB0&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=8\" target=\"_blank\">this video\u003c/a>\u003c/strong> and the previous graphic? What new questions do you have?\u003c/li>\n\u003cli>View this \u003cstrong>\u003ca href=\"https://www.calacademy.org/sites/default/files/styles/manual_crop_standard_960x540/public/assets/images/explorescience/earthquake/remnants_in_rock_hero_copyrite2012.jpg\" target=\"_blank\">Remnants in Rock graphic\u003c/a>\u003c/strong> of glacier evidence and discuss how it supports the idea of a past supercontinent.\u003c/li>\n\u003cli>This \u003ca href=\"https://www.calacademy.org/sites/default/files/styles/manual_crop_standard_960x540/public/assets/images/explorescience/earthquake/complementary-coasts_hero_copyrite2012.jpg\" target=\"_blank\">\u003cstrong>Complementary Coasts graphic\u003c/strong>\u003c/a> provides evidence of complementary coastlines along Africa and South America. Look at a world map and determine other coastlines that could fit together based on their shapes.\u003c/li>\n\u003c/ul>\n\u003ch3>Plate Tectonics Shaped Human History\u003c/h3>\n\u003cp>Plate tectonics played an important role in the history of ancient civilizations both by causing destructive events and opportunities for life to flourish.\u003c/p>\n\u003cul>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/plate-tectonics-and-ancient-civilizations\" target=\"_blank\">Plate Tectonics and Ancient Civilizations video\u003c/a>\u003c/strong> and consider why early civilizations would spring up in tectonically active areas.\u003c/li>\n\u003c/ul>\n\u003ch2>3. Earthquake 101\u003c/h2>\n\u003ch3>Anatomy of an Earthquake\u003c/h3>\n\u003cp>Although the Earth’s surface is moving and changing through geologic time, we usually do not see it happening before our eyes, but we can experience it through earthquakes. As the plates move past each other, along fault zones, they sometimes get caught and pressure builds up. When the plates finally give and slip due to the increased pressure, energy is released as seismic waves, causing the ground to shake. This is an earthquake.\u003c/p>\n\u003cul>\n\u003cli>Using the \u003cstrong>\u003ca href=\"http://ww2.kqed.org/quest/2012/02/07/earthquakes/\" target=\"_blank\">Anatomy of an Earthquake diagram\u003c/a>\u003c/strong>, describe the relationship between the faults and the plates. How are the focus and the epicenter different?\u003c/li>\n\u003cli>Design a demonstration or model using everyday materials showing how earthquakes occur (built-up strain and sudden energy release).\u003c/li>\n\u003c/ul>\n\u003ch3>Fault Types\u003c/h3>\n\u003cp>Basic fault types found around the world are normal, reverse, and strike-slip. How do fault types relate to plate boundaries?\u003c/p>\n\u003cul>\n\u003cli>View \u003cstrong>\u003ca href=\"http://www.iris.washington.edu/gifs/animations/faults.htm\" target=\"_blank\">these animations\u003c/a>\u003c/strong> to learn about the basic fault types. Use your own words and hand movements to describe the different fault types to a friend.\u003c/li>\n\u003cli>Read \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/faults-where-earthquakes-occur\" target=\"_blank\">Faults: Where Earthquakes Occur \u003c/a>\u003c/strong>to learn more about the different types of faults.\u003c/li>\n\u003c/ul>\n\u003ch3>Determining the Epicenter\u003c/h3>\n\u003cp>How is the location of the earthquake slip determined? The process is called triangulation.\u003c/p>\n\u003cul>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=SFJ_l3uFkPI&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=5\" target=\"_blank\">Epicenter video\u003c/a>\u003c/strong> to learn how to determine the epicenter of an earthquake.\u003c/li>\n\u003cli>Use the online activity \u003cstrong>\u003ca href=\"http://www.sciencecourseware.com/virtualearthquake/vquakeexecute.html\">Virtual Earthquake by Geology Labs On-Line\u003c/a>\u003c/strong> to practice finding the epicenter of an earthquake.\u003c/li>\n\u003cli>Alternatively, do this activity to \u003cstrong>\u003ca href=\"http://www.calacademy.org/educators/lesson-plans/earthquakes-and-tectonic-plates\" target=\"_blank\">learn how to triangulate\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Then, discuss the following questions with a friend:\n\u003col>\n\u003cli>Why is it necessary to have information from three seismograph stations for triangulation? Why is it not possible to find the epicenter using information from just two stations?\u003c/li>\n\u003cli>Why is it important to know where the epicenter of an earthquake is located?\u003c/li>\n\u003cli>What can scientists learn about faults from mapping earthquake epicenters?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003c/ul>\n\u003ch3>Measuring Earthquakes\u003c/h3>\n\u003cp>Earthquakes are generally described by their magnitude (the energy released) and intensity (the damage that is done). Learn how these are measured.\u003c/p>\n\u003cul>\n\u003cli>Read more about \u003cstrong>\u003ca href=\"https://ww2.kqed.org/quest/2016/04/15/measuring-earthquakes-intensity-and-magnitude/\" target=\"_blank\">measuring earthquakes\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=YXMKSOsv3QA&index=10&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">Magnitude video\u003c/a>\u003c/strong> from a scientist at the Pacific Tsunami Warning Center about earthquake energy release. Describe the difference between a 6.9 and an 8.5 earthquake.\u003c/li>\n\u003cli>Compare the two earthquakes in the \u003cstrong>\u003ca href=\"http://pubs.usgs.gov/of/2005/1135/Loma_Prieta/BA_1906_vs_Loma_Prieta.html\">Intensity Comparison of the 1906 and 1989 Earthquakes\u003c/a>\u003c/strong> animation. Make some observations about their intensities.\u003c/li>\n\u003c/ul>\n\u003ch3>Seismic Waves\u003c/h3>\n\u003cp>An earthquake generates a series of seismic waves that transmit the energy released by an earthquake. They travel through the interior and near the surface of the Earth. Learn about the different types of seismic waves.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.calacademy.org/educators/lesson-plans/measuring-earthquakes\" target=\"_blank\">Build your own seismograph\u003c/a>\u003c/strong> to experience the phenomenon firsthand.\u003c/li>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=wDfIgoXaXis&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=2\" target=\"_blank\">Seismic Waves animation\u003c/a>\u003c/strong> and answer the following questions:\n\u003col>\n\u003cli>What are the different kinds of waves?\u003c/li>\n\u003cli>Which wave moves the fastest?\u003c/li>\n\u003cli>Which wave causes the most destruction?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003cli>After watching the animation, review with a friend how the buildings fared on the different substrates. On which type of substrate is it safest to build?\u003c/li>\n\u003c/ul>\n\u003ch2>4. Bay Area Earthquakes\u003c/h2>\n\u003ch3>Bay Area Faults\u003c/h3>\n\u003cp>California lies within an active seismic zone, straddling the Pacific and North American plates, which are grinding past each other. There are many active faults in California that are capable of creating major earthquakes. The Bay Area sits on a series of active faults that include the San Andreas, Calaveras, and Hayward.\u003c/p>\n\u003cul>\n\u003cli>Read more about \u003cstrong>\u003ca href=\"https://ww2.kqed.org/quest/2016/04/15/san-francisco-bay-area-earthquakes-and-faults/\" target=\"_blank\">Bay Area Faults\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Use the \u003cstrong>\u003ca href=\"https://www.calacademy.org/sites/default/files/assets/images/explorescience/earthquake/bayareafaultplaneslabeled.jpg\" target=\"_blank\">Bay Area Fault Planes image\u003c/a>\u003c/strong> to determine how many fault planes cut through the Bay Area. Why do you think there are so many?\u003c/li>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=GhFMtCmHc9c&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=6\" target=\"_blank\">Hayward Fault: Predictable Peril video\u003c/a>\u003c/strong> and discuss: Why are scientists so concerned about earthquakes occurring on the Hayward Fault?\u003c/li>\n\u003cli>Based on the evidence of the video above, what type of fault is the Hayward Fault? Why do you think so? (Review the \u003ca href=\"http://www.iris.washington.edu/gifs/animations/faults.htm\" target=\"_blank\">fault animations\u003c/a>.)\u003c/li>\n\u003c/ul>\n\u003ch3>The Great San Francisco Earthquake of 1906\u003c/h3>\n\u003cp>The San Andreas Fault, part of the boundary between the Pacific and North American plates, has been the source of damaging earthquakes in the Bay Area. In 1906 a large earthquake occurred on the San Andreas Fault that led to the destruction of many city blocks in San Francisco.\u003c/p>\n\u003cul>\n\u003cli>Watch \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=y43k3Fzrw4A&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=15\" target=\"_blank\">The Science Behind the 1906 Earthquake video\u003c/a>\u003c/strong> and collect the following information:\n\u003col>\n\u003cli>Where was the focus of the 1906 Earthquake?\u003c/li>\n\u003cli>What do the red and yellow colors represent on the simulation and how are they related?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003c/ul>\n\u003ch3>Personal Accounts of Earthquakes\u003c/h3>\n\u003cp>Below are oral history accounts from the 1906 earthquake. Explore these documents and answer the questions provided. Then, seek out a family member or family friend who experienced the 1989 Loma Prieta earthquake. Compare and contrast events as told from several perspectives.\u003c/p>\n\u003cul>\n\u003cli>Explore these \u003cstrong>\u003ca href=\"http://www.calacademy.org:8080/sites/default/files/assets/docs/pdf/personal_accounts.pdf\" target=\"_blank\">oral history accounts from the 1906 earthquake\u003c/a>. \u003c/strong>\n\u003col>\n\u003cli>\u003cstrong>\u003c/strong>Compare and contrast the first-person narratives.\u003c/li>\n\u003cli>Why do personal accounts differ from each other?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003cli>Use this \u003cstrong>\u003ca href=\"http://www.calacademy.org:8080/sites/default/files/assets/docs/pdf/339s1_eqoralhistory.pdf\" target=\"_blank\">guide to conduct your own interviews\u003c/a>\u003c/strong> of family or family friends who experienced the 1989 Loma Prieta earthquake.\u003c/li>\n\u003cli>Share your findings of your interviews with your fellow students. Do these personal accounts differ from each other? Why?\u003c/li>\n\u003c/ul>\n\u003ch2>5. Get Prepared\u003c/h2>\n\u003ch3>Engineering Preparedness\u003c/h3>\n\u003cp>California has experienced many damaging earthquakes. From the damage caused, scientists and engineers have learned how to design buildings that will better withstand the shaking. Over the past few decades, many structures have undergone earthquake retrofitting in the Bay Area and beyond.\u003c/p>\n\u003cul>\n\u003cli>Watch \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=7hoSqazNmfY&index=13&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">The Shaking Table at UC Berkeley video\u003c/a>\u003c/strong> to learn more about how engineers make our built environment better able to withstand earthquakes.\u003c/li>\n\u003cli>View the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=cu9WpKxfByc&index=11&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">The New Bay Bridge: Earthquake Makeover \u003c/a>\u003c/strong>video to learn about changes to the new Bay Bridge in the San Francisco Bay Area.\u003c/li>\n\u003c/ul>\n\u003ch3>What to Do Before an Earthquake\u003c/h3>\n\u003cp>Creating an emergency plan, preparing an earthquake kit, and safely storing and securing heavy items are a few ways to prepare for the big one!\u003c/p>\n\u003cul>\n\u003cli>Read \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/how-to-prepare-for-an-earthquake\" target=\"_blank\">How to Prepare for an Earthquake\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Make a list of items for your classroom earthquake kit and create a kit that you store at school.\u003c/li>\n\u003cli>Develop an emergency plan. Think about a few places where you spend the majority of your time. This may be at home, at school, in your car, etc.\u003c/li>\n\u003c/ul>\n\u003ch3>What to Do During an Earthquake\u003c/h3>\n\u003cp>Earthquakes are unpredictable and can happen at any time. It is important to know what to do when an earthquake occurs whether you are at home, at work or at play.\u003c/p>\n\u003cul>\n\u003cli>Go to the \u003cstrong>\u003ca href=\"https://www.ready.gov/earthquakes\" target=\"_blank\">FEMA Ready website\u003c/a>\u003c/strong> and research what to do during an earthquake. Relate this information to your plans for preparing for an earthquake.\u003c/li>\n\u003cli>If an earthquake occurred at home, at work, or at play, what would you do? Imagine realistic scenarios and consider where you would drop, cover, and hold on. Do these locations have hazards?\u003c/li>\n\u003c/ul>\n\u003ch3>What to Do After an Earthquake\u003c/h3>\n\u003cp>The more prepared you are after an earthquake, the better. Consider the information you have learned regarding what to do before and after an earthquake. It is not known what the situation will actually be after an earthquake. What are necessary steps that you can take to assess the situation and your safety?\u003c/p>\n\u003cul>\n\u003cli>If you don't already know, take the time to learn how to turn off water and gas in your home.\u003c/li>\n\u003cli>Set a safe location to meet your family or friends after an earthquake. How will you get there? What would you bring with you?\u003c/li>\n\u003c/ul>\n\u003chr>\n\u003ch2>Connections to NGSS Disciplinary Core Ideas\u003c/h2>\n\u003ch3>ESS1.C The History of Planet Earth\u003c/h3>\n\u003cul>\n\u003cli>(Grade 4) Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed.\u003c/li>\n\u003cli>(Grades 6-8) Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches.\u003c/li>\n\u003cli>(Grades 9-12) Continental rocks, which can be older than 4 billion years, are generally much older than the rocks of the ocean floor, which are less than 200 million years old.\u003c/li>\n\u003c/ul>\n\u003ch3>ESS2.A Earth Materials and Systems\u003c/h3>\n\u003cul>\n\u003cli>(Grades 9-12) Evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle and crust. Motions of the mantle and crust occur primarily through thermal convection, which involves the cycling of matter due to the outward flow of energy from Earth’s interior and gravitational movement of denser materials toward the interior.\u003c/li>\n\u003c/ul>\n\u003ch3>ESS2.B Plate Tectonics and Large-Scale System Interactions\u003c/h3>\n\u003cul>\n\u003cli>(Grade 4) The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth.\u003c/li>\n\u003cli>(Grades 6-8) Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart.\u003c/li>\n\u003cli>(Grades 6-8) The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future.\u003c/li>\n\u003cli>(Grades 9-12) Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history. Plate movements are responsible for most continental and ocean-floor features and for the distribution of most rocks and minerals within Earth’s crust.\u003c/li>\n\u003cli>(Grades 9-12) Plate tectonics can be viewed as the surface expression of mantle convection.\u003c/li>\n\u003c/ul>\n\u003ch3>ESS3.B Natural Hazards\u003c/h3>\n\u003cul>\n\u003cli>(Grade 4) A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts.\u003c/li>\n\u003cli>(Grades 6-8) Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events.\u003c/li>\n\u003cli>(Grades 9-12) Natural hazards and other geologic events have shaped the course of human history; [they] have significantly altered the sizes of human populations and have driven human migrations.\u003c/li>\n\u003c/ul>\n\u003ch3>PS4.A Wave Properties\u003c/h3>\n\u003cul>\n\u003cli>(Grades 9-12) Geologists use seismic waves and their reflection at interfaces between layers to probe structures deep in the planet.\u003c/li>\n\u003c/ul>\n\u003chr>\n\u003cp>This post is part of \u003ca href=\"https://www.calacademy.org/earthquakes\">Exploring Earthquakes\u003c/a>, a rich collection of resources co-presented by the California Academy of Sciences and KQED. This material is also available as a free \u003ca href=\"https://itunes.apple.com/book/earthquake/id552255768?mt=11\">iBooks textbook\u003c/a> and \u003ca href=\"https://itunes.apple.com/us/course/earthquake/id552092722\">iTunes U course\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Don’t miss \u003cem>\u003ca href=\"https://www.calacademy.org/exhibits/earthquake-life-on-a-dynamic-planet\">Earthquake\u003c/a>\u003c/em>, an interactive exhibit at the Academy exploring the seismic forces that impact us today and featuring the Shake House, an earthquake simulator.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Geological processes shape life on Earth. They affect its surface, the evolution and distribution of our planet's species, and impact people’s lives.\u003c/p>\n\u003cp>Within the past century, scientists have gained significant knowledge about these processes and why earthquakes occur. They've learned that Earth’s surface, made up of plates, is constantly moving and that forces between these plates cause earthquakes, which produce energy released as seismic waves. They've also studied how this energy release affects our environment.\u003c/p>\n\u003cp>Earthquakes are part of the larger story of plate tectonics. The constant movement of Earth's plates builds mountains, moves continents, and creates the landscape in which life evolves or goes extinct.\u003c/p>\n\u003cp>By studying these processes, scientists can predict where earthquakes will occur, but not when. Even if we don't know when earthquakes are coming, we can do our best to prepare for them. Knowing what to expect from and how to respond to an earthquake can mitigate its impact and save lives.\u003c/p>\n\u003cp>The California Academy of Sciences (CAS) and KQED partnered to bring you this rich collection of resources about earthquakes. This material is also available as a free \u003ca href=\"https://itunes.apple.com/us/book/energy/id884353155?mt=13&ign-mpt=uo%3D4\">iBooks Textbook \u003c/a>in Apple’s iBookstore and as a course of \u003ca href=\"https://itunes.apple.com/us/course/earthquake/id552092722\">iTunes U\u003c/a>. The media collection includes the following information about earthquakes:\u003c/p>\n\u003ch3>What is an Earthquake?\u003c/h3>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.calacademy.org/explore-science/from-core-to-crust-defining-earths-layers\">From Core to Crust: Defining Earth’s Layers \u003c/a> [CAS]\u003c/li>\n\u003cli>\u003ca href=\"https://www.calacademy.org/educators/inside-the-earth-exploring-earths-layers\">Inside the Earth: Exploring Earth’s Layers\u003c/a> [CAS]\u003c/li>\n\u003cli>\u003ca href=\"http://www.calacademy.org/explore-science/plate-tectonics-shaping-the-continents\">Plate Tectonics: Shaping the Continents\u003c/a> [CAS]\u003c/li>\n\u003cli>\u003ca href=\"http://www.calacademy.org/explore-science/evidence-of-plate-tectonics\">Evidence of Plate Tectonics\u003c/a> [CAS]\u003c/li>\n\u003cli>\u003ca href=\"http://www.calacademy.org/explore-science/plate-tectonics-and-ancient-civilizations\">Plate Tectonics and Ancient Civilizations\u003c/a> [CAS]\u003c/li>\n\u003cli>\u003ca href=\"http://www.calacademy.org/explore-science/plate-boundaries-divergent-convergent-and-transform\">Plate Boundaries: Divergent, Convergent, and Transform\u003c/a> [CAS]\u003c/li>\n\u003cli>\u003ca href=\"http://www.calacademy.org/explore-science/faults-where-earthquakes-occur\">Faults: Where Earthquakes Occur\u003c/a> [CAS]\u003c/li>\n\u003c/ul>\n\u003ch3>Measuring Earthquakes\u003c/h3>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/quest/2012/02/07/the-four-types-of-seismic-waves/\">What Are Seismic Waves\u003c/a>?\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/quest/2016/04/15/how-to-find-the-epicenter-of-an-earthquake/\">How to Find the Epicenter of an Earthquake\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/quest/2016/04/15/measuring-earthquakes-intensity-and-magnitude/\">Measuring Earthquakes: Intensity and Magnitude\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/quest/2016/04/15/building-for-earthquakes/\">Building for Earthquakes\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch3>Bay Area Earthquakes\u003c/h3>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/quest/2016/04/15/san-francisco-bay-area-earthquakes-and-faults/\">San Francisco Bay Area Earthquakes and Faults\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.calacademy.org/explore-science/the-great-san-francisco-earthquake-of-1906\">The Great San Francisco Earthquake of 1906\u003c/a> [CAS]\u003c/li>\n\u003c/ul>\n\u003ch3>Earthquake Preparedness\u003c/h3>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.calacademy.org/explore-science/how-to-prepare-for-an-earthquake\">How to Prepare for an Earthquake\u003c/a> [CAS]\u003c/li>\n\u003c/ul>\n\u003ch3>Educator Guide\u003c/h3>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/quest/2016/04/15/educator-guide-exploring-earthquakes/\">Exploring Earthquakes: Educator Guide\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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},
"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"pbs-newshour": {
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},
"perspectives": {
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"order": 14
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"possible": {
"id": "possible",
"title": "Possible",
"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.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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