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How much an object is magnified depends on several factors, including how curved the lens is, the distance between the lens and the object, and the distance between the lens and the user’s eye. The more curved the lens is, the higher the magnification it offers. Magnifying glasses are limited in how much they can magnify an object; usually, they can make objects look around 2-10 times larger than they actually are. More advanced microscopes combine multiple lenses to bend light in different ways in order to magnify objects even more.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Foldscopes use salt-grain sized lenses that are highly curved. The extreme curvature of these lenses allow for high magnification. For this reason, Foldscopes don’t require long tubes of stacked lenses to magnify objects, like other microscopes do. This is why the Foldscope looks flat compared to larger, more traditional microscopes. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Trouble viewing the video? Stream or download it on \u003ca href=\"http://www.pbslearningmedia.org/resource/31a22583-dcee-420a-9f8f-8966c86dbf8e/science-spotlight-bending-light-with-a-new-kind-of-microscope/\"> PBS LearningMedia\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Article by Lauren Farrar\u003c/em>\u003c/p>\n\u003cp>Manu Prakash, a bioengineer at Stanford University, has created a fully functional microscope out of waterproof paper that uses teeny-tiny lenses to magnify objects. He calls it a Foldscope. The different parts of the microscope are printed on paper, which the user punches out and folds together. The Foldscope requires no power outlets and works with standard microscope slides.\u003c/p>\n\u003cfigure id=\"attachment_74155\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/Foldscope_CU_small_white.jpg\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/Foldscope_CU_small_white-300x169.jpg\" alt=\"the Foldscope\" width=\"300\" height=\"169\" class=\"size-thumbnail wp-image-74155\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A close up of the Foldscope.\u003c/figcaption>\u003c/figure>\n\u003cp>Microscopes are important tools that allow people to view objects that are so small that you wouldn’t ordinarily be able to see them, like bacteria or blood cells. From healthcare workers using microscopes to look at blood samples to diagnose diseases, to forensic scientists using them to study evidence from crime scenes, many different kinds of microscopes have been developed for a variety of purposes.\u003c/p>\n\u003cp>The Foldscope operates a lot like a traditional microscope in that it uses lenses to bend light in order to make tiny images appear larger. Light travels in waves and when it passes through media with a different density than air, such as water, the light changes direction, or bends. This is why a pencil looks bent when it is halfway submerged in a glass of water. This bending of light is known as refraction. Curved objects, such as lenses also bend light. How the light bends depends on how curved the lens is and the material it's made out of. Convex lenses, which are thicker in the middle and curve outward, can be used to magnify objects.\u003c/p>\n\u003cfigure id=\"attachment_74063\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/05/Lense_schematic_small.jpg\">\u003cimg class=\"size-large wp-image-74063\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/05/Lense_schematic_small-640x360.jpg\" alt=\"schematic of a convex lens\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A convex lens can bend light and make an object appear larger by creating a larger virtual image that your eye can see.\u003c/figcaption>\u003c/figure>\n\u003cp>A magnifying glass is the simplest kind of microscope -- a convex lens with a handle attached. How much an object is magnified depends on several factors, including how curved the lens is, the distance between the lens and the object, and the distance between the lens and the user’s eye. The more curved the lens is, the higher the magnification it offers. Magnifying glasses are limited in how much they can magnify an object; usually, they can make objects look around 2-10 times larger than they actually are. More advanced microscopes combine multiple lenses to bend light in different ways in order to magnify objects even more.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Foldscopes use salt-grain sized lenses that are highly curved. The extreme curvature of these lenses allow for high magnification. For this reason, Foldscopes don’t require long tubes of stacked lenses to magnify objects, like other microscopes do. This is why the Foldscope looks flat compared to larger, more traditional microscopes. Even though they are made out of waterproof paper and tiny lenses, Foldscopes can make objects appear 2,000 times larger than they actually are. This makes it possible to see really small things, like cells and bacteria.\u003c/p>\n\u003cp>This video is part of our \u003ca href=\"http://foldscope.woop.ie/\"> Engineering Is Diagnosing Diseases with Origami Microscopes e-book\u003c/a>. The e-book explores the science and engineering principles behind Manu Prakash’s Foldscopes project, and includes videos, interactives and media making opportunities. You can find our other e-books at \u003ca href=\"http://blogs.kqed.org/education/e-books/\">kqed.org/ebooks\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For more information about microscopes and lenses check out these resources from \u003ca href=\"http://www.explainthatstuff.com/\" target=\"_blank\">Explain that Stuff\u003c/a>:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.explainthatstuff.com/microscopes.html\">How Microscopes Work\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.explainthatstuff.com/lenses.html\">Lenses\u003c/a>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>Trouble viewing the video? Stream or download it on \u003ca href=\"http://www.pbslearningmedia.org/resource/727416dd-b83b-4cfb-abbc-27ec2651629b/diagnosing-diseases-with-origami-microscopes/\"> PBS LearningMedia\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Article by Lauren Farrar\u003c/em>\u003c/p>\n\u003cp>“What if you could drop microscopes literally around the world from an airplane?” Manu Prakash, a professor of bioengineering at Stanford University would often joke with his team.\u003c/p>\n\u003cp>This musing actually heavily influenced the design of their new microscope, a paper origami microscope. They call it a Foldscope. The microscope is printed on waterproof paper. The user punches out the pieces and folds them together to create a fully functional microscope. It works with standard microscope slides and requires no batteries or electricity to operate. 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This little invention costs less than a dollar to produce and could have major implications for global health and for science education.\u003c/p>\n\u003cfigure id=\"attachment_74155\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/Foldscope_CU_small_white.jpg\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/Foldscope_CU_small_white-300x169.jpg\" alt=\"the Foldscope\" width=\"300\" height=\"169\" class=\"size-thumbnail wp-image-74155\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A close up of the Foldscope.\u003c/figcaption>\u003c/figure>\n\u003cp>Prakash grew up in small towns in India where access to healthcare and diagnostic tools, like microscopes, weren’t always easy to come by. 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And even when remote places do have microscopes, there is little support to maintain them or parts available to fix them if they break.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Humidity and tropics are terrible for optics… Most of the time when we’re in the field there is fungus growing on the lenses… There were times when we were imaging there, we saw an insect colony come out of the microscope,” Prakash describes some of the challenges of doing field microscopy in remote tropical areas.\u003c/p>\n\u003cp>Prakash was determined to build a cheap, robust, easy-to-use and easy-to-fix microscope that required no power and worked with traditional microscope slides. After prototyping with simple supplies like paper, tape and scissors, he and his team came up with a design that worked. The base level requires no external power source and relies on the sun as the primary light source. The team has since developed multiple versions that allow users to do different kinds of microscopy. For example, there are versions with external light modules, versions of various magnifications, versions that allow for fluorescence microscopy, versions that allow for bright field microscopy, versions that allow for dark field microscopy, and versions that allow the user to project the image on a wall. You can even attach a smartphone to the microscope in order to record images.\u003c/p>\n\u003cp>The Foldscopes are currently undergoing validation studies and clinical trials to be approved as diagnostic tools for diseases including malaria, African sleeping sickness and schistosomiasis.\u003c/p>\n\u003cp>In addition to their potential value for global health, Foldscopes have a strong educational appeal. Prakash wanted to get these microscopes in the hands of children everywhere, so he started the \u003ca href=\"http://www.foldscope.com/\"> Ten Thousand Microscope project\u003c/a>. He wanted to create a network of learners asking questions, so he put a call out for people to submit an idea for an experiment that they would like to do with the Foldscope and then report back on their findings. This idea was so well received that he has shipped approximately 50,000 microscopes to people all around the world. Some of them are already reporting their findings on his \u003ca href=\"http://microcosmos.foldscope.com/\"> website\u003c/a>. He hopes that this project will inspire curiosity and scientific thinking.\u003c/p>\n\u003cp>“Scientific tools need to become common day-to-day objects if we want people to think scientifically,” he says.\u003c/p>\n\u003cp>While Foldscopes used for diagnostic testing come pre-folded to ensure high quality control, the ones sent out for educational purposes through the Ten Thousand Microscope Project are folded and built by the users. 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"content": "\u003cp>The “Engineering Is” e-book series helps teachers incorporate engineering standards from the Next Generation Science Standards into their curriculum. Below are the standards addressed throughout the series. \u003c/p>\n\u003ch2>Disciplinary Core Ideas\u003c/h2>\n\u003ch3>\u003ca href=\"http://www.nap.edu/read/13165/chapter/12#204\">ETS1.A: Defining and Delimiting Engineering Problems\u003c/a>\u003c/h3>\n\u003cp>\u003cstrong>Middle School\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>High School\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them.\u003c/li>\n\u003cli>Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities.\u003c/li>\n\u003c/ul>\n\u003ch3>\u003ca href=\"http://www.nap.edu/read/13165/chapter/12#206\">ETS1.B: Developing Possible Solutions\u003c/a>\u003c/h3>\n\u003cp>\u003cstrong>Middle School\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>A solution needs to be tested, and then modified on the basis of the test results, in order to improve it.\u003cbr>\nThere are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.\u003cbr>\nSometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors.\u003cbr>\nModels of all kinds are important for testing solutions.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>High School\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts.\u003c/li>\n\u003cli>Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs.\u003c/li>\n\u003c/ul>\n\u003ch3>\u003ca href=\"http://www.nap.edu/read/13165/chapter/12#208\">ETS1.C: Optimizing the Design Solution\u003c/a>\u003c/h3>\n\u003cp>\u003cstrong>Middle School\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design.\u003c/li>\n\u003cli>The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>High School\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed.\u003c/li>\n\u003c/ul>\n\u003ch2>Science and Engineering Practices\u003c/h2>\n\u003cul>\n\u003cli>Asking questions and defining problems\u003c/li>\n\u003cli>Developing and using models\u003c/li>\n\u003cli>Planning and carrying out investigations\u003c/li>\n\u003cli>Analyzing and interpreting data\u003c/li>\n\u003cli>Using mathematics and computational thinking\u003c/li>\n\u003cli>Constructing explanations and designing solutions\u003c/li>\n\u003cli>Engaging in argument from evidence\u003c/li>\n\u003cli>Obtaining, evaluating and communicating information\u003c/li>\n\u003c/ul>\n\u003ch2>Cross-cutting Concepts\u003c/h2>\n\u003cul>\n\u003cli>Patterns\u003c/li>\n\u003cli>Cause and effect: Mechanism and explanation\u003c/li>\n\u003cli>Scale, proportion and quantity\u003c/li>\n\u003cli>Systems and system models\u003c/li>\n\u003cli>Energy and matter: Flows, cycles and conservation\u003c/li>\n\u003cli>Structure and function\u003c/li>\n\u003cli>Stability and change\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>\u003ca href=\"http://decompression.woop.ie/\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/Decompression-Chamber-02.png\" alt=\"Decompression Chamber-02\" width=\"641\" height=\"361\" class=\"alignleft size-full wp-image-74007\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/04/Decompression-Chamber-02.png 641w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/Decompression-Chamber-02-400x225.png 400w\" sizes=\"(max-width: 641px) 100vw, 641px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://decompression.woop.ie/\" target=\"_blank\">\u003cstrong>View the E-book\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Collecting live fish to study from near-surface waters is a fairly easy task for biologists. The same cannot be said about fish from the ocean's twilight zone, 200-500 feet beneath the surface. Fish in this region are subject to pressure changes when brought up from their deep water home, which can result in injury or death. Scientists at the \u003ca href=\"http://www.calacademy.org/\" target=\"_blank\">California Academy of Sciences\u003c/a> were eager to find a way to collect these fish without causing any harm. They needed a decompression chamber that they could bring with them on their dives and use to transport the fish. The only problem was that nothing like this existed. So they built one.\u003c/p>\n\u003cp>The new, media-rich e-book from QUEST, \u003ca href=\"http://decompression.woop.ie/\" target=\"_blank\">Engineering Is Bringing Fish Up from the Deep\u003c/a>, explores the story of how Academy scientists designed a portable decompression chamber in order to safely transport fish discovered on their expeditions to the Philippines. The book dives into the science of pressure — from the air pressure we experience every day to water pressure and the special adaptations of fish. The book also contains a career spotlight video of the Academy biologist who spearheaded the process of designing the chamber, and a hands-on activity where students of all ages can experience the effects of changing air pressure. \u003c/p>\n\u003cp>\u003ca href=\"http://decompression.woop.ie/\" target=\"_blank\">Engineering Is Bringing Fish Up from the Deep\u003c/a> is the second e-book in our \u003cstrong>Engineering Is...\u003c/strong> series and is available to view on your computer, tablet and smartphone, for free. You can find links to all of KQED's e-books at \u003ca href=\"http://blogs.kqed.org/education/e-books/\" target=\"_blank\">kqed.org/ebooks\u003c/a>.\u003c/p>\n\u003cdiv class=\"clearfix\">\n\u003cp>\u003ca href=\"http://decompression.woop.ie/\" target=\"_blank\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/Decompression-Chamber-105x136.jpg\" alt=\"Decompression Chamber 105x136\" width=\"105\" height=\"136\" class=\"alignleft size-full wp-image-74015\">\u003cbr>\n\u003c/a>\u003c/p>\n\u003cp>Discover how scientists engineered a way to study new fish species from the ocean’s twilight zone.\n\u003c/p>\n\u003cp>\u003ca href=\"http://decompression.woop.ie/\">\u003cimg class=\"wp-image-16316\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/12/E-book-button-for-Web.png\" alt=\"View it on QUEST\" width=\"110\" height=\"40\">\u003c/a>\n\u003c/p>\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/Activity_image.jpg\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/Activity_image.jpg\" alt=\"Hands-on activity title\" width=\"640\" height=\"360\" class=\"aligncenter size-full wp-image-73989\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/04/Activity_image.jpg 640w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/Activity_image-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>\u003cem> Activity written by Kathryn Danielson and Clea Matson from \u003ca href=\"http://www.calacademy.org/\"> California Academy of Sciences \u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Air Pressure Activity \u003c/strong>\u003cbr>\nIn this activity, students are asked to create a change in air pressure using a garbage bag and vacuum cleaner, then create an illustration, model or concept map that explains what is happening. Students can also capture the process in “before and after” videos or photos, then share the videos and/or their models on the \u003ca href=\"http://blogs.kqed.org/education/submit-your-story/\">KQED website \u003c/a> or with @KQEDedspace via Vine, Instagram or Twitter with the hashtag #kqedpressure. Visit \u003ca href=\"http://blogs.kqed.org/education/category/community-created-content/\"> KQED's community voices\u003c/a> to see experiences and ideas others have posted!\u003c/p>\n\u003cp>\u003cstrong>Objective\u003c/strong>\u003cbr>\nIn this activity, students will:\u003c/p>\n\u003cul>\n\u003cli>create a change in pressure that allows them to experience the force of atmospheric pressure (shrink-wrapping);\u003c/li>\n\u003cli>create a model that explains this phenomenon;\u003c/li>\n\u003cli>receive comments and questions about their model to co-construct and revise their ideas to help them better understand this phenomenon; and\u003c/li>\n\u003cli>share their models, pictures and videos on social media.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Materials\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>1 large contractor trash bag\u003c/li>\n\u003cli>1 household vacuum cleaner with a hose attachment\u003c/li>\n\u003cli>scratch paper\u003c/li>\n\u003cli>pencils\u003c/li>\n\u003cli>2 sticky-note pads (different colors)\u003c/li>\n\u003cli>camera for capturing photos or video (optional)\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Background\u003c/strong>\u003cbr>\n\u003cem>What is air pressure?\u003c/em>\u003cbr>\nAlthough we don’t usually notice air pressure, the molecules that make up the surrounding air are constantly colliding with us from all different directions. Air pressure is the force of these collisions per unit area. In fact, we often measure pressure in pounds per square inch (psi). This activity helps students understand pressure and changes in pressure by experiencing air pressure in a new way.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>What causes a person to be “shrink-wrapped” when the vacuum is turned on?\u003c/em>\u003cbr>\nIn this activity, participants climb into a large trash bag (with their head and neck remaining outside!) and remove the air from inside of the bag using a household vacuum cleaner. Before the vacuum cleaner is turned on, there is an equal density of air molecules inside and outside the bag. As described above, the air molecules are colliding with the inside and outside of the bag with equal force per unit area.\u003c/p>\n\u003cp>When the vacuum cleaner is turned on, \u003cem>most\u003c/em> of the air is removed from inside the bag. When the air inside the bag is removed, there is no longer equilibrium. The force of the air molecules colliding with the inside of the bag is now close to zero, but the air molecules colliding with the outside of the bag have the same force per unit area as before. The air pressure that is outside of the bag (atmospheric pressure is about 14.7 psi on the surface of the earth) is now unopposed by an equal force of air pressure inside the bag. Thus, the bag is not being \u003cem>sucked\u003c/em> onto your body by the vacuum cleaner; rather, the bag is being \u003cem>pushed\u003c/em> onto your body by the air outside of the bag.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/Air_pressure_model.png\">\u003cimg class=\"aligncenter size-full wp-image-73973\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/Air_pressure_model.png\" alt=\"Air pressure model\" width=\"1106\" height=\"828\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/04/Air_pressure_model.png 1106w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/Air_pressure_model-400x299.png 400w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/Air_pressure_model-800x599.png 800w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/Air_pressure_model-960x719.png 960w\" sizes=\"(max-width: 1106px) 100vw, 1106px\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>How is this related to the pressure change that a fish might feel when coming up from the “twilight zone”?\u003c/em>\u003cbr>\nThe fish that come up from the deep water of the “twilight zone” experience a similarly dramatic change in pressure. Many fish have a gas-filled organ, called a swim bladder, which helps fish to stay buoyant in the water. Fish that live deep in the ocean have swim bladders with a certain density of air inside them. When these fish are brought up from the deep water to the shallower water at the surface, the pressure exerted by the surrounding water on the swim bladder decreases quickly. There is no longer equilibrium between the pressure of the air inside the swim bladder and the surrounding water. The air inside the swim bladder presses \u003cem>out\u003c/em>, similar to the way the air outside of the trash bag pushes \u003cem>in\u003c/em> on your body.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/swim_bladder_model.png\">\u003cimg class=\"aligncenter size-full wp-image-73975\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/swim_bladder_model.png\" alt=\"swim bladder model\" width=\"1125\" height=\"844\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/04/swim_bladder_model.png 1125w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/swim_bladder_model-400x300.png 400w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/swim_bladder_model-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/swim_bladder_model-960x720.png 960w\" sizes=\"(max-width: 1125px) 100vw, 1125px\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Activity Instructions (for Educators)\u003c/strong>\u003c/p>\n\u003cp>NOTE: ADULT SUPERVISION STRONGLY SUGGESTED\u003c/p>\n\u003col>\n\u003cli>Show the materials to the class and explain that they will be exploring the concept of pressure in this activity.\u003c/li>\n\u003cli>Ask for two volunteers: the first volunteer will sit inside the trash bag and the second volunteer will help to create the vacuum inside the bag.\u003c/li>\n\u003cli>Have the first volunteer kneel or sit cross-legged inside the trash bag. Have the other volunteer help to bring the bag over their shoulders. The bag should come up to their neck, but not be tight around the neck. DO NOT COVER HEAD WITH GARBAGE BAG. The teacher should operate the vacuum cleaner.\u003c/li>\n\u003cli>Instruct the volunteer inside the bag to hold the hose of the vacuum cleaner inside the bag, pointed away from their body, and to cup their hands around the vacuum-cleaner hose so the bag or their clothes don’t get sucked into the hose.\u003c/li>\n\u003cli>Count down from 5 and turn on the vacuum cleaner.\u003c/li>\n\u003cli>Observe the shrink-wrap process.\u003cbr>\n*Quick Tip: if the bag doesn't tightly shrink-wrap to the person inside the bag, have the second volunteer make sure that the opening of the bag is closed around the person’s body and that air is only moving through the vacuum cleaner hose, unobstructed by the bag or clothing. Students should feel a tight squeeze from the bag, but if they are uncomfortable, you can turn off the vacuum and the bag will immediately stop squeezing.\n\u003c/li>\n\u003cli>Have as many students as possible experience the shrink-wrap process by sitting inside the bag.\u003c/li>\n\u003cli>Once students have experienced or observed the shrink-wrap process, have them spend five minutes drawing a conceptual model that explains what they observed.\u003cbr>\n*Students should draw two pictures: the first should depict what’s happening before the vacuum cleaner gets turned on, and the second should show what’s happening after the vacuum cleaner is on and their body is shrink-wrapped.\u003cbr>\n*Encourage students to include labels, arrows or anything else that helps them illustrate what they observed.\n\u003c/li>\n\u003cli>Have students partner up to discuss their conceptual models. Students should ask questions about their partner’s model and have a chance to respond to their partner’s questions. After discussing, give students time to revise their models and incorporate any new ideas that came from the discussion.\u003c/li>\n\u003cli>After revising their models this first time, instruct students to display their drawings on their desks for a gallery walk. The purpose of the gallery walk is for the whole class to see all of the models, ask questions and provide feedback. To do this, distribute two colors of sticky notes:\u003cbr>\n *Color 1 = questions or clarifications about the model\u003cbr>\n *Color 2 = positive comments or agreement about the model\n\u003c/li>\n\u003cli>Students should circulate through the classroom and comment on the models using the colored sticky notes.\u003c/li>\n\u003cli>Have students return to their seats and read their notes. Give students a final chance to revise their models based on their peers’ comments or questions.\u003c/li>\n\u003cli>Conclude the activity by leading a class discussion to explain the science of the shrink-wrap activity. To do this, you can draw a scientifically accurate model on the board. This is also the chance to address any misconceptions about what’s causing the bag to shrink-wrap. Some other guiding questions for the whole class discussion might include the following:\u003cbr>\n *Using a similar setup, what other ideas for experiments do students have?\u003cbr>\n*How is this activity related to the pressure change that a fish might feel when coming up from the “twilight zone”?\n\u003c/li>\n\u003cli>Are you curious about what other people think about this phenomenon? Students can share their experiences with others all over the world by posting videos, photos or their models on the \u003ca href=\"http://blogs.kqed.org/education/submit-your-story/\">KQED website\u003c/a> and see what others have posted \u003ca href=\"http://blogs.kqed.org/education/category/community-created-content/\">here\u003c/a>. Or share them with @KQEDedspace via Vine, Instagram or Twitter with the hashtag #kqedpressure.\u003c/li>\n\u003c/ol>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This activity is part of our \u003cstrong>\u003ca href=\"http://decompression.woop.ie/\" target=\"_blank\">Engineering Is: Bringing Fish Up from the Deep\u003c/a>\u003c/strong> e-book. The e-book explores the science and engineering principles behind the California Academy of Sciences’ portable decompression chamber, and includes videos, interactives and media making opportunities. You can find our other e-books at \u003ca href=\"http://blogs.kqed.org/education/e-books/\"> kqed.org/ebooks\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/Activity_image.jpg\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/Activity_image.jpg\" alt=\"Hands-on activity title\" width=\"640\" height=\"360\" class=\"aligncenter size-full wp-image-73989\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/04/Activity_image.jpg 640w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/Activity_image-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>\u003cem> Activity written by Kathryn Danielson and Clea Matson from \u003ca href=\"http://www.calacademy.org/\"> California Academy of Sciences \u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Air Pressure Activity \u003c/strong>\u003cbr>\nIn this activity, students are asked to create a change in air pressure using a garbage bag and vacuum cleaner, then create an illustration, model or concept map that explains what is happening. Students can also capture the process in “before and after” videos or photos, then share the videos and/or their models on the \u003ca href=\"http://blogs.kqed.org/education/submit-your-story/\">KQED website \u003c/a> or with @KQEDedspace via Vine, Instagram or Twitter with the hashtag #kqedpressure. Visit \u003ca href=\"http://blogs.kqed.org/education/category/community-created-content/\"> KQED's community voices\u003c/a> to see experiences and ideas others have posted!\u003c/p>\n\u003cp>\u003cstrong>Objective\u003c/strong>\u003cbr>\nIn this activity, students will:\u003c/p>\n\u003cul>\n\u003cli>create a change in pressure that allows them to experience the force of atmospheric pressure (shrink-wrapping);\u003c/li>\n\u003cli>create a model that explains this phenomenon;\u003c/li>\n\u003cli>receive comments and questions about their model to co-construct and revise their ideas to help them better understand this phenomenon; and\u003c/li>\n\u003cli>share their models, pictures and videos on social media.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Materials\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>1 large contractor trash bag\u003c/li>\n\u003cli>1 household vacuum cleaner with a hose attachment\u003c/li>\n\u003cli>scratch paper\u003c/li>\n\u003cli>pencils\u003c/li>\n\u003cli>2 sticky-note pads (different colors)\u003c/li>\n\u003cli>camera for capturing photos or video (optional)\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Background\u003c/strong>\u003cbr>\n\u003cem>What is air pressure?\u003c/em>\u003cbr>\nAlthough we don’t usually notice air pressure, the molecules that make up the surrounding air are constantly colliding with us from all different directions. Air pressure is the force of these collisions per unit area. In fact, we often measure pressure in pounds per square inch (psi). This activity helps students understand pressure and changes in pressure by experiencing air pressure in a new way.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>What causes a person to be “shrink-wrapped” when the vacuum is turned on?\u003c/em>\u003cbr>\nIn this activity, participants climb into a large trash bag (with their head and neck remaining outside!) and remove the air from inside of the bag using a household vacuum cleaner. Before the vacuum cleaner is turned on, there is an equal density of air molecules inside and outside the bag. As described above, the air molecules are colliding with the inside and outside of the bag with equal force per unit area.\u003c/p>\n\u003cp>When the vacuum cleaner is turned on, \u003cem>most\u003c/em> of the air is removed from inside the bag. When the air inside the bag is removed, there is no longer equilibrium. The force of the air molecules colliding with the inside of the bag is now close to zero, but the air molecules colliding with the outside of the bag have the same force per unit area as before. The air pressure that is outside of the bag (atmospheric pressure is about 14.7 psi on the surface of the earth) is now unopposed by an equal force of air pressure inside the bag. Thus, the bag is not being \u003cem>sucked\u003c/em> onto your body by the vacuum cleaner; rather, the bag is being \u003cem>pushed\u003c/em> onto your body by the air outside of the bag.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/Air_pressure_model.png\">\u003cimg class=\"aligncenter size-full wp-image-73973\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/Air_pressure_model.png\" alt=\"Air pressure model\" width=\"1106\" height=\"828\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/04/Air_pressure_model.png 1106w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/Air_pressure_model-400x299.png 400w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/Air_pressure_model-800x599.png 800w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/Air_pressure_model-960x719.png 960w\" sizes=\"(max-width: 1106px) 100vw, 1106px\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>How is this related to the pressure change that a fish might feel when coming up from the “twilight zone”?\u003c/em>\u003cbr>\nThe fish that come up from the deep water of the “twilight zone” experience a similarly dramatic change in pressure. Many fish have a gas-filled organ, called a swim bladder, which helps fish to stay buoyant in the water. Fish that live deep in the ocean have swim bladders with a certain density of air inside them. When these fish are brought up from the deep water to the shallower water at the surface, the pressure exerted by the surrounding water on the swim bladder decreases quickly. There is no longer equilibrium between the pressure of the air inside the swim bladder and the surrounding water. The air inside the swim bladder presses \u003cem>out\u003c/em>, similar to the way the air outside of the trash bag pushes \u003cem>in\u003c/em> on your body.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/swim_bladder_model.png\">\u003cimg class=\"aligncenter size-full wp-image-73975\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/swim_bladder_model.png\" alt=\"swim bladder model\" width=\"1125\" height=\"844\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/04/swim_bladder_model.png 1125w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/swim_bladder_model-400x300.png 400w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/swim_bladder_model-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/swim_bladder_model-960x720.png 960w\" sizes=\"(max-width: 1125px) 100vw, 1125px\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Activity Instructions (for Educators)\u003c/strong>\u003c/p>\n\u003cp>NOTE: ADULT SUPERVISION STRONGLY SUGGESTED\u003c/p>\n\u003col>\n\u003cli>Show the materials to the class and explain that they will be exploring the concept of pressure in this activity.\u003c/li>\n\u003cli>Ask for two volunteers: the first volunteer will sit inside the trash bag and the second volunteer will help to create the vacuum inside the bag.\u003c/li>\n\u003cli>Have the first volunteer kneel or sit cross-legged inside the trash bag. Have the other volunteer help to bring the bag over their shoulders. The bag should come up to their neck, but not be tight around the neck. DO NOT COVER HEAD WITH GARBAGE BAG. The teacher should operate the vacuum cleaner.\u003c/li>\n\u003cli>Instruct the volunteer inside the bag to hold the hose of the vacuum cleaner inside the bag, pointed away from their body, and to cup their hands around the vacuum-cleaner hose so the bag or their clothes don’t get sucked into the hose.\u003c/li>\n\u003cli>Count down from 5 and turn on the vacuum cleaner.\u003c/li>\n\u003cli>Observe the shrink-wrap process.\u003cbr>\n*Quick Tip: if the bag doesn't tightly shrink-wrap to the person inside the bag, have the second volunteer make sure that the opening of the bag is closed around the person’s body and that air is only moving through the vacuum cleaner hose, unobstructed by the bag or clothing. Students should feel a tight squeeze from the bag, but if they are uncomfortable, you can turn off the vacuum and the bag will immediately stop squeezing.\n\u003c/li>\n\u003cli>Have as many students as possible experience the shrink-wrap process by sitting inside the bag.\u003c/li>\n\u003cli>Once students have experienced or observed the shrink-wrap process, have them spend five minutes drawing a conceptual model that explains what they observed.\u003cbr>\n*Students should draw two pictures: the first should depict what’s happening before the vacuum cleaner gets turned on, and the second should show what’s happening after the vacuum cleaner is on and their body is shrink-wrapped.\u003cbr>\n*Encourage students to include labels, arrows or anything else that helps them illustrate what they observed.\n\u003c/li>\n\u003cli>Have students partner up to discuss their conceptual models. Students should ask questions about their partner’s model and have a chance to respond to their partner’s questions. After discussing, give students time to revise their models and incorporate any new ideas that came from the discussion.\u003c/li>\n\u003cli>After revising their models this first time, instruct students to display their drawings on their desks for a gallery walk. The purpose of the gallery walk is for the whole class to see all of the models, ask questions and provide feedback. To do this, distribute two colors of sticky notes:\u003cbr>\n *Color 1 = questions or clarifications about the model\u003cbr>\n *Color 2 = positive comments or agreement about the model\n\u003c/li>\n\u003cli>Students should circulate through the classroom and comment on the models using the colored sticky notes.\u003c/li>\n\u003cli>Have students return to their seats and read their notes. Give students a final chance to revise their models based on their peers’ comments or questions.\u003c/li>\n\u003cli>Conclude the activity by leading a class discussion to explain the science of the shrink-wrap activity. To do this, you can draw a scientifically accurate model on the board. This is also the chance to address any misconceptions about what’s causing the bag to shrink-wrap. Some other guiding questions for the whole class discussion might include the following:\u003cbr>\n *Using a similar setup, what other ideas for experiments do students have?\u003cbr>\n*How is this activity related to the pressure change that a fish might feel when coming up from the “twilight zone”?\n\u003c/li>\n\u003cli>Are you curious about what other people think about this phenomenon? Students can share their experiences with others all over the world by posting videos, photos or their models on the \u003ca href=\"http://blogs.kqed.org/education/submit-your-story/\">KQED website\u003c/a> and see what others have posted \u003ca href=\"http://blogs.kqed.org/education/category/community-created-content/\">here\u003c/a>. Or share them with @KQEDedspace via Vine, Instagram or Twitter with the hashtag #kqedpressure.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Having trouble viewing the video? Download or stream it on \u003ca href=\"http://www.pbslearningmedia.org/resource/17f87952-7500-421d-9aa3-483b81de5abe/bringing-fish-up-from-the-deep/\"> PBS LearningMedia\u003c/a>.\u003c/p>\n\u003cp>\u003cem>Article by Lauren Farrar\u003c/em>\u003c/p>\n\u003cp>Deep below the ocean’s surface lies a mysterious region known as the “twilight zone.” Located 200 to 500 feet beneath the surface, this region receives scarce amounts of light, mimicking twilight—the time of day just after sunset. Some areas of the twilight zone are vast ocean space, but some are home to incredible coral reefs.\u003c/p>\n\u003cp>Scientists have many unanswered questions about this region, in part because it is so hard to reach. Diving to these depths requires specialized training and gear, and takes hours to safely ascend. Bart Shepherd and Luiz Rocha at the \u003ca href=\"http://www.calacademy.org/\"> California Academy of Sciences \u003c/a> are among a group of scientists that get to explore these depths.\u003c/p>\n\u003cp>“More people have been to the surface of the moon than have been to these reefs,” says Bart Shepherd, director of the \u003ca href=\"http://www.calacademy.org/exhibits/steinhart-aquarium\"> Steinhart Aquarium \u003c/a> at the California Academy of Sciences.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Everywhere we go, about half of the fish are not known. They don’t have a scientific name. The other half, we didn’t know that they went that deep. So, these are all new records, either new records of depth extensions or range extensions, or new species,” says Luiz Rocha, curator of ichthyology at the California Academy of Sciences.\u003c/p>\n\u003cp>The scientists are studying the twilight zone to learn about the biodiversity of this region and the greater role it plays in the health of the ocean. “You know, one of the great questions that we still have is ‘What are the connections between the shallow reefs and these twilight zone reefs?’ And, that’s really why we are studying it. That’s really why we continue to go and look there,” explains Shepherd.\u003c/p>\n\u003cp>As part of their research, Shepherd and Rocha wanted to collect live fish of newly discovered species in order to study their behavior and to display in the Academy’s aquarium for the public to see. “I think in order for people to really understand and want to conserve and protect life in these depths, they really have to have a direct connection with it, and they need to be able to see things that came from there,” adds Shepherd.\u003c/p>\n\u003cp>However, the researchers ran into a problem. They knew if they tried to bring fish up from that depth, the swim bladder -- an organ that helps fish maintain their buoyancy -- would expand, crushing other vital organs inside the fish, often causing the fish to die.\u003c/p>\n\u003cp>Figuring out a solution to this problem was a team effort. Matt Wandell, a biologist at the Steinhart Aquarium, was a key player in designing the device that would allow fish to be brought up safely. “I had started to hear about the idea of the California Academy of Sciences going down and exploring deep under the ocean with divers, and possibly collecting fish down there. And since my job is to make sure that those fish come back healthy, I thought about different ways that we could make sure that they could handle that pressure change,” explains Wandell.\u003c/p>\n\u003cp>The team engineered a portable device in which they could collect fish during their dives. The device, known as a portable decompression chamber, was designed to maintain the pressure of the twilight zone while the fish are transported to the surface. Once at sea level, the pressure inside the chamber is slowly reduced, often over two to three days. This gives the fish enough time to safely adjust to living at lower pressure.\u003c/p>\n\u003cp>With this portable decompression chamber, researchers at the California Academy of Sciences have been successful in collecting fish from the twilight zone. Species from their \u003ca href=\"http://ww2.kqed.org/quest/video/diving-into-the-twilight-zone/\">recent expedition to the Philippines\u003c/a> are \u003ca href=\"http://ww2.kqed.org/news/2014/7/27/exotic-new-aquatic-species-on-display-at-cal-academy/\">now on display\u003c/a> at the Steinhart Aquarium.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This video is part of our \u003ca href=\"http://learning.kqed.org/ebook/decompression\"> Engineering Is: Bringing Fish Up from the Deep\u003c/a> e-book. The e-book explores the science and engineering principles behind the California Academy of Sciences’ portable decompression chamber, and includes videos, interactives and media making opportunities. You can find our other e-books at \u003ca href=\"http://blogs.kqed.org/education/e-books/\">kqed.org/ebooks\u003c/a>.\u003c/p>\n\n",
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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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"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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"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.",
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"possible": {
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"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.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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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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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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"rss": "http://feeds.revealradio.org/revealpodcast"
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
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