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TITLE The Second Voyage of the Mimi. INSTITUTION Bank Street Coll. of Education, New York, N.Y. SPONS AGENCY Department of Education, Washington, DC.; National Science FoundatiOn, Washington, D.C. REPORT NO ISBN-1-55636-761-9 PUB DATE 89 NOTE 163p.; Contains some colored pages and pictures which may not reproduce well. AVAILABLE FLOMSunburst Communications, 39 Washington Avenue, Pleasantville, NY 10570 ($9.90). PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) -- Books (010)

EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Ancient History; Archaeology; *Cultural Awareness; *Cultural Influences; Entomology; *Interdisciplinary Approach; Map Skills; Marine Biology; Meteorology; Physics; Science Activizies; *Science and Society; Science'Education; Scientific Literacy; Scientific Methodology; Scientific Principles; Scientific Research; Secondary Education; *Secondary School Science; Social Studies; Technology IDENTIFIERS *Voyage of the Mimi

ABSTRACT This book includes 12 units that have been adapted fromthe television series "Voyage of the Mimi." Each unit includes the episode, an activity, and an expedition. The episodes introduce and accompany each episode of the television series. The activity is an extension of that episode which can be done in the classroom. Mapping skills, foreign languages, cultural awareness, marine biology, scuba diving and pressure changes, archaeology, secret messages using polar coordinates, insects, and writing journals are topics covered in activities. Expeditions relate aspects of the taping of the show or a person who worked for the company. A glossary of terms used in the series is included. (KR)

********************** ***** ***********.******************************** Reproductions supplied by EDRS are the best that can be made from the original document. *************** ******** **** ***** ************************ ***** ***ft RANK SIRE& COW.* PROJELT INkCIPICE AND MATAMATICS i , . - . - - ,i....tLr...... _ / --m, --, P 4. , ., - -.7-0.,7,.. . .1:4;.,-;-=?. --4.1 ICkit . 4e. +et', -17.- N-4 . i 4).; . . _ ..,..._:(14 . I. ... *0'Y; .* v l' ,10 :,t. _ ... i ".....,17,4; i i Zilat7jetlii; f;44 4 ,:.. '.4 --.1 .v... . - ''' 1' Y. iPZ.,:":-4,5.V.;:e4,'`'... " , A 'toSr.

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U.S. DEPARTMENT OF EDUCATION Office of Educational Research end Improvement INFORMATION TIONAL RESOURCES ECU, CENTER (ERIQ as document has been reproduced his or 76,-4*.r recersed from the Dersen organization originating a tO r mnor changes nave been made impzove reproduction quality in deco- s of view or opinions stated Point represent official ment do not necessarily OERI position or policy, THE DOOR

THE BANK STREET COLLEGE PROJECT IN SCIENCE AND MATHEMAI1CS

Samuel Y. Gibbon, Jr. Executivz Director Based on the television series, "The Second Voyage of the Mimi," written by Richard M. Hendrick Dramatic. Episodes adapted from the TV series by Jeffrey Nelson and Barbara Brenner Lorin A. Driggs Documentary Erpeditions adapted from the TV series by Laurie Weisman Activities written by Laurie Weisman Editor Lorin A. Driggs

SUNBURST COMMUNICATIONS 39 Washington Avenue Pleasantville, New York 10570 (914) 769-5030(800) 431-1934In Canada, (800) 247-6756

3 FOR BANK STREET COLLEGE CREDITS Richard R. RuoppiEd.D. President Emeritus ART DIRECTION, DESIGN AND PRODUCTION Jcwreph Shenker, Ed.D. McNAILY GRAPHIC DESIGN President Beth McNally Lydia Gershey Pat Greene Vice-President/Finance & Administration Cover dtign: Beth McNally Research Staff Cover illustration: Frank Steiner Jan Hawkins, Ph.D. Episode, Expedition and Activity title logo design: Lydia Gershey Director of Reseuch Episode, Expedition And 'ActivitY title logo illustration: Margaret Honey, Ph.D. Research Associate Michael Waldman (4/C), Circa 86, Inc. (B&W) Expedition background illustration: Michael Waldman Jennifer Howland Judith Sadel Maya stela.photography: Justin Kerr Research Assistants Maya stela glyph drawing: George Stuart Classroom Materials Staff Shari Robinson, Ph.D. DESKTOP PUBLLSHING Coort..nator of Classroom Materials Rebecca Wyse Ralph Smaliberg Senior Product Manager EPISODE ILLUSTRATIONS Dramatic Episodes of the TV series: Jamie Cavaliere D1ego Echeverria Episodes 3, 6 Producer Rick Johnson D'Arcy Marsh Episodes 2, 5 Director Stephen Marchesi Episodes 4, 8, 11 Documentary Expeditions of the TV series: Alan Reingold Richard M. Hendrick Episodes 1, 7 Producer, Director Frank Steiner Board of Advisors Episodes 9, 10, 12 Theodore W. Ducas, Ph.D. Kristina Hooper, Ph.D. ACTIV7TY ILLUSTRAT7ONS Magdaleni Lampert, Ph.D. Victor Rocha, Ph.D. Circa ;36, Inc.: pp. 74, 75 (top) Mark Budd Rowe, Ph.D. Jennifer Haberstock: pp. 37, 99 William B.F. Ryan, Ph. D. Exyie ChamblisiRyder. Ph.D. Cathy Pavia: pp. 50-51, 63 Judah L Schwartz, Ph.D. Kiraten Soderlind: pp. 24-25, 74-75 (border), 86-87 (border), George Stuart, Ph:D. 87 (cartoon), 124.125, 138-139 Gerald F. Wheeler, Ph.D. Kenneth Spengler: pp. 111, 152 David Ltuart: p. 75 (Maya carving drawing) FOR SUNBURST COMMUNICATIONS Fred Winlowski: pp. 11, 86 (cartoon) Warren Schloat President PHOTOS Marge Kesel Martha Cooper: pp. 25 (top), 52-55, 64-67, 76-79 Vice-President Rafael Doniz: pP. 25 (middle), 100-103, 112-115, 126.128, 141-143 Richard M. Hendrick: pp. 38, 39 (top),140 The television series, "The Second Voyage of the Mimi," was produced with funding from U.S. Justin Kerr: P.,25, "Seated Lord," (c) 1985; "Weaving Woman," (c) De-PaitrifehrOf Education and-National.Science --1982;.pi..87411ndrical yaset(c),1985; p. 156, Maya stela, (c) 1989 Foundation. Its content and the Content of this book are solely the responsibility of Bank Street Waxle McKor pP. 12-15, 26-29, 153-155 College. Copyright (c) 1989, Bank Street College of Education. Peabody Museum, Harvard Univeraity: p. 79 (reconstruction draWing by Tatiana PrOskouriakofi); Photographed bY Hillel Burger, (c) 1973, Sunburst Communications Preildent and-Fellows of Harvard College, all rights reserved ISBN 1-55636-761-9 Michael St. Maur Shell: pix39-Coottaiii);-4641;88-91

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EPISODE 1 - A CHARTER TO THE PAST 4 AC77VITY - WHERE'S MIMI? 11 EXPEDITION 1 -IF I CAN DO THIS 12

EPISODE 2 - A TOMB IN THE JUNGLE 16 ACTIVITIES -zHABLA USTED MAYAN?/WHO'S A MAYA9 24 EXPEDITION 2 - SWEATING IT OUT 26

EPISODE 3 - A LIGHT IN THE DARK 30 ACTIVITY - UNDERWATER GARDENS 37 38 '.vgas-Asag.n. EXPEDITION 3 - AS THE EARTH TURNS

EPISODE 4 - THE UNDERWORLD 42 ACTIVITIES - PERFORMING UNDER PRESSURE/HERECOMES T FIZZ 50 4 EXPEDITION 4 - THE INCREDIBLE SHRINKING HEAD 52

EPISODE 5 - A STONE PUM F 56 ACTIVTI7 - DIG THIS 63 EXPEDITION 5 -FEELING THE PRESSURE 64

EPISODE 6 -CRACKING ME CODE 68 ACTIVITIES -SECRET MESSAGES/MAYA MATH '74 EXPEDITION 6 - WRITTEN IN STONE 76

EPISODE 7 - THE QUEST BEGINS 80 ACTIVITIES - WHOSE POT IS IT?/A POT IS WORTH ATHOUSAND WORDS 86 EXPEDITION 7 - THE ANCIENT FARM 88

EPISODE 8 - A ROAD TO DANGER 92 ACTIVITY -MINI-BEASTS 99 EXPEDITION 8 - A SCORPION TALE 100

Nter1/43141Q:e EPISODE 9 - A FRIENDLY VILLAGE 104 ACTIVIT Y - DEAR DIARY 111 EXPEDITION 9 - CURANDERA 112

EPISODE 10 -DISCOVERIES 116 ACTIVITY - THE PLOT THICKENS 124 EXPEDITION 10 - UP A TREE 126

EPISODE 11 -FOUND AND LOST 130 ACTIVITY - STAMP IT! 138 EXPEDI2ION 11 -IN THE CANOPY 140

EPISODE 12 -THE FATE OF A KING 144 ACTIVITY -TIME TRAVEL 152 EXPEDITION 12 -ONE STONE AT A TIME 153

MAYA STELA 156 GLOSSARY 158 ..SLANCELVArart56495021ECCW=01.22eint and il*poOtt03}0;h0,* '41t's Agiet;Lealb1 raiight' .

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Thatoths ãtféniion ihe Captain stood 0:004 reOptiop" ills mop, a broad smile on his 400;:- ''S-tieliet Thornton! By golly,you bet I, -IitiOW Sticker Thornton. Been inmore oc and:more cafes together than I'd care194., haven't seen him for twenty ,years., Nei* forget hiin, though. ,IleSaVed My life once:'' tells, &Abe- Oihervay around," 'th young WoMan "8o you know Sticker, huh?" "He's my dad." "Well, I'll be darned," said the Captain, putting down his mop at last. He reached out to shake hands and introduced himself. "Clement Granville." "They call me Pepper," the young woman said, shaking hands. Captain Granville introduced Pepper-t6 C.T., then asked, "What made you stop here?'' Pepper told him she'd grown up hearing stories from her father about Granny Gran- ville and his wife, Mimi. And she'dseen that Mimi was from Gloucester. , . nickname C.T. wasielleyed4bis4uyWasigdne.;He C.T. heard the unfamiliar tha4opf1osil,' Pepper had-used. "Granny?!"hesaid, looking really seemed,IiicObOy.:.11 wide-eyed at his grandfather,-whOgave him a Pepperexplaine4thatWeOterfrianOWnect stern glance that said,Justpretendyou didn't a-string ofditie:hcat*totake,',Ohr4wocitha hear that! divingsOnth-e,00.aticeis:-'*,:iwill*Eforitij'iiii 'Captain Granvilletold,Pepperthat -the as-acubalhStruCtori.arid:lea4t 0,t'hkiiVeSi_,, pissed thek argurrient-had'beph Ali.64tii*OvOir boat was named after hia.wife, who had _.".**.t0:0,4100* away twelveyearsAgo. :to,Ptat in,itbinista!-tat:41: "flow long-have you-been, crewingjor trying,to'ketti*to:putle#aif litIPIOI40144:46} your grandfather?"PepperaSked C.T. peopleCan't-itayiidWir'6olong.Aign40:his* "Well, five, and a half days;"said e(r. C T yas .:&iticius.*i*fliapp:6310,14.0*; "But I learned a couple ofsuininers ago." your leg?,e'ailted. the man Pep- (.414#0-:Oranvilie waS: ,a, litt4t, eiOar- They were interrupted by 'that:she, per had been arguingwith earlier. 9909S nice fo raOsed, _Wt-irepper reassurediM yoUfve got so Much sPare 'lline, Miss didn't-ntind,the,ciuestion. She:said :41'41,144' see .. canceft:abOut five years ago."iiley:goie,-*ia,',.. Thornton." He was atall,,Unfriendly:looking . " inan-who:.seerned to sneeraOetalked. choice:-,-ine:or, my ler etaptai wan C.T. Nocfsro-aidari'sWirwand0.",tt.asked Pe0,0eri ntroduced: * -:4' ..,i, WesterManwasn't very V:.*,I I 9S ttl'0,:z0a;S. ';:.Sliiii;`.4?,0,0,tt to HarveY;Westerthan. Ak ,-v.`: 1.616 ipt:erested in,inakinglriefids. MI see youin ; 7,"'"' 1 I?-;*5,P1 g9* e ukt Eloi .1 -,,, 0,1eil1rtOrning," e said to PepPeri Wal king away. g:Ivai' tuo' et thetanks.:Twe' g-)4qu Gi t '

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IMMO t \. As the three headed dOW_Otik, Captair told Pepper that hewas siip meet two people about chartering,M1,,,, thought Peppermight know them. "Terry Gibbs, and Victor ,CoboS,1 5,, Pepper, looking,arthe narnestheCaptaliAa written on a iiiece olpaPer21'Vetaken the':.; divngã lot. Good people. Scientists." . She said they were Eirchaeologistsstudy- ing the Maya ruins.Victonwas,Mexican:and Terry Was from the UnitedState:S. Sheadded, that Terry was interestedin Maya pottery. That gave C.T.an idea. Ee dashed.back to Mimi and grabbed thesouvenir pot.! Maybe '

these archaeologists couldtell nim Something . 4 51; about it. 111 _IP et Captain Granville and C.T. met:thetWo archaeologists' anilkwent Intoa i.estatirailtlo talk 'business.Wileri theyentereit ,riarvey WesterMan WaSihere vithtwo -peopifilifi were looking 'at sOMething,vyr peraclay'llgure of:some.soi% Cover it upl" HarVeysaidurgen a wad of money intohlspocket.Th& Terry and Victor had Madehim vdir ri and he left therestaur4nt in a our .

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The ,Captain; Cit,Terry-and Victor,or;,. dered their drinks andgot down'to,buslpesS, "Here's what we havein Mind,' Terty said She described howshe andVictoroften were Intersted in the same, questionsabout 'the ancient Maya, but usually dis, jreed about . the answers. They didagree,;hoWever, S that , 7 ,the' Map used theocean for trading, using fi 'huge chigilut canoes. Inthe 1500s, Columbui had seen a 70-foot MaYacanoe off the coast of- 6.!intana Roo.The Maya tradedon the Sea all during. the "Classic ;Period"of their civiliza-' tion; from 200 to 900 A.D. .1/. "What did they haul?"Captain Granville wanted to know. "Many things," Victorarswered. "Corn, cloth..." "How about clayr ts?" C.T. asked. "Sure, 'those too," saidVictor. "Pots that's Terry's specialty."

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: 4.,ItelCouldnk-qtAite..b.ring,himSelf-to-say ,fle?waS:thlri-kingt -: iliitTerry conid, "03," Victor;"_she saki'. .1110 10,0irst:dass_*-ig,#e;;.'.$11e40,,,oierriq ,.-.. toino.:14Yout ow4.400.,rtititOiatiKAii, (P-ec-tqc1141.11.0004ts:Of,,k00_, iiii.006.1, ...... ,.. ,',, .Artifit0S-OtY4eilliitth.0e*hich is stpujeglOce# great. adventnrelOtt 40,40. 1ti:P011arO. r- ThOnly quOtioil-was whether captain thiiyille!could',figridie .the,saiikediyink this Job lWoy:ld'inVolve., tr.$-eOotaiwAii:goil'aite, liiztihe:djiti 40,c, ,o,b10-4.,**.tajib0...;the,re Is

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, 4n1(#000114, yk10:41*./t0Sr.,190hOon.iethiPit ,,,,,,:iioil -zhot.00*1,110g.the`fpOtfishrba -.,' ,..,:s ';'f?.'i ''' ' ictlit Yoirgetithisf"YictOtasked. -,,r- ,,, - OK klierti'.how,iirie..of their charter ,Aiti.40.00flotti$hing. ihkeSsPietty-goOct:fisgI"lO Terry .-,7 ,..-_,,.. - ---.'.. , "grill**, tne , pot Tut rm y:r. afraicLttlis: jg,t."*eiryOl. . iiqw do, $Oti,:k4ow, li ii.ozt-oldri':a. a-sked.- . . . -e-14!" .1+% n that she'and;. Victor hadgbitenlibint,c, ey from tional Institute of AntlgopO(Ogy andklistory called INAHfto studr.Maya trade-,PraCtiCes. , INAH Was in charge of allthe archaeology:In Mexico. She and Victor wantediOinVestijiate some of the ancient Maya portS,sUchasTuldit; underwater. That's wherelfimfgainejn. "Under the water?" asked thetaptain. Terry nodded. "Our hypotheigs is that there just Might besome MaYatargo down there. It could tell us more abOut What was, traded, where, how, and Maybe-even -why. We're always building theories, painting new pictures of the past." Captain Granville wondered why Terry and Victor wanted to-hire hith,,Sinee-he-Wil AA only been there fOr two inonthS, and didn't know the Waters in the area that well. "Why not someone_like faat Westernian fellow?" 5,:.:matil, 7'5011719k 77,r

térlysici; tiVithacil*WC4!oWri: 'udan=1,4randpa?" C 1.keH t4gttly. there for even a feW iniontitif Thet,aPtainivaS all-ttWilOirfarti40: somethint(,growing:On4,_41Walga*.preven s. aococi-i-Arox,04****Iti:: coral. You can Iinogine whol000til*liw:andlet-theM:,1mow., after a-thoU.§and yeate-orio." "You.inean it's a fake?"'G.T.Asked;'plisap7 'was: detennitleo(rOjiliinsOi pointed. "I4OW couid it getto the bottOntathe.grandfather 'to let h1m gp:taspaiotoe; ocean?" ,iihooritoctit;if you ci*tWant-rq0,0,0:ikittk-: Victor thought 'maybe toUrists had he :said.AftOr a, glati4c,i.. ,h040;16d trown It or dropped it;there. ....eyen-though it-would be a.reaked4CatiOnit, C.T. had liked the idda that the pot might eXperIence,like'MoM promisedihe,prIndpaV have bz-en madoby the ariCient peoOle caned yoU'd give me:" the Maya. "I wonder what theywere really' Captain Granville smile This persna- like," he said aloud, thinking of the temple of sion was beginning to take an interestIng turn TulOm that he had seen from Mimi today and "Of course," C.T. continued, "ifyou don't; trying to imagine the people who had built it. I might just have to let a few people' know Terry could see that C.T. was Ltrigued. about that nickname of yours....Grannyt"' "Captain Granville," she said, "Victor and I C.T. tried to get away, but he wasn'tt have to go back to Palenque to pickup our enough. Pretending to be angry 'aut. wit gear." She went on to explain that even though smiie on his face, Captain Granvilio,gra6 the Captain hardly knew her, she'd love to his grandson. They laughed,as CT:: take C.T. with them. It would be a great chance tested, "Ail right! I don't want to gor for him to see some of the rubs up close. "I , But, of course, they both knew ne' have an II-year-old vt ho'd get along great wp,... C.T.," she continued. r

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_1111111Pr Whores Mimi? In the story of the first "Voyage- of-the Mimi," Captain Granville nearly died from hypothermia after fallir ig overboard during a storm. In the story of "The Second Voyage of the Mimi," the sensible Captain decided to put Mimiup for charter in a place where the weather is sunny and warm--a place like Mexico.So, for the filming of "The Second Voyage of the Mimi," Peter Marston, who plays Captain Granville and is also Mimi's real-life owner and captain, had to sail Mimi all the way from Gloucester, Massachu- 21 setts, to Cozumel Is- land in Mexico. 4. Of course, the weather never stays good and things break down. On August 26th, after only six days, Mimi's sonar acted up. Peter had to make port in Savannah, Georgia, and wait for a week until it was repaired. He set sail again on September 3rd. They had clear sailing for three more days. Then, on Sep- tember 6th, there was a hurricane warning for the waters off southern Florida.Peter 1. Use a map of North and Central America to brought Mimi to harbor to be safe. They decide on the best route for Mimi to take. stayed three days in Miami until the hurri- 2. Mimi travels day and night. When the wind cane passed. It was already September 8th! is favorable, she sails at 6 knots. (A knot is Peter was beginning to worry about 1 nautical mile per hour.) When there's no getting to Cozumel on time. wind and at night, she motors at the same Hew many days does speed. How far can she get in 24 hours he have left for the Irt(ifi . under favorable conditions? trip? Do you am-6 3. Peter had to get Mimi to Cozumel bySeptem- think he can ber 13th for the first rehearsals of "The make it in Second Voyage." It's about 1800 nautical time? miles from Gloucester to Cozumel. Mimi left c_ Gloucester on August 21st.If the weather remained good AUG UST and they didn't have to stop for any reason, how long would the whole trip take? o 5 5PtE.AABER

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"What's going on?" C.T. 4s4d, as Quiche. tied a bandanna over his ey4. "You'll see," Quiche said, grinning. She took C.T.'s hand and led him carei, fully up a long, steep flight of stone steps: When they were at the top, she asked, "Now, are you ready to see Palenque?" "I guess so." With a flourish, Quiche took the bandanna from C.T.'s eyes. There, spread out below were the remains of a vast ancient city. It gleamed in the light of late afternoon. "Isn't it beautiful?" Quiche said softly. C.T. had to agree. "Incredible!"

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N ' A They came to a serieS of openings in one of the-ancienO,W are these.holes?"C.T.asked. "Another mystery," S,41470ty:. dows, maybe. A ;placO, to4tore4bin' know, that the. T-sha*wt.i,,f, atsacr symbot big plaStersculptUres.", '"But whefeirOhOcutiOturOsi, . . - - Terry'stxprOstionclut*(LVOI*Vve'i 'rzi>'eenilOoted limirOgO" ., '"Looterk'hullri 1má)ff

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19 21 TerryAng arounri,tatejr000, aria ,and'-underpt4 ibp3 _ bft*hetiThet:facO':,:F0* 00.64*-CT. howler rOnkey< low s'eregritpierCet TheVeird's6und, there was apyth,ih "Well,t§halre the two-step dp=aIte:,- you can get aftrIê Ont of -,the,Placet, was the-TeMpleofthW.m be a carving:Of kjagriaruV motioning towaOthe2fppo., "but the loot.i.m*** Th, "Are there401OoteiV "Yes.'; Orrfelhe!Volct, mom thinks loOtersffiai4a Hefell-offOrreOthe'teirrirn changedithe sUlDject. "iton*,, Victor hisitincIP"' Victor was,in through the ns ot a 'Irtvey.O.e.' a short -distance- aWaydruiveW-'crn Victor signaled hintA..Other4= -hel- hacking a traii through -che jungle,: machete. "La comida,r;Ouiche ahnountett. "Buenos4ias Quiche "VittorsaidOcz nos traes?" "Frijoles, tortillas yrefrescos." "Ummm," s:aid--VicOr, signaling was time for a lunch break. 4-13ue C.T.," he continued. "I.-re-gusto:fa:se/ad?" C.T. hesitated', until Quiche-tra4 "Do-you like the jungle?" " mucho," C.P. answered:: "H: what Vidor and-his a.Ssistanfsiyer*:::: Victor explained:Ahat they4ert a better map of.the,gte. ":8`ay,thislk Palenque," he seid,,draWingliAlsifO "We use the transIt to Make lineOtrO, jungle every fifty,14 eters.", He-cite* zontal 2,andlabete4themk, 4ah he drew vertical lina and labele4, "If we find sornething here;" heSjdi:, mark in one of the squares, "we,411:, whee it is by ming it's'insquaria4A- .

"I get it. Like graph paper," said C.T. "Exactly," said Victor. After lunch Quiche took C.T. back to what she called "the best part of Palenque," the temple she had shown him the night before. As they stood at the top, Quiche said, "About twenty-five years ago a guy named Ruz decided there was something inside this pyramid. He saw these holes in the floor." She pointed to the stone slab at their feet. "He figured the Maya used them to move this stone. So he moved it." Retracing the steps of Ruz, C.T. and Quiche walked down the stone stairway he had dug out of the rubble. Soon they reached a stone landing. "When he got here after two years of digging it looked like a dead end," Quiche said. "But he kept digging...for four years!" There was another set of steps.Down, down. Now they were deep inside the pyramid.

21 P3 -

Therewas- the mas Mad rested on.the sarc pletelycoveredwithca writing: .1:m061'4011 the -40-aháu,.134*,;:, , meanste was born 9,100 "v! "Ahd,what "Pacal;" said:Qt1ic1igi: fAVItt.'r,a7 over his,facer they StOOd:Silent.iyOraino- nent inSicIthe dimlylittornbstot,9403 -said; *eadylo gee v Weah,!'- 07. ,paid. ,the.creeps.' , r Latetin-the afternoor.A -00 .40-t_1i. PPTIO.re,, tal%An Ors relaxed'on the temple steps c T Wanted:z, ghs ',heart.$tilr to write ai::!Out his,day.inhiS j9urnaj..4terry;"'"' '1;itinfir.7400-74'014 1.x)dy down the. he asked, ".theMaya,had a.,calehdatoight?"'

22 believe his ears."Hey, sho*,gar thave been nutsr he muttered: ntout that at about the saiiie weird attei*, rns;,were throWing chris- MAY though:,9twoU hundred years ago," Terri WA ancestors were burn, ake." . cid; "Now we just build bombs . the entire world!"

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23 Habla Usted Mayan?

There are about twenty different Mayan languages spoken today in Me-tico, Guate- maia, and Honduras. The most common one, Yucatec Mayan, is spoken in "The Second Voyage of the Mimi."Many Maya children speak Mayan at home and Spanish in school. You can learn some Yucatec Mayan, too.

How to pronounce Mayan words "a" "oh" as in "calm" = "eh" as in "effort" "i" = "ee" as in "keen" "o"= "oh" as in "open" MAYAN ENGLISH = the same sound as "o" but it's held Bix a belex? How are you? a little longer Maloob. I'm finclor I'm = "oo" as in "moon" okay). "x"= "sh" as in "bush" Tu'x Ica binex? Where are you An apostrophe (') means to make a sud- going? den stop between sounds where it occurs ina Kin bin tin nah. l'nsloing home. word. Kin bin in "escuela." I'm going to sohio!. Koox tun. Let's go then. Yum botic. Thank you. Mixba. You're welcome. Hax tube. That's perfect.

"Escuela" is the Spanish word for "school." Kbox frin in tun. The Maya did not have a word for it. kt tscutk. ohm? Practice saying these words in Mayan. See if you can have a conversation with a friend using them. The Maya characters usesow.% of these words in "The Second Voyage of the Mimi. There are also lots of Spanish phrases in the story. C.T. learns how important it is to know other languages, during this voyage. Victor is Mexican, but he learned to speak Mayan from his grandfather. So, he is fluent in Spanish and Yucatec Mayan. Do you have any relatives who speak another language? What languagesare spoken in your family?

_ idper-4Twastropm._

of Native The ancientMaya were groups iived in partsof Mexico ar Americans who thousand years ago. Central Americaover two reached its heightaround 900 Their civilization Columbus "dis- A.D., five hundredyears before "New World."Their monuments, covered" the earliest written paintings, andbooks are the history of theWestern Hemisphere. calendars Copdn, Honduras. The Mayainvented accurate Stone "torchbexer," observations of thesun, the moon, based on excellent at and the planetVenus. They were hieroglyphic mathematics andthey developed a written language. Mexico and Today, manyMaya still live in Some live andfarm in tiny Central America. their ancestorsdid. Others villages, much as much in moderncities. We learn live and work the objects about the ancientMaya by studying they created.In recent years, ar, and buildings h;ero- better atdeciphering their we've gotten be learned. glyphics, but thereis still much to

Stone taptives,"Palenque, Mexico.

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-befOteTdOring and aftet'elterclsinglif,plaYlng;. , eSpeciallFwben Iffhuirld -Oa*. TitiYiainoOnts, of ialtand other-MineralS are.loStmheri you-sweat FloWeVer,Ellorinal, 'healthy diet containa enOUgh 'Salt and minerals to Teplice thern., Noir donl-needlo.take salt tablets or SpeCial drinks to 'make the0 up. -Try Weighing:yourself before anti after Tlaying,outSidein,suinmer. You .May.findexercising that yoU've lost up to,a or. pound. What you!ye lost is Water, not fat, so drink up! It'S not 'healthy to be all dried up!

, PISOD -AVM

- aptain Granville was happy to beasea "Texas-style. Hot enough to clean ydür again, steering Mimi across the clear, teeth," she announced. sparkling channel that separated Cozumel The Captain handed the wheelover to Island from the Yucatan Peninsula.Happy his new first mate. Grabbing and hungry. a tortilla chip from C.T.'s pot, he scoopedup some of the "Hey, what happened tomy navigator?" green dip. he said. At thatmo- ment. Pepper ap- "Um-umm, guacamole," he murmured in anticipation, takinga peared in the hatch- ..Zr-. bite.It was as if somebody had way, carrying a bowl set ,fire to his tongue! His,face,turnedred of guacamole. as a chili pepper,this eyes bulged. "Hot enough for you?" Pepper teased. He gulped a glass of icedtea. And then another. "You'llget used to it," she added, munching hers 1'' contentedly.

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30 miitte N . A" 4uos4atiim.. s l?jipertl1s çptnGfanvultZ.a 06r r ,z Itf:upaslAtik=.0.kitl Spain 'The temples were piinte-dliti*then, she said. , . th&Captain gazed-at the ancient city. "I wonder if -thOse two archaeologists aregoing to find anything underwaterhere," he said. Then he turned to his charts. Theylacked detail, and he knew that there was adanger- ous reef along this coast.Pepper told him that her old boss Westerman had carefullycharted these waters, but that he kept those charts for his own use. She had done some diving in the area, sb-she Was abje to draw a picture of the reef. Itcould provide a nice calm anchorage ifthey could get through it without ripping the belly out of Mimi.

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"Stir -k4s "'.* , 31 , T Cr-I'd-Y*4 Pt Aar.- "No breaks in the reef?No Channels through it?" Captain Grartyllie4444, °None that I knoW of7Pepptribswered. They decided to anchor oUtsidethe reef for the night. After. dinner,Pe per asked the Captain' td tell her hoW he cathe tOown Mimi; He had fought in Fraceduring Worlii War. told Pepper,1nd there hesizet his ere married, and as,itatIoned4t Anna- :sPent eiiery Sparemoment near the He was 4 fishe m4n, shea fisherman's . daughter, and they longedto be on the water, not just next to it.

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-0 ( 'hi [It'll(trawler' rim! tip ,i1() kk 1 fit' maTi \111) had sailedthe hoilt troni France had gone broke kindneededto Sill he., They4rianaged- Iu crapethe money together: and soon theywere Ii'ving 1 iii hoard. lk k;Z:

inttrt ;;1-tt darkifiey*er,e4:4';'.- motor yachtheadin:,ouarom,thesho "That's.a very big boat to be inside the reef," Pepper exclaimed. thenthow

11.

in' sliotite there**Otir.'reApi40,se boat, only a loàdipiashiid tMówid of somebody shoutin rigry;it sounded like:The. iiVVO as it cleared the reef, iiittspOn tpe night had swal- lowed all traces of it. -"Try and stop her right here," the Cap- tain shouted$.0md Pepper cutMimi'sengine. Fie swept the water with his binoculars.Surely there's a buoy to mark the channet,he thought, but he coule find no marker. Hopon earth.cli4 they get tinZughl +Hs thoughts werekinterrupted,whenhe noticed a glimmer of light OP the cliff,l'he light 1 ; flickered fOr a MOMent-;,*44-*4440peared: ,4Back her down,' hi ea(10,1,040,14Alid the 0 light reappeared as sh-&-Miiiiied,;-:41it4rilnto reverge: "Well, well," the Captain murrnbred. ?He haci.Pepper ease the boat 1:,,acicands forth a few more times, and oneach'-pass the light would appear for a few.seconds and then vanish di'"See something?" Pepper asked. hist a light on the cliff," he answered.

"Wc i k itow ii i(iriiiip.;Let's an-

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'16 TePPer smiled."Goodnight, Granny," He Moved slightlyAohislleft,-ian *0* disappeared. He shifted tolliStight;.and:.1* !IGoodnight, Pepper." sight of the 'boat again.Only 'by: Spotting.. Tuliun,was alive with tourists the next directly Across the fire could he keep Mimi in : Itiorning, climbing up and' down the weath- view through the window. .eredsteps that had been climbed :furcentu- "Sefton.." ries. Captain Granville separated himself from Captain Granville looked up tosee a the crowd and wandered off towards the edge dark-haired:man staring down at him. "It is of the site. It was a beautiful place, dotted with forbidden. to starVfires in an archaeological palm trees and tropical flowers. Below the zone," the man.said in Astern vOic;:e ruins was a perfect little beach where he had Jutt- as the-Captain began to explain, come ashore earlirT. The gi:.en water was the Victor and Terry arrived. "I'm gladyou came," clearest he'd ever seen. He wondered what the Captain said. "I was havinga little trouble had happened to the people Whoonce inhab- explaining to the guardian about whatl..." ited this spectacular city. "Guardian?" Victor interrupted, smiling. He found what he was looking for ona He introduced Captain Granville to TomfisSe- windy bluff: the ashes of a fire, still warm in his govia, the chief archaeologist at Tuhim. They har.1. He looked up and saw a:tiny temple laughed off the misunderstanding, and the- standing at-the edge of the cliff. The one wall Captain recOunted the story of the mysteridns 'that was stillstanding hada windowin it, and boat theigght before. He believed the fire and thkough it lieuid see Mimi, resting at anchor teMPle lined up to form a kind of lighthouse imst 064* the:rc"ef; that marked a passage through the reef.

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Por- 34; aid erS3Oieds:.doubtful, but the 40;;;,1? you're on a boat out 'atifSee the light from the fire tircAOM'Srpall windoW in the temple,you're ,tbéght to gel through the reef."' ,,NoVictor and Terry wereinhigued: "The aticiñt people could have done thesame thing!" Victor sitc1-. "No, no, Vidtc4r, I am-afraid not," Segovia . said, chuckling, Iikittieory was that the tem* was used by the ancient Maya,tó Mark the- sunrise on the first datOt winter. Smiling, Victor shoOk hiTgead: "Segovia believes that eyery'teMple was built to mark _the movernebtotiome Star," he said to Cap- tain Grapy*. "The'Mky,a were terrific as: tronomets,,d!sfrike. -They:-fecioutaioW.t6,, predictzthAM9V itlifOct.P10q§, butM tts alitheYdid."

iO4**40i*'4thilkOtitile`ilei he-keeps dis-- %Covering Some very goOdLeVidence."

, Captain Granville suggested that they dinghy. On fhe-way.C.T. Was df4pliOntec144- check out his lighthouse theory. "I'dsure like learn that his. grandfatherhaiViOrsa*a.flrit to get Mimi through that reef," he-said. -m4te. 'IMbliglif It was-just gOlpgtdheyouand "And a ix eak in the reef wOuld tie:ago:JO:.rne;_he saitt.,.",What",t-th place to start our explot atio'n-slfteiTrAddetk, ..Mtth . . e :-/.."'" - ,

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Star coral polyps stay closed during the day, and open at night to feed. Individual polyps are only Corals are tiny animals that live in the sea. a fraction of an inch There are many different corals. Some kinds ; across. live alone in deep, cold parts of the ocean. But most kinds band together to formcolonies. Some of the bands of corals build soft skeletons that wave in the ocean currents. The best-known corals live in warm, clear, shallow water, near shore. These corals take calcium that's dissolved and invisible in sea water and use it to form colorful, stony skele- huge underwater structures are formed this coral reefs. tons.The skeletons of the tiny animals join way. These structures are called together. The reef corals are many different colors and The coral animals (called coral polyps) shapes. Thousands of brightly colored fish and live inside their skeletons. They have soft, cup- other fantastic-looking creatures live in the nooks shaped bodies with tentacles on the top. At and crannies of coral reefs. night they extend their tentacles and feed on Some coral reefs form parallel to the shore tiny floating ocean animals. During the day, the and a few miles out. Before good maps were tentacles are pulled in and the polyps close up. drawn, these "barrier reefs" caused many ship- It's hard to know the coral is alive during the day. wrecks as boat bottoms were pierced by their When coral polyps grow, they build new sharp prongs. skeletons on top of the old ones. AS years pass, Create an underwater coral reef scene. You might use cray-pas or colored chalk on blue paper, paint or construction paper. Check books to find out about different corals and reef dwellers.Or work wRh a friend on a reef mural. Each of you could design and cut out 'different parts for it.Don't forget to paint the pkground before adding the reef creatures XPEDITIO1

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The sun is framed by the temple,

Dawn.on_the punter SegOtna,'s "- solstice at Tularn. theoiy eotild be true.

The earth also spins around or rotates, like a top, once everyday, 365 days ayear.,that helps us keep track of time, too. !Ben visitedthe Royal Obse vatory, near London, in Greenwich, England, where astronomers have been timing the spin of the earth bykeeping track Orthe Sun for overthree hundredyears. The journey itselflaught. Ben a lesson about timeand theearth's rotation.-Benlefthis: homein Boston at night:By the tiMehereaChed Londonrit was moining. At aboutten:dtiOck,..

he decided to Call, home. 'His fink brotheran; MONION wasstse. swered the phone in A sleepy voice and as}ced,:-.;;;:, "Ben, do you'know-whatthrieltiSr Ben answered; "Sure. ft'saliout.teniiithe, e.wEsTmts morning, 'here, iheFe!,S7 five,honr time difference.,.it mustbe abOUttbr'oo*ttie-,4twos noon. over there,)Aihy aren:t,ybiih schboP CaSeyreplied°:griirnpily, the afterniionl. les five OklOckln-orf!iirOii litskin;"'.$4.14 1-01-.,,4 -401 fated. -sorty:'-t----I:- Bervicilokige-m**-4;-0-,, lerente-.12eAYPeiii3t)a,s911-04:06#0413:: ,evet,he.;addeci-houiijvhehi:)*-§,i1414"..,, subtratted. tudilyffigtad:4440(0-00iggSt.

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3 ATM 't ,PepOrinterr.Upted C.T.'s writing. "O.K., claSs: iet7slet started." Time for more scuba schtiol. Today's -classroom .lesson was about prd4iire.popper began 4 saying, "the thing 'YoU'veigiOck remember ebOuttdivingis that lOt-oi xybehYofidoWn. there, you're unclei a .preffitire:7". . --54P Hey dre..*:PqrforiTil ,

43 Air is mostly nitrogen, and scuba tanks an. filled with air.If ypurOliody "abSorbs too much nitrogen while you.'.re mulerwarerand you come dp too Jast, the introgen Nibbles out as the pr&ssure decreases. Pepper, popped the cap. off'a bottle of soda to show what happens. The!;as in the bottle spewed out. "And-it's bad when it bubbles out like that?" C.T. asked. "Let's just say it can cause seri(ills colic plicat kms," Pepper answered. "I.1 ke cleat h.-

This is what;o1 called the bends, l'eppei- r, eNplained. Although people don't!, die fromthe tw.4 4

bends very often, it can cause serimisdamage 2 -'84 , to the body. That's why scuba divers love to ,,41t4? t iky. xe; be careful about how long theystay underwa, ter al d how fast they come up. 4 010' As, they got ready ha the .next (hvim.; 1> t le R on, Pepper qui/ 1ed "Reinembel what s'ot " y(al (14) while e()Inint.; ,. 4.. 14,', "You remember III always keep l)J(',ItiI '1'.4 .:4 ;i'' 1' % "Why." asktqlFt Nio:,-;r .

'Because if you lipid your lae,1111v(int ,Vot.,,,' lungs can expkide.. rkight' again. 141 learned his lessons 'well."1')e cause when'you ascend, the airin your expands when you tome up I() less pressiire.- Pepper nodded. ",Poilecti'", In the underwater lesson that. billo.wed, C.T. learned how to handle emergencies. pretended that:his tank was out of air mid Tie and Pepper practicoVluddy preathing.Then they practicod an octopus ascent., withC.T. using Pepper's extra regulatoras t hey .swain to the surface. Later that afternoon, Vid'or, Terry,Cap- Granville and arrived. They had spent two days in Wrida mi paperworkfor their underwater archaeol(ijiical 'Ferry and Victor wore happyto .see Popper almard. And CI'.was proud to tell QuichO t hip he was learniug to scubadive. "You coming withus this afternoon, .(*.T..." Victor asked. lhoked to hi;; teacher, Pepper. lie sure is,- Pepperanswo "Great!" said. .As the divers.got ready for theirunder- water work,Vaptain Granville and Terryt alked about the-mysterious lighton the cliff. Terry

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the Captain and Quiche changed irito The discovery rnentthatMimiwouidtë swimsuits, grabbed some snorkeling gear and able to pass through the reef and anchor in the climbed into the inflatable. Soon they were calm waters near shore. And the archaeolo- anchored in shallow water near the reef. "We gists could begin to explore for evidence of an- don't have to go down forty feet in order to cient Maya traders. check out the bottom," Captain Granville said. After the fish food was gone, Quiche and "Are we still lined up with the lighthouse Captairr Granville swam about, Lwestigating and the reef?" Quiche asked. the sandy bottom near the reef. The Captain "As far as I can tell," the Captain an- found a conch and held it up for Quiche to see. swered. "With the reef nearby, there should Quiche skimmed along the surface, scan- be all kinds of fish for us to feed." ning the ocean floor for other interesting dis- He was right about that. Quiche and the coveries. Suddenly, she saw something Captain plunged into the water and were soon strange lying in the sand on the bottom. When surrounded by schools of shimmering fish she went doihn to investigate, she could hardly who ate bread crumbs from their hands. believe what it was. r Meanwhile, not far away, Victor, C.T. "Captain G., a stela!" she shouted exdt- and Pepper continued to scout the reef. Vic- edly when she got back to the surface. "A tor was the first one to see the opening. Excit- Maya monument!I can even read the date . edly, he pointed it out to the others. "Plenty glyphs!" 'vide for Mimi" he wrole on his slate. "Let's get it!" Captain Granville said. ,e A 17, 3, 44,co.t. -

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"We shouldn't move it until my mom sees where it is," Quiche pointed out. "But I'll show you." The`two dove down to the large piece of elaborately carved stone resting on the ocean floor. Rounded on top with an angledjagged edge on the bottom, this was clearly a fragment of a larger monument. As Captain Granville gently brushed the ti ; sand from the surface of the stela, he was un- /I..; a aware of the two divers lurking not far away. c.:44DiA Suddenly, one of them made a sign to the other:Let's get him. The two men started menacingly toward the Captain. Just then, Victor, Pepper and C.T. swam into view. They saw Captain Granville heading for the surface. They did not see the two sinistendivers. But the divers saw them and realized they were outnumbered. They turned spickly,and swam away. ' ,

-Mand-theotherscoUldn't waitto get Slowly, the-heavy stOne monuMent_ber baCkt6liimi.to SharcheWs Of their-find with gan to move. As the air7filled. bag rose tOWifct the,surface, ihe Stela Tose:with Alanithiing "This is fantasticrShe said. stispended'In ithe waterCapaii Granville diOn't ate how-it cOuld be in such good''and,the Othekt pulled Ahe,g04. ilioot#ihatot!i6on this thffig is Worth, _. . COtitin, Grapville had aw idea.'that readinevt, ,140,4:1_?1,11e,-**.ya4 'hoisted '_.)IiitiotarioasCinolitti lust have,chuineaup ontoAffirii:s4leCk., 11*_*t00;411d 4110*(i1e for-suer Pepper - -TOW:are we4Ofrig,to getit.up?" Quiche : . -,,,- ,i.: ----;- 4tked. '-.Wtththe attliteatingsafely aboard Mimi, :' We could ssitr,;"'iaid the Captain. the ekitedli.Oup,ilathertLafound.toacIplire

Verikied4cladyaile4itariroM sunken ships their ibid.:, ..,, : ::-sei;,_ _ that-*ty;-.1-,- _ "I cari!twak*woiiiviitner6r,said:

e TOitr-,qt*Icly,:golinto scOba gear and ...... ,.. : ,_.: ..:*,... - '. . :k.- , ., e, .3. ,,,,..-.- . -!.- jnedi,the,othets,:-:the ',salvage opefration, . . ,-...- -, '$41=t,',...t.: '.- ,2'i', "tOrt vies:stela, she- carefuliy - , -. r: , .../ e,; 4 , ,.., .1 , , ' -toolcphOtogra :to.,:dOekuntnt:ita-lo-catiOh. C.T...anct4gc_ iitat.,*-0,'..isAhe4)titeretied,-; tkeW. "_., :sthe :7*' 1 .)4014,-* lothedittii. %using*: 3104008ated,04-1.-

4. _ She and the otheri re 'unaware-that they were being observed:On shore, Harvey Westeiman had his binoculars trained On the

, groupothered on- Mimit. deck. "He htd:seen .faise- the stela.An:.1 he did 'hot 19ok ,happy at alli

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49 -7-

PERFORMING UNDER PRESSURE

When Pepper gives C.T. his first scuba-diving 6 t lesson, she says,"One thing you've got to remember about diving is that when you're down there, you're under a lot of pressure." Air pressure is a powerful force we experience every day. Since it's invisible, it's hard to understand how it affects us. These experiments will give you a chance to experience and observe the power of air and water pressure.

You will need: '41111111111111 a an empty clear plastic bottle with a small mouth a a deep clear container, like an aquarium or a clear tea kettle a a clear plastic cup, small enough to fit easily into your container a water (enough to fill the conta:iier two-thirds) 2. Fill an aquarium or other large, clear con- a balloons (small Nund ones are best) tainer two-thirds-full of water. Hold a cl a tissues plastic cup upside down. Try to get it to hnttom of the tank of water without getting a empty milk or orange juice cartons the inside of the cup wet. a a pan or sink a How is it possible that the cup can stay dry a newspaper, to absorb spills inside? :0 a 1. Put an uninflated balloon If you stuff a tissue into the bottom of the inside an empty clear cup and try it again, will the tissue stay dry? plastic soda bottle with the opening of the balloon around the bottle Once you have the cup on the bottom of the tank with the inside dry, get the cup to fill op with rim. Now try to blow the water. balloon up. C a What happens? a What do you observe when the water starts going into the cup? a What is your theory a What do you think is happening? about why you can't blow the balloon up?

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'From this day forward we would swim across miles of country no one had known, free and level, with our flesh feeling what the HERE COMES ME FIZZ fish scales knew." Jacques Cousteau, The Silent World What causes the fizz when you open a bottle of soda? Why does soda get "flat"? What has that got to do with divers getting the bends? Thesn (q)Inventors discovered this property of water and experiments may give you some clues. air and made diving bells which were big enough 0 for people to stand inside. If held level, the bells You will need: ,0 would retain a pocket of air so the people could IIan unopened clear bottle of soda (such as breathe. They could then swim out, explore seltzer or club soda) around a little and return to the bell for more air. R a clear plastic cup 3. Take an empty carton and use your pencil to a small balloon punch three holes in a line going up one side of the carton. Predict what will happen if you 1. Look carefully at the sealed bottle of soda. fill the carton with water. 00' u Do you see any bubbles? Will the water come out? in Will one of the holes shoot the water out 2. Watch carefully and open the bottle. in a longer stream? Predict which one Are there more or fewer bubbles now? might. le Where do you think the extra bubbles If you have a few cartons try different arrange- came from? ments of holes and see what results you get. 3. Pour some soda into a clear cup. Tightly cover the soda bottle. n What do you think will happen to the 7 soda in the cup in a few hours? What about the soda in the bottle?

4. To test your theory, open the bottle later and compare the number of bubbles in the cup to the number in the bottle. rt What might explain what you see?

5. To find out, fit a balloon tightly over the top of the same or a newly oprzed bottle of soda. !yr) Leave it fur an hour. u What might happen? Check and see. Can you think C., -00 of a theory to explain what happened? 0 t$ 0 0 et %I 0 4) es C4T I) 0 tV - 0 co °CI 0-itaiXtZ .1A , ".

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44.. : .- - . . st, The can.SoOn-, the other objects until they reached 300 feet of the chaMber, gen wassuiPiised..- ...., ...... : . ... - ,, -. sea,water or -over '130 pounds of .presSure per ioolced like it had ,1;1:.e en. :pUnched.It finallY ..:;:?: sqqarein0. SPcklenly One of 'the 4ht.bUlbs foidedlwhalf and tipPedoyer.,;gut-theplastrc , ''--,..til .-, , -.,, .` ,.,,,:, .....':`114 bur*'with,a laud:hang:. ' Con-tainef justtsat:th$re, ..,,,* ,:. ' 'Whoa!,.. It:exploded!' exclaimed-Ben. "*.lie:4/,t,i-*;00;i'sql*OrS.4id,'.'theplos.tit "It ImplOiled it,dldiel.expiode:'," Glenn is,,tiore,;tiAtN010:4.1,3,040f,ip.Vatc. lif,,'-g"}; Orrected'hinl. "The gas-pressureotitSide; the -,cafoilitiwt Akii4**01.-0,44a4:4_,,,'_:;: bulb waS so-great -that. -theibulb-actUally: 6:it= :tinei,04,6.00,11,01:4*-414.-0;10,::44,11'.1$4V:r lapse& or.-:im.01Wee ' -- - " i '.:1'.; h-,M;yMillettga,\.(0,01143;40....! Glenn eXPlainedwhythe eggandtheo.thetthehlkliSfik4t.tc.4a:ri:***fing,,0,4*.t: 'billb,surViyed:tht Otelstlie.. firA, a _aw. g gis..0-tfit44a0f.fiitfferAii*-,:;;,::.*:,-;,'S,,,:::.;,-,y,..vi,;,-, filled withr liqUld. Pltis,gate§ like -*04,04 --..'/,qlsOki:1440,0w,;y0400.4.00kokii,:; Ati.iNgh-A4.Shet(which:ls,On-e reaOrti a chICk -'06.01:01-jkl6-gh --0.,.='.:*6sfio-At*aots, taidiyeffiliiere), the egg arso hAs a.,hap-e-,tiiat,t4:01:i .-f*ik*,ofjMi;i-#4.:04:ctO,Oi*,!k§0, jc5,-Asi.: .00.,.:5:2., co withstand alot4oreisitie. The4,e ts4peoilttgOkft.0.4ime.04400 sc: f o t that-1S. a neriëctsób6e cnth W*.akt*,141:0.g_. Tli'e s,'ectii:04giit.pult). yao a smail, r40:00. *.4-4,0,,f04.viiii.:;:..04.0.:401,),0t.,;,, .` '.:1: ,`,..6,;..y.04.1.146g-itil***iii` 40:ii.:' 4....tre'..' -one.,:t.iiis '1., clOSer- to a:,,,Pherei'.1 Glenh,s'aW ,---- )'1":,",* Anotile.i,s reisohjt!*-sq'Str4iitislikat'fliilitife trepk -it_ciividO eqq.aliy ov,f if:rlii-e:040t-*Oitiad*:: Y-:r:''"Ntiik:11041-10:iii.31;qa-d4Alt07,,,,5: toilvgie4t-Acop,c4t 44d A lOnginatroW shat4( foain;"00:1414.1emf,:',.4";:g;',:' tha.t.ou4s, phshed`On-. *.. " -- -,:-'' :. r ,!--.....SO4,0i.oftliWt-fr`-bubbles bj tig4Per. nO.dl'eliktFigc,1:4.Otiir.-.0.460 ', foi0iffig.t#4.34:1-30.-iiI;. beanse:ti*Iii :41.---14v,',,,o#C e tle 4 rigldiplaStit t ntaInet.:Afitoyfive.coilii-iew, =, ;41,4'*.ilijki41.4*(ifOit --'-,160 06,,i 4:13.i.,,i;:.,9: 4 /-:-C7i;:.?,,,:';;3:::i. . - , , - '. --`'.--t-,,..'.:4-i, .. -;,. .4`.,..,,,,.- , ' , ;'-.4.0;--'' IL a.? egf.' AftersgeinithOettectsgt presSidiv----,e- .1k4k,r6'f:1;41 ,,,.,,:,..3 Os, 04 g sototonollead,--13en- ,,,,,,...,-_---.1. p., ..i. thas--Offik 0104E4. a&G.1.#' '::: J.:Vele-4ae§ '.61,0 ,-,; '.1 s...,4,1_:,,...... ''.k.thttgl ,,.4,1p, pst eptir mf.ztdrge: el '. .c . A1"tet?..e'6,1 1!",ti;717-t-7.77k:t*A.V.-1.ie,...A t";:. 041. :',r -hi 7 7,t ,:t ';74:7,...' ' .;+, !Pt , A WORD'VOTRMANTMEANIN4S- 7'):1 . What word Isinissinglytheae-seMenteS7' 1:k4' 1. "Alr InSJO-00 "oocetkoi. ,makes t hold its shape MiMOterbowliarci, you ,ptish -2. "I'm .not, siire -.1(1nd Of; i*rsalifthe4Iver,,as-,the,:pre;, pared,.4o gd.500';feet ,hhdet-*ater to AeSt, Sonienew-e0tpthent .3. "A high IsysteiiiikrnOingliv froth tanadai""sald the Weather forecaSter. "SunnySiiigs:toUldrfoyi,.1 C The- . isvhen youzhave-a; .prOje4 -due ion Tuesdayand,by NIOn4ynOtyoUliaven$heOhltyet. "6..-4.41e0Ijurtwheii lére?"- aske0:,the d6Cf9r, acithig svisilléri:g1414s: -400111"1 rOplIed. Pressure literally ,tneatiS, 'the-State p1 h,eing acted upormbyasteaCiily applied(oiCeyieigliti-

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11:P10, #1.,1040# Jelyfimmleck,.:Oxinfif4y in awe,ti****170:1Y140e:**0.0#2-it;!( ac10.04-2,the-iielii4t0,,taritrigilhAt. covered the suifkickt tii4tonellOkSt4kige hieroglyphics. thelirofileTof a-poi'Verlco*A-, wearing a ceremonial headdrets. To '!C-.T.,;it; seemed-as if they'd suddenly takenon a ne .passenger, a traveler from thepast who spoke alanguage he'd never heard:before. "It's from Col*" (2111cheannounced, .ptsinting ata glyph. "This is the emblem glyph for Cobd:" C.T. remembered thatQuiche could understand this foreign tongue, A leastsome of it. He wasimpressed. Terry explained thatevery big Maya city had its own hieroglyphic signature,like a coat df:;arms. thiswas definitely, ColA's emblem', that -didn't necessarliy-meam.the :#04.-,:wa,s' from, Cobk'whatever-,Waswritten oh: 4tinight be gboutCOIA: liow4ocitectutcinthe, WaP'4'inST.00"; Oot oicrthat-stcla.:§ AOte,ifOallyop- Inajor4vents: in- tt4004.4,0(0,J. ,hink welt Mid ttio-j?tbei:katfrQuI0,0-. was frustrating,-49t4tii have41t:ti*, .0,.'f0fithrs,stoi,*.PP*4* 1§tirethope,o,7:bei'Aother, anSwereg: totnow4hblhisfanckielloWis:?;, Captain Granville decidedit, was time tq,, trylo'naVigate Mimi through%theopening,in: Atte. re0; TO' better -give Granny'a hane

litre wWa:::incitAenVs Silence.Then she say Cranny" Ter:17*Wfo 4000: ,o(*kriking

. ptain *atolitnd.-Peppr e 4404 s ., noteOrd*M; By late afternoon Quicheand her mother had disappeared. Therewas after age thirty, no recordof -1*o_eatti. had deciphered enoughof the hieroglyphics stela referred to a rulerof peculiar for a Maya king.His sto**40'ofie,op to know that the Maya archaeOlOgyi. Chac Balam. His name meant"Strong the big mysteries of Quiche said. Chac "And the answermight ii01.10***(_ Jaguar." Or "Red Jaguar," down'at the-S*Vitcf, meant "red" as well as"strong." Quiche added, ging other monu- Victor suggested thattheyoxpolmo They'd seen his glyph on find any.more,404., ments at Coba. He wasfamous because he see if they could

Awe

t'tt 57

1MIMEO OMNI& 59 They piled into thejeep early the next morning. Chac Balam's cut a line through the jungle.The thick vege- stela lay at C.T.'s feet, tation grew right to the wrapped in a blanket.Pepper stayed behind edge of the road. C.T. sat in back withVictor. He showed to babysit Mimi. She'dinvited Segovia fora him a piece of blackglass he'd pickedup in Texas-style meal. Andshe'd have a chanceto Tulinn. fix the starter "That's obsidian,"Victor said,ex- motor. She was gettingtired of plaining that it having to start theengine by climbing down was a form of natural glass into the engine made in volcanoes. Theancient Maya hadno room and thwacking thestarter metal, so they used motor with a screwdriveras Granny turned obsidian for their knives the ignition key above. and tools. "This ispart of a Maya knife," Vic- tor concluded. Cobá lay about fiftykilometers inland. The road was straight C.T. looked dismayed."Oh no," he said. as a ruler. It was as if "I'm a looter! somebody had taken I took somethingfrom an ar- a giant lawn mower and chaeological site." ,

They found Jean Andrewuriervising the reconstruction of an ancient Maya house: They'd hoped to find both her and herhus- band, but George Andrews was off trekking' through the bush in search ofa certain kind of orchid. He was interested in figuring Out hOw the Maya used plantsan archaeobotanist, Victor called him. The Andrews had been mapping, and digging at Cobã for many years, so it was

Jor natural that Terry and Victor should turn to

them for help in unraveling the mystery of Chac Balam. Jean brought them up to date on her work. She was working with a crew of Maya masons to rebuild some of thebuildings they had excavated. "They've developed a real feel for how their ancestors built," Victor said, as "It's O.K., amigo. Just take it to Segovia they watched a couple of the men cement a tomorrow and show him where you found it." time-worn stone into a wall. Victor paused."You are young; they will The site was turning out to look pretty probably only give you a few months in jail" much the way Terry had pictured it in her C.T. laughed at his joke, but Victor only drawings, Jean said. To C.T., it just looked like stared at him, suddenly somber. Was he a bunch of rough low walls. serious? Jail? C.T.'s face fell.Yikes! Jean explained that they put back to- Victor laughed. He was joking. But he'd gether only the pieces they were sure about. made his point. Looting was no joke. The site wouldn't look like it did in ancient Cobá wasn't like Tulüm.It was a wild times unless they could find all the pieces and place in the middle of the jungle, alive with knew exactly how they fit together birdsong. The main pyramid towered above "How do you know this was a house?" the flat landscape like a mountain. C.T. asked. "Could it have been, say, a store?"

59 )0I " Indeed she did:The twO halves fitsnugly ther'likeVeces of .aliant jigsaw puzzle. Jean and George had :::::ii'C'OPOkel4P;di:Pse'thlieeivrhiatfthe week before. -of azfive hundred- getfromllIfhaereto Tulürn?" C.T.

, e':;;tiLttr?.;;tite,7,4iiLwz4asid:eonwuomreknotsf ' ,4 ,;;;&iiiséaiii'valqable.. !i'l,i,:a..111: :to;ri allOverthe world. t°' Cv:'is,t.zthertifuji._,with e 4;'''' ':....C.-, 0 :,"(.: "1, ';;;Izer4,17e -t, ...? '''. ,.' '- : ', i

'Jean-Wowed-him aroundthe , mg outvaribuS pleces,-of evidence:a'farg4 ' mortar,, called a pila, and e,. called a mano, for grinding corn; pot sherdi,frórnplain , pots; and a midden, or garbage dump,con- taining the remains of household itemS. "Yeah, but why does this bOuse lookso different from the ones they bUildnow?"C.T. asked, thinking of the thatchedhuts: he'd noticedin: the Maya villages: "Excellent question,''Jean-,Said.Excel- lent, Wood and thatch.don't stick,around-for a thousand years," she explained. "Theyrot. So we're left with stone'buildings, thekind richer folkiived in. Now what.; dOyou think?" C.T. paused. "Could'ae been a house," he . answered, carefully. "I like-the boyr Jean announCed: Jean waS impressed by their stela, when they finally got around to showingIt to her. She studiedit intently, then surprisedthem all by suing she thought she had theother half. "You dol".they said in unison.

.! Quiche had been studying the glyphs in She looked at Victor and smiled. "Site U?"she- silence. She had noticed the glyph for "cap- asked, already sureof the-answer. tive" next to the one that idented Chac Balarri. ";',e;" ,Victor Ariumphantly, He "Maybe he was captured," she said. turned,Othebthers: "Site a loSt city. U Now everybody stared at ,the carved 'staritis.fOt 'undisttovered'-or-!unknoWn' markings, excited by her discovery. "Dbes.it '"Ot-''''.iinbeileVable,'" Terry langiii.ed: say where they took him?" C.T.asked; "We"repoteyeri,',SnrelUit'really:exi.gt.- right ha,T turned, Up :be- Quiche pointed to a glyph. ItWaS , on the crack thatdivided the two halves of the -fore;c" ,Vigio41**440;'far:.,10iiétr'$.40?".;- stone, so she hadn't been ableto:read it before. "Isn't this anetnblem.glyph?" ;they0.40#0084atpiniUsk have been Otalen, Terry leaned in to exaniine it. Itsitteas Th4Einych-,*dearf-Which,meabilhaL.; heck is,7 she ,said, her excitement4rowing. ,

61 4166, W workec¼ cithé staler 6i; which lay ih piece.an thetat*. Suddenly, Pepper frdze. ".4Qué riasdr Sefii,ia,asked: Pepper seriseOhii, somethingwas Wrong:but she wasn"EtUre whAt She leaptup from. her seat, -worried, and rushedup on deck. The souk! 13'waves crashingagainst-- rocks greetedplier. "The 'anchor's not holding!" she tbld " Segovia wh4 she got below, "We're goingto' be on the rocks unles we..." Sbe reached:,up

and turned the ignition key.'No0ing b4p, . pened.She .tried it again.Agairy n9thIng. happeried Thenshe teinethber0,-why' "Oh-no!" she said, *king oivo at pieces of the stifter Motor segler arpudd. Thewaves crashed again, eenleti than before. '

62 CTIVIT

LUZ ThiL When archaeologists find ancient artifacts, they find only part of Or Aory.Most things are transformed by time. Some things ,\ disappear entirely. Other things seem to last forever, with very little change. Can you predict what kinds of things would last, what kinds of things would be changed and what kinds of Ifyouburyyourartifacts inside: Be sure to things would decompose and disappear? use soil from outdoors, not packaged potting Here's an experiment to help you find out. soil. Soil from outside will have lots of microbes Choose some objects you use in daily life. and insects which help decomposition happen Include things that you think will be transformed faster. Bury some artifacts near the sides, so by time and things you think will stay the same. you can see changes that are taking place. Some suggestions are. food, a newspaper, a Sprinkle some water on the tank cnce a week. book, a magazine, pencils, pens, na :s (not That will also help decomposition. galvanized), chalk, artwork you've done, coins, Make a schedule for when to dig your cloth, something plastic, something glass, artifacts up. You'li probably want to check them something metal, a piece of chicken with a a few timesperhaps after a few weeks and bone, ceramics, carved wood. then after a few months. Predict what you think will happen to each artifact. Make a chart or keep notes of your predictions and observations. Here's another idea: Make duplicate sets of artifacts.Bury one set inside and one set outside and compare what happens. See which set decomposes faster.

How it 1003' after 12. weeks

Bury them-1 the ground outside, or bury them in a jar or aquarium that you can keep inside. If you bury your artifacts outside: Make sure you have permission to dig in the spot you've chosen. Mark the spot clearly and make a map so you can find your artifacts to dig them up later. Bury thenl in a plastic net bag or other container that won't decompose and will allow the artifacts to be exposed to the soil. .,:AEXPEDITION

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Before they began, Ben marked.the level of the water and the level,o1 the chopstick.on his barometers. He labeled .tfik.m Uft.one atmosphere." Outside the chamber, stAck and Jim .began the countdown. .Dr., Sanchei-re- Minded Ben to clearhis.ears. "Four, tbree, tWo,.one..." The aft rusli: iwwith a louctgroan. ,Bep.felt.the,pressure.On,,,,,_ nis wdruins,right away. ,He-had ing his ep,rsto,*eepi tfwm,from'hOrting.I. Ben's'fitsf.e.liperiment*as'azsuceeSi,..lie had peeled,a,.bard=12(illed roonth ,of a,bottle., The -bOttle sinaller than the egg, but:itd*t *plopgy-tfir aninCreaselmair pressure to pus-tithe:egg hito...

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At jOi-feet; they *pod los'niof**r4,, everythLngwasO K It felt funny*emcbpjmg. to .cdn`Stant1Y clear ;ills ears- When'he italVioirigTatiyplade:. . I , isigorptee'.'*-0,i444*4; , :At t The balloOnWas checked.a1tea1yuhed :01tO4 i**-0.0.044.1 s, 1E* . " ":111." a' BANG! He was interrupted as the balloon barometer burst. Ben marked 66 feet on _the other barometer, fie noticed that the barometer was changing_less with each added atmosphere of pressure. They went to 100 feet, just over 4:atmos- pheresdeeper 'than Ben had ever been in, water. The temperatUre was- 92 degrees. So. much air was Squeezed intoihe chamtierthat it actually felt thick-When Ben wayed-his.hand. Ben shook up a bottle Of carboriatedwater; and ,opened `The.s_Oda:didn't buhble:tstir. The pressure in the: chapter lsept-,the carbon dioxtde'A issOlvect in.the-watPr. gen liad-;what divers -call rapture,of:Pie. deep, or 100004 pareoals. So irktich- riitrOge*n . was diSsdived in his b1dodthat it macte:iiini feel and act silly. Iiis'haridwiiting:waS,vety,shalwi "it can .he vet,. dangeions .for a sciiba;_:,. diver toeveriencethis,"bi:Sailehe;zegptaipect.;:.` aFie'$ unible.to perfOrin eyen SiniPlelaskS like writing thals.whyskitictimt are443risOf ijotTf to dive beloW 150 feet." Theyoulit0S4161g: at _that -cipPth. They weie tettint:t051.&;440:: more nitrogen in theirbloo-d;andltjOn10-talFe'. a 1ong.tirneto,get :edgi.;'filY#Jecj* itgtiteabies:,W.491gt 13014:t-hy)eft the 'tbottotn,"'Ben,pldir, -Orte.:Ot 114.-e*rtiiieritsr. justAlittie.9(thehigii:pres-sure_ait

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"GLUB...GLUB...GLUB" Early divers had no diving equipment. They learned to hold their breath for minutes at a time. For hundreds of yearsdnventors have struggled to People have been diving for at jeast three help humans survive under water. Leonardo da thousand. years. They dove for-food, sponges, Vinci (14524519), the great painter and inventor, shells, coral, pearls, treasure, to repair Ships, and suggested sacks of sand for ballast and a "wine- to sabotage enemy ships. Now people also dive to skin to contain the breath." A wine-skin is a soft, build bridges, tunnels, and oil wells, for scientific water-proof sack, usually made from the skin of a research and for the adventure of exploring new goat, used for holding wine.Could da Vinci's worlds. design for a wine-skin air tank work? Why?

.Wi.'-',A'r41?+. 1C4:7VViL-oi t;,72.4P ... 41 EPISODE

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epper \A, cis tiled i iid Ho; 0111..

tiiirtLht h,tl flk totend.t. vs.tv to keep the. 1),1e.t born 1)ilthe

rocks. .\nd to sax ee....;\ 1;1 and hersek,-- "What is the. problem; Pepper' Setgoxia .;Isked Inxiousl thew rushed back on deck. em. She explained,that the anchor hut. untust

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Pepper spent the morning re-fastening .the anchor, making sure that theline wasn't

40" near any coral. Theothers .1- eturned a few hours later. 'Hwy w(re amazed tohear about Pepper's close call, and she wasamazed to hear atmut their lucky break. "It'slike ip the . movies.- C.T. sad, "only it's. real!"

Eti

-i.-_,..z.--;4-_ ..-,.-,;;::::t;ittzY,& -...., -,,, . .-7:'-r,z-t--;,,-,..7.1=-1.9s-sti.,:,..-`,:::-tit,!,,,V,-,-.:-..;f6"4--t.,i%vt..:iz,,::::-.,..:-. .11:'.--'-:,. 1W-t they tic;ri't flid4 y(itiire:1,(4 -";,'''7'-'S1hifilWi1ikoW614;7'Q;47, thiiaght:,ATI` ? ,ilries-- Terry said, pdintedly,-""-is thework!' - dreW4i,v,e'FilOts,10- roW,f, "Wrinigi". QuSche pro- Xith-;-thnt, they set ahoht thoir:,0104-...\--,,,,,M,a1M.,-,..,,raViT.,....00...,4),Ior,t7lbar- 'tits fshve. .- .,...--:a 1:...P...trandQuiche helped drannystoWaWay,th& '''-.*----: 1.e:intekWak a =,I)AiA,iiih .a-dOt, _,;."'-',:, ....-,-,,---,,,--17.4.,-,,':-,,%-:-. t --'--- ei-i-i- ,, -,=a. ----;;;:t ovisions they'dbroughtirn o) shore; _:-- , -.,:--,3,,,, :;,-.-a*,-..., ,..,,,---k.; ,,,.... - %.-,, trs-,ii9hned,their4cubagearancrIppneffk.;%..2 :-thisgat.t4ike.hiriettrelf-i -v.T. s.4.19, ...,,-:- , kw;hotirs,underwater. 'They Wete:foAft: afig*jr.,41, :.r..,,,,)....$1:0'.f#!i.0-4Ty;--1:1'1",i-a'w.:'. .. ,,,.,,, ,. ,,,,,,:... rdinate grid on,the.Saii4y.., .a..t'llie, QuIch_e said, .. ,_,..,..,A, A'tjrriteP:r arthgc°°reef-3,4there-theY-iniended10- ...;,i,c1.1',0,1**c-r:,,:-;:-...,,,,-.., .Alieir-enloratiOn. It..wasslOW; pairiS:Cak, ---Noio,/,#titi .:-.',-T:,..m.g.t4guI...41-sirT!';'.3--kv'-.4--,.....,..,-,

.'ork. Victor stayeda_t_the,spot.that'w.as '-ba`!'s.:1'wenfyit IA arinoglicekerOfylv,- `Wforlain-Qtirch& drew sOkeIhinglhat 'm _t..o , -- ,,,----,.1. - - ' _:-Wiittrofabeir-grid. Telly would,swi - . . . ,i, ...... '-i-s-'Ava'terlandmarke witIttape me-asur lookedilk*.q43...--yttria1:9t,-.4,, p:gmt.,..:. Itie distances to Victor.Victor twenty;,Itshe,said: on, his underwater c i' shook 'his head "No -WOO ,T.rt sy.,,..k.,,,,,..,,,,,t.,,,, .4epthdistance,- direction. It.civilization cOil'apSed;" he said. "VeryhOsIr wIo beautifilidAWlisthere, it hardly seemed probablY-fluhked'math." 7 ..J0t-Ihewthc divers returned. -vn the- j1eaflwhiie, Quithe was teaching C.T. way :..bg.k,t9:thekb-Oat,they had noeda big 'Nfoalunrib-ef-sysam. she-drew a dot. pickrt*iper, t.hQught. Another dot. "This is two..." thjOhf The, .0.pnftafice. to- an .tindergrfound -*Creihore-.. 'Three-i (Our. :1" streatii:tha-Cii9-44'..tout ikom some-plaCe- on- think rvecgot_that, s-hO- re. They didort:yave.enoUgh.dir left' to let :4giy1Og fwr-arkhirik.qntiook: -0.04,04pfowityny further._ Maybe:fhey4 y

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, ;:,-"'N - S' Quiche had, never-1601y looked at,'the pot before. Nöt-,closely. Nbw-he:held4up' and studied tLIt didn't look like áW those Granny cooked dinner_that night. Mexi- cheap:=SoUvenit.potg: lt,looked.real can 'beef stew, he calledlt. Anything to keep ViCtor-,tOokttandexaminedit. "There Pepper from making more of her Hanle-thrower are more glyPhs' .on the bottom," ,he .$40; chili. The only Mexican thing-about hisstew gettingextited.- "Si, si." was that he served tortillas with it. "What does it 'SayVeveryonewantedto Quiche and C.T. had preparedsome pre- know. dinner entertainment. C.T. had figuredout a "It-says..." Victor answered,a twinkleln-, computer program that could translate num- his eye, "...macte in,Japan!" , bers from Arabic to Maya. They billed itas the Everyone butQuiChechuckled., She .Was only computer in the world,or at least in serious. Victor handed the:Otto Tetry;:the Tulam, that could spPak Mayan. potteryexpert. 'She lodked.kt; ever carefullY. "A number -from the audience, please," Her expreSSiOn changed: -"Thls:littlegem just, Quiche, announced, starting, the show. "Any could be real ",":She said, finally Arabic,ninnber between one-and, twenty." "SoitiS aprize'catch, after all,"Granny *4Qcho,4 Victor volputeeyed. said. 6*d: lieWas,a1I-Terry wouldsay: "An eight,pleaseNUiche said, dramati- 'Quiche,waS corrvinced the pot wasreal: cally. C.T. entered the, nuniber, and within She kept loOking at itateveryone else ate .116t sec:rinds the Maya version appearedon the all glyphs-were Signs for things, shereinem- screen: a bar with three dots_ aboveit. Five bered. Some were syllables. These lookel pluS three. like syllables: chac..ba..1a.. .ma. ..Those Everyone was pretty impressed,espe- sounds seemed familiar. ,cially Pepper. She'd never seen Mayanum- Of -course! Chac .01qc Balam!' bers before. Granny thought it lookedlike Suddenly everyone Wa.,§. wited.Pepper Moise codedots and:dashes. Cou1dn1 uodefstan0 WI:th- so- C;11-,. toldher Fepp erasked the coMputerfôr atWelve. V,tavttio hadfigured.Ont:' Chac'Balainwas . Two dots above two bars appeared'. "Nifty,the king of Cob& mentionedon their. ,stela; he she exclaimed. She was -holding C,T.'spot, was captured.and ,taken to another-city, the helping herself, to a tortilla.The Pot was lost city; nobody knew What happenedto him covered with glyphs. Wasn't thata twelve there; what they did know was.that the halfof there? She showed it to Quiche.It was a the stela they found underwatermust have twelve, all right. been stolen by looters. 72 74 At-

`--- ere, Victor W found the pgt, Hp ;went toljiy.'. 111.00;.*** g:- thatwaswhytherewasaco 10,S!1*84.01.0.0*.t4'.** '.111Othingliketoeintifti' Tefry'"sala, "tiold.On! k:iriiriiite, ;folks," Sat& Tetty.-; laught* "Let'smit jhiriplOO fan": tiO-rock Out that they had found the pot The 'Captain; agteed.It was ail just a

, just fdi.iiin4iie t,bast; troni Tulinn. "Then it theory. WaS there,any way to check itOut?; coulkhaVe`iieen:JoOtecr;tOb,"'Tetry, said. Terry: suggested they go, to INAH in alitalk:Giailtiviktiad'a. theory. He told ,Theydlbe able to- teSt the pot at the

" MYsteriOusboathe and. arChaeOloiilahs,' to, Make sureitmas authen- ;Tetiiief hatYSeen the,first night. Ithadtaken.Arc: AiAttiey4:00.ablelo WO report about Off fast When'he hailed it Stomething had fallen the Tooteri,,- 'they would. dock Mimi up the oft thP'stern,.he remembered, something big .coaSti, In:Playa:del Carmen, so they could all -andiielyy..-1-i6 had thoughtnothing ofitatthe -gO,-)ricluding:p.epper. time, hilt now... cOuldn't believe it. At this rate, he'd "ne st e la!" Victor said. Of course! "That get to see the whole Yucatan Peninsula before claik;b4*Vas looters, big4iinelootere'. this-trip was.over. - "They Must Operate out °there air the° -time,"-C.:t.joined hi.

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The polar coordinate system is often used Secret Messages for mapping difficult terrain and for surveying. However, we've discovered another use for it: In this episode, Terry and Victor and sending secret messages in code! In the polar Pepper do some underwater mapping, using coordinate grid below, letters of the alphabet T!,1 polar coordmates. With polar coordinates, if have been placed at the places where bearing you choose a center point and you know where lines and distance lines intersect (cross). Ona north is, you can specify any locationas a piece of paper, write down, in the order given, distance and a bearing from the center. the letters found at the intersections of the A Cartesian coordinate system is differ- coordinates listed. The letters will spell out the ent. There, you mark out a grid using vertical answers to these riddles. and horizontal lines that look like graphpaper. Label the horizontal lines "1,2,3,4" and the vertical lines "A,B,C,D" and you canname points Riddle 1. Where do extra smart as "1A" or "3C" so anyone looking at the grid will frankfurters end up? know where you mean.(In Episode 2 Victor was mapping the jungle around Palenque using Coordinates for Solution a Cartesian coordinate system.) to Riddle 1 1.150°;2 8. 90°;2 (North) 2.270°;2 9.2100;2 0° 3. 90°;3 10. 30°;3 4.270°;3 11. 0°;1 330° 30° 5. 90°;1 12.1500;2 6.270°;3 13. 60°;3 7.2', 0°;2 14. 60°;3

300° 60° Riddle 2: What has six legs, bites, and talks in code? Coordinates for Solution 90° to Riddle 2

1.1200; 1 7. 30°;1

2. 0°;3 8.270°;1 3.150°;2 9.210°;3 4. 30°;3 10.1200,2 240° 1200 5.3000;3 11.2100;2 6.330°;3

210° 150° 180°

If you and a friend each havea copy of this grid (or if you make a new grid, with the lettersin different places), you can sand each other codedmessages.

ti7trZcy,174 FA" - - _ ; MAYA MATH The Maya words for most of the numbers are given. These numberswork justlike ours: Here are the Maya numbers from one to "Fourteen" is "four" and "ten" in English and it twenty. Crescents (a are sometimes used to would be "kan la hun" in Mayan. "Kan" is four take up space so the glyph looks symmetrical. and "la hun" is ten. Figure out the Mayan words They don't stand for ani number. for fifteen through nineteen.

try, 0.Z.P Ittomnon GGICIMZia,72113

on See if you can find and decipher the Mayan numbers can be written sideways8u or numbers on this drawing. The picture is of a up and down F'°`; . You'llfind examples of both carving from a Maya temple in Guatemala. in this picture. ,MTZlitatl=

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"1,17217t:rigS-575frifV.V.,'fft.gt4trtirg',:vt.-1-- H in different glyphs and looking,for patterns or "Wecall this fellow18-Rabbit,"Davidsaid. : "That's-his name." He pointed out some bars meaningin-eachsituation. anddots on the side of the glyph. "Three bars David ,pointed put* another interesting ,andIhree, dots. You ,Icnow the-way the Maya glyph, This onehad the face ofa:bat; Thebat wtotenuMbers: each b ar Means 5 an-death dot Was ,the'- 0010w:of:Copan,4hcl thiS was the. means:1.6 ,einblernglyiikmr "Eighteen,"Carla'intei.rupted. gly*Okitaiitet*V0aIdifteieritAgii0000S;::, "Right," said David. "Ahd the rabbit i thefiat: 40tAtii.ire-t_Se*gyiigs:14,4grij'aftije:.. .actdally thiS part here." He,p(?Infed, ont a MayaWOrdithatiAlciiMeanSlifirO01:nlee-- mcItit,h,. 411 eYei. and The ,placewhere the eat in:froi*OtIklia.t*s;44016;6SAO:ti::,',:---,_" Wntild'.:hay:been..01.it Carla todidn';,teallysee -6414Teilie0ihektit140.00.0.41;:ij0, ,4'fA

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WHAT'S-NOT CARVED-IN STONg? and'enslaving many. SpaniSh priests were horn-- Y4. fled:at the, Maya 'yeligiOn,, especially the idea of "We found a large rriinber of books of these ImMan-tacrIfide; They bufned ail the Maya booke characters [hieroglyphic:4j and, aS they Contained they Could find. Dnly three books-Survived: Ex- nothing in which there were not to beseen super-' cept -those 4hree 047,- he .only place ,we have stition and- lies of the devil, we bunted them been-able to see Mayava thug Is on ancient monu- all...whidh caused them much faction." ments and in paintings,. This waS written by a .SpaniSh priest who Walk irbund your neighborhoon or a nearby governed the Maya. Spanish warylors, known as city. Takenotes on thing's you find carved in stone. conquistadors; came -to .Mexico. in the 1500's In What;infontatidn dcYthey give you? What kinds of search of gold. They conquered the Maya, killing things-WoUld you never learn about from them? *eV, .1.4"InTg Pc ko ' ..

EM limiwas tied up at the dock in Playa del anal Carmen.Everyone was busy with preparations for the trip to Merida, five hours away by jeep.C.T. helped his grandfather cinch up the sail covers. "Boy, my vacation sure is turningout different than I planned," he said,tying off a line."I came down for anothervoyage en Mimi, and now I'm.looking fora lost city." Not that he minded. Hewas seeing so many new places and people. And hewas certainly on a voyage, only this time thevessel was a jeep instead of a boat. Quiche had Off they sailed iniifirni ,11,cutting due decided to_ christen the jeep, and was busy west across the YncatAn Peninsula.The only stenciling sornething on the door. C.T.went waves on this voyage were the friendly over to see what she'd done. ones they got from the:people in thevillages they It was a homemade hieroglyph. To C.T. passed. C.T. spent part of thetime Winging it looked like a picture ofa giant in a bathtub, his journal up to date. blowing bubbles. Quiche explainedthat the "bathtub" was the way the Maya represented wooden boats; the big headwas the god of the number two; and the two big dots, the "bubbles," also signified the numbertwo, or "second." it was Quiche's glyph for "Mimi11." This is turning into a real detective story So far we have two halves of a Maya monument; a lost king, looters, and a pot that could tell us even more. The trouble is, we don't know if the pot was made by the Maya fourteen centuries ago, or fourteen days ago.So here we are, 1-,ading for Mérida to visit the government archaeology offices. Maybe someone there can help us solve the mystery. Merida was a bustling city, the capital of the state of Yucatan. It looked a lot older than most cities back home, C.T. thought. As.they drove around the central plaza, Victor pointed out an old Spanish hacienda.There were statues of conquistadors standing on the heads -^ of dead Maya. C.T. didn't say much for a while. While the others got right to work at the They saw a machine that made tortillas. INAH labs, Pepper and Granny headed for the It looked like an old press, printing out hun- marketplace. dreds of flat, round corn cakes. They smelled The mercado was a busy, colorful place, great, too. The fruit sellers had set up their crammed with vendors and shoppers. The otanges and lemons in tidy little piles. Cap- Captain bought a bright yellow hand- tain Granville was admiring them woven Maya hammock. He managed when he was approached by a man to use most of the Spanish he knew: with shifty eyes. "Perhaps you me gusto mucho; muy hermosa; are interested in some relies and,of course,muchas from the past?" the man gracias. /- said in a low voice.

z "No.thanks," the Captain answered. First she explained that clay is made up "Genuine Mayani" the man insisted. of different materials. Some of those materials The Captain repeated, that he wasn't are radioactive, but only in tiny amounts interested; but then an idea came to him. not enough to hurt anyone. Other material in Wait," he said. "Ancient-Maya? .Genuine?" the clay stores energy when it is hit by radia- Shifty Eyes opened ä little newsPaper tion. So far so good. bundle to reveal a clay figurine inside. "Very Next she described how that energy genuine," he said. "Very old. Just fbund." would be released any time the clay was heated Granny asked him if he had more "Si," the to very high temperatures. Their test wOuld man whispered, his eyes darting around. involve heating the clay sample and measur- At the labC.T. was sitting at a counter, ing the energy released. scraping the bottom of the pot with a scalpel. C.T. didn't see how that wbuld tell them They needed a sample of the clay for the test how old the pot was. Terry reminded him that they were going to run to determine the pet's when the pot was made, however long ago, it age. He wondered how much the pot would be was fired in a kiln to harden the clay. That re- worth if it turned out to be authentic. leased all the energy the clay had stored up te- "Fifteen, twenty thousand," Terry said. that point, So the new pot had -zero stored: "Dollars?" he asked, amazed. She re- energy when-it came out of the kiln. minded him that A was illegal to sell ancient The pothadn't lost the radioactive mate-% artifacts. 'Keep scraping," she said. rial- hi the clay, however, so it bezan storing,,. As he worked, Terry explained that they energy all over again. Any energyin it nowhaV would be conducting a thennoluthinescence been building up since the day it was fired.Y-, test.It actually wasn't that hard tn under- The more energy they measured, the older the7:5 stand, considering how long the word was. pot. The test could clearly distinguish tween an old pot and a new one. "Thermo" means "heat," and- luit nescence" is the lightornergy,released; the clay. C.T. hoped thepot would-rele0, lot of lumlnepcence. It would, prove yinaphe thoughtail alcing . / Soon Shifty Eyes returned: He shoWed them a figurine, but wouldn't tell them where it was from. Just then they heard footsteps; they turned to find Harvey Westerman standing in the archway, Staring-at them: Westerman sent his;astistarit.aWay and turned to Pepperand Granny._Ife askedthem, why they were there, and Granny replied,that they were interestediiir.Maya_relig:s. -Nester, man said .his atSistaht. -had.Seen*yhtlo cheat them by selling,thehiWiirth1e;sitg_90es, "Fakes?" theCaptataatkekdocUbtfUlly. "Of course," We:Stenhap repjied; rocking the-closet. "As I'M -sureyouYelkitfrawareilt Meanwhile, Shifty is illegal to deal in pre-COlumbianIntiquities." Eyes led Granny and Pep- At the INAH labjerijr, Spooried"the clay per to the back room of a sainple into the heatihg chamber. They,were curio shop near-the mar- ready to start the thermolumin sence test. ket. He unlocked a closet, Victor pushedsome bUttonsmn the-control re.realing several shelves of Maya pottery and panel, and' they all leaned. in to watch the igurines. When a bell summoned hill), to the computer screeh.As the temperature in- front to take car ,! of some customers, Pepper creased, the kraph-line shot up dramatically.

-quickly took some pictures of the artifacts. looks like the real stuff," Granny whis- tiered, as he acted as lOokout. it

, A

,elt; well," Terry said. "Will you Cthati" --Thezgrapf.t indicated that the clay was a ieleasing a lo s. of-energy asit got hotter, suggesting that thepot had been around for a long time. They still had more tests to perform, but even Victor admitted that it was beginning to look like their pot wasthe real thing. They tested the sample again, but this time the graph line lay flat at the bottom of the screen. All the energy had been releasedthe first time, proving what Terry had said earlier: a new pot, just fired, wouldn't have my ene-gy stored in it; only as time pabed would it begin to store energy again. And .hut's what made

),it, possible to date the pot.

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:pot .C.elebrile4,1kW.C44,-irt Oerif:114000ed-,7:-: thOry_iYoulciOiekttatiritth4W:4__ Cobdi'j Jean 414. tneailar -Cfi beará "thAt-th40.*W13.4-104ftliristc1 ',Ateictor V t,rsaid Good-,wOrk -0111C110,7:bOrfniither-ãid proUdly. . They Still hadno idek,wheriOtiefOS,t çlty was, of course. The-firSt 400.0 IfinAngit would be to analyze thethy fa* tould'finctout.what area the,c.IWYMOtqflY.)i. Terry,typ4in, a. coritinoci:on the-.0rik: puter. They had a database 0011 ttie'IoCati,450g= where the Site U erobleur:glypti;:h4d*Aeh founcl. She scrolled quidkly thfCittghthe- Otai.,_ The glyph, it seemed, hadaiWays_bèenionnd south of Col* That didn'tejc#tly pinpoint the site, but it wasa lead. Atleazt they now had a cleneral idea of where theyshOuld look. Pepper and Grannysoon joined themr and told of their encounterwith Westennan. They examined Pepper's photos,and C.T. recognized the Site U glyphon one of the pots.

,ACTIVITy-

WHOSE POT IS ITI When C.T. finds out that "his" pot was James:C. T., you're a sucker. That pot really made by the ancient Maya, he immedi- belongs to you. ately says, "I guess it's not mine anymore." But C.T.:No it doesn't.It was found in maybe a little vc.,e inside him had some doubts. Mei. ico's waters. It belongs to Mexico. Write a dialogue between C.T. and an James:You mean if I catch a rish in imaginary friend dr,Jing about who owns the Mexican waters, it belongs to Mexico? Give me pot.Act out the dialogue with a friend.For a break. example: What would you think if you were C.T.?

10-

COME

IT DOESN'T B NG TO eilsona YOU. Cylindncal vase, ritual ball game scene P Dallas Museum of Art, gift of Mr and Mrs Raymond 0. 1SV, RTH Nasher. TH US NO For example, this Maya pot seems RDS to show the Maya The ancient Maya did not have cameras, ball game.It looks most of their books were destroyed and we re like the players are just learning to read their hieroglyphics. So we wearing padding to can only try to figure out what their dadylife was protect their chests

like. One key is the images of people carved in and arms from the "'Ir.* stone or painted on ceramics by Maya artists. massive ball. .4 We do our best to interpret these, based on the The bell itself is black, the color of natural evidence, but no one knows for sure what rubber that has been cooked and solidified. happened. Was the ball bounced off chest 7,--""1168-14 pads and along the slanted walls of the ball court? Does the ball moving toward one player's face show that player is about to lose'? In fact, not much is known for sure about the Maya ball game These interpretations of the scene on the pot could be dead wrong What else could be happening? The picture at left shows an event that took place In Clermont, Florida, in 1988.If future archaeologists who knew nothing abcut this culture found this picture, what are some wrong interpretations they might make9

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animals the Celts raised , and trahls them to do farm . work at buts,er. These cows are being trained to Intl! a

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rcOnvidcedrth,a,t1WCetrs*ACciPV,Orr ;.4 -tiVelarMers,;:. 1360:1MCI-010, A:9040W-60414 thentajNWROtotkiWO: :- 410,1**046100W.*#100,:," 4104.0.,V01***It,et.,:: 4uotptinitiotgelbVil.011.0614)piiie#94: Js alf"e4S-6070' eIi ghi , r e'; , , , 1 t,Aw appeared verylighiti color and dried'so stiff and, WHO WERE THECELT$7 ;spiky that; according to laterIrish'fOlktates, Ydu The Celts: (pi'onciunce&kelts) Arl'rere couldlpear:an:apPle It Scents thatsOineiceltictnen alsobienhed people,who. !Nediirderitrak:and'40;ster&Europe hi front about 566 B.C. to 50Ag:Itedansetheitribes- thelehair, A her,O,nained.,C:ttehulaifin appear's nne, st,crYWIth hairthat.isdarkat the rodts,,red in were disorgani*ed;theywere eVerittiallYcOncinered The dye,he had by, the, Rdrnans.Arotifict the ,SgMe tiln*-as 'the,tne Middle aricigo:Oenatihe ends. Romana coninered thp:celta,.theMaya citieS Were, u.sed.i.aust,fiaire' bee, ,groWingotit _- .follustaesarmiate, ,`TheBritisk(Celts)-tat, blue. 'ArchaeOiOgists have learried.gbOut,thedelta tob thernselyes withArroad WhiCh.ProduceS a fronft the :reniainS Of, libUse:s,-farntsiarict tools colotandliKr4thein a-MOre.hciirible appearance in battle:'" Woad isayellOW.WildfloWer, FlOwever,:inuCh'op,What-welMoW.,ab*the4ally blue dye. TheCeitslised life attire Celts coniesIrontihe4ritingf adreek rip, whoseleaVesyleld a . this dye 'tO-, tattOo_thernselves, and-tO,dye their and Roman traVelers;and IfsiOrlanS.. clothing: Additional#oaofthiscarne_Wheri evi- 'For exaMple,:Romans:-WholaUght.;theelts, preservect skin wrote ot theirferrifyineiaPpearance.,Pelticvarri=dence of blue dyewasfOUnd on the af.ahJi.on Agebody .discOVered in a,peat bog. 4:4! ors wotild soaktheir, ha4,,in anibittire at Water arid' crnShed chalk Then diey- wood it04ekt6kapt The gelttiOiiedi-dStfng-and;fighting. -fork wastii eirfavorito meat;beer WaS a coinniondrink. the napeof the neCklikeg hOrse's-Mane.Thehair ,,C771,1P1-5/1 ,. 'RvengrITS, ,ge V A .,,` ., ,..44k, 14 .%. ild,'i.ts, 4.' i,;,411.4fAtito'v7r,..17t: KAfr.t. ..,,,t.&,..eA.:-,,,"";,, 4,15w/,-;:f.:',11-1weg.7,,, ,

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-nagit-W ,` s. ,. -+ -Once ge boa spermission frum the INAH leave her.behind, but it IA/ =1 vital for hem"to director, we _vt)ére., all se C.T. continued in his have a link to the outside 'world. And she ,jOutfial. Weiook Mimi back _to Tukim so Pepper wouldn't be all Alone.Segovia's ,daurhtet ,/ 'wogiO(be in range of our radio, Rosa was going ,to stay with her. They had 4. , -Pepper would stay 'with the boat and become good feends when Pepper had been %.74layitheir messages to INAH. /t was sad to her dive instructor in Cczumel. '..

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93 AsAili4Pat Cabo, and we finfilly met"; The Most amazing thing was that the ,fedn's.hu*nd,.:George. He studies the plants ariCient 'Maya didn't use the whee. They that the aficiertt.Maya.used. traVeled these roads by footjust as the Mimi George was English. He stood straight as crew was doing. Or 'lying to do. The sacbe a .pole,.and hc4 reminded C.T. of the host of a wasn't much of a road anymore. At best it was nature show he used to watch back home. He just a tiny path, occasionally used by local had spent years prowling thi jungle in search Maya hunters. of his Moved orchids, and tnd agreed to lead "You're on your own from here,'" George therrr to the ancient Maya road they hoped to announced, after they'd gone about three kilo- follow.It wasn't marked on any map; Victor meters. He would have enjoyed accompany- had notkc-z; it on an aerial photograph, iust ing them' on their search, but his own orchid the faintest line, like a scratch on the picture. hunt came firs:. He told them that the sacbe There wasn't much to see when they should lead to the area they were looking for, finally reached the "road." It was mostly over- but added that it was easy to lo.e the trail. "It's 6rown, but George showed them a few places rough going," he warned. where it was still visible. C.T. hadn't realized that the Maya had roads. Orsacbes, as Quiche called them. Sacbes were longi straight highways through the jungleSometimes they had connected Maya cities, sometimes they seemed to lead nowhere. They were sev-ttral meters wide, ele ,rated off the jungle floor. And they had been paved with whitejater. "Sacbe" meant "white road:'

'14 a

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94 - - ;.-: ' " Thick jungle wa a new experience kr It was,mice to lay in his hamrhoelca C T.It wasn't like Ohio.It was hot, even look up af the stars. The night Soundswere so though it was almost Christmas. Thetrees new and strange, to him at least, that it seemed\ still wore their leaves. And he'dnever Lven almost as if he had arrived on another planet. seen most of the plants before. Even the sky looked different. Quiche was a good guide. She showed "Do you like it here?" C.T. asked his him a plant called sac na'b he could chewon grandfather, who was lying in the hammock when he got thirsty; the stemwas filled with next to him. water. She pointed out an army of leaf-cutter "Can't think of any place I'd rather be," ants, each carrying a piece of leaf several his grandfather answered. "On land, that is." times its size. They marchedup and down the "Me either," C.T, said. "Howcome I can't tree, bringing the leaves to their underground see the Big Dipper?" he asked after a moment. 7 colony The ants ate the fungus thatgrew on "It's low on the horizon. It'sa aifferent ii the leaves. sky here. Different view, that is. You won't "They can strip a whole tree bare inone find anything in the same placeas you do in day," Quich: stated. Ohio." C.T. wondered if the aats had been doing Ohio. Boy, did that seem faraway. He N their job. The vegetation seemedto be closing couldn't keep his eyes open a second longer. in on him. The path had peteredout a way An anlrnal was bowling, deep in the jungle. back, and now the undergrowthwas getting Must be a... thicker and thicker. Soon theywere hacking He was asleep. their way through it with machetes. Hewas relieved when they finally decided to call ita day and set up camp.

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St, =1; 97 42, .. ,.,. .. , W 4°4 ... ' - ' ' , ' !, r,11' !"'": ' 1 ' 4,0,i .'.ik v Mini-beasts Er Their bodies are divided into three sections: the head, thorax and abdomen. There are four million of them in an acre of Some chew their food, some suck it up, land. In one square yard of soil, you can find some lap-it up, and others don't eat at all. 500 to 2,000 of them. They travel by wriggling, squirming, flying, They live almost everywhere on earth, from crawling, hitchhiking, burrowing, swimming deserts to icebergs, from mountaintops to underwater or scudding on its surface. caves. E Most undergo remarkable physical trans- Their legs are jointed and they have six of formations that the best magicians and the them. best scientists will probably never match.

WHO ARE THEY? They are the insect:_, the most common animals Scorpions, however, are not on earth. The leaf-cutter ants C.T. and Quiche t actuallyinsects. Because see are insects. So are butterflies, beetles, they have eight legs and their bodies are di- dragonflies, mosquitoes and thousands of other vided into only two sections, they are in a class six-legged creatures. of animals called arachnids, not insects. Spiders are also arachnids.

MAKING AN ANT NEST -er One easy insect to get to know is the ant. Ant down. Then gently put them in the nest and nests are pretty easy to set up and keep. cover the large bottle tightly with clear plastic wrap and a rubber band. Use the pin to E You need: a clear 2-liter plastic soda bottle, make many air holes in the plastic wrap. To a short 1-liter plastic soda bottle, a thick prevent escapes, put your ant nest in a slial rubber band, some clear plastic wrap, a big low basin of water. (Ants hate to swim.) spot. n, a plastic bag, a pin, a small bag of Twice a week feed the ants a little sugar, vermiculite. (Vermiculite is sold in dime fruit, bread, or vegetable scraps. Ants eat stores and florist shops.) very little. Don't let the food rot. Use a straw Peel the label off the large bottle. Have an to add a few drops of water twice a week. adult cut the top off the large bottle, so you E When you're not obseMng the ants, cover Fill the can fit the smaller bottle inside it. the nest with a small, brown paper bag. space between the two bottles with moist (not wet) vermiculite and pack it down. To find ants, take a plastic bag and a big kitchen spoon to a place you've seen ants Look under rocks and in sandy before. .maktoi places. (Ants are hard to find in cold weather.) 4 sr When you find an anthill, gently scoop around it with the spoon. Try to get ants, eggs and pupae. Put them all into the plastic bag. If the ants are very active, putting the bag in a t cool place for a few hours will slow them "`--"- " " I

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",ThescotSOOnjecto*Ifivr4braiigtv Its OW, ":ibrf: 11.'0'0V Tfoitok'Prit bmitoi : 0,.:AntriinIv#hi,o0pos1te of Ocle-ireniii. 104 =NNW ulcl*stated'atOe sOot On 'her OM, 2 *ere' the:.stor,Pion had;,sturg 1er. "He10,140ffirshe COled-again: She couldsee ' the stocir. on the groUndWhere it had landed Whet' ,Stie:brUshed!it Infiter,arm. 4re yonu sure it was a Scorpion?" Victor asked ',Oen, he and Terry reathedher. Yes, she told' them, sh e. hadleenit clearly. terry puthfWarm arOund her,'and lead her to a hammocli. Victor dashed'over to his knapsack and pulled put thefirstaid kit. Pepper's voice cameover the radio. "liey' C.T.,what'S going on there?-" He heforgotten all-about her. He toldherwhathad hapPened to Quiche, then-Granny.gotOn and asked her to standby in ciSe.theyneeded help. "Ow, ouch!" :Quiche muttered.It 'hurt!, "Am I going to he'O.K.? not going to die, aM, I?" she asked, starting to get scared. "No, sweetheart, 3iotere not going to die," her mother reasstited het.She stroked . -,.Quiche's forehead. "NOvflust calm down."

needles. He didn't buy it. She felt the sharp jab of the needle. C.T. was about thirty yards away when 4'4 he heard the "ouch!" He was going to look for firewood, b....cause notv- they would have to spend the night there. Poor Quiche. He kept thinking about that scorpion In his sneaker. "That didn't hurt so much," Victor said. "Didn't hurt who?" Quiche said. Victor grinned. "Me, who else?" Quiche was beginning to feel weak. Terry told her she would probably get a little sick. "What about the lost city?" Quiche said. '7 "It hasn't gone anywhere for fifteen . 1. hundred years," Victor said. Trst sure it will 7falmogrfiliPiPMffri[ wait another day." Soon she fell asleep. Victor was worried. Calm down? She could see Victor ap- If she was allergic, he told Terry, it could be proaching with a needle in his hand. "I thought bad. But it was too late to go anywhere. I was going to be O.K," she.groaned. C.T. was gathering firewood when he "You are, kiddo.I am more worried saw a small figure through the biush. It was a about that poor scorpion that bit you. They young Maya boy, dwarfed bythe bundle of hate the taste of gringa," Victor joked. wood he carried on his back by means of a "They don't bite," Quiche corrected him, sling that looped around his forehead. They "they sting." stared at each other. Victor explained that he had to give her "Hi," C.T. said, finally. No response. The a shot of col-thane, in case she had an allergic boy just stood there, wide-eyed.C.T. tried reaction. Quiche said she was allergicto again. "Nola?"

107- Terry sat next to the hammock, cradling her daughter's head. Quiche's forehead was beaded with sweat. "How're you feeling now, honey?" Terry asked. Quiche looked up, but didn'tsay, anything. "This is the doctor for the village," Victor told her. "He is going to make you feel better. lEntiendesr "Si," Quiche answered weakly.

The boy led them to his village. Granny and Victor carried the homemade stretcher .41111.. with Quiche in it. Terry walked along next to the stretcher, carrying Quiche's knapsackas well as her own. C T. broughtup the rear, a machete in each hand. It was a small village, justa cluster of small round hous;s with thatched. roofs. A dog barked. Children watched them in silPnce. A couple pigs foraged; aroundlfrthe shasie Of a big tree. -Victor skoke-to a voung-man mpanwent over to the stretcher and looke0,' 40014. TVievig,s SWeat Orr S40..00404: Uei Oilhigtowtot,,,then 0:01tOkA: boy, .-- toivar0.,slitt pl. the -4**** Int,- art rifi!ft;'"' Victsir=t010:0-0:-Aers; 'ete'taiOng hetto-tlie.C#i**freo;".: 40. a curandemr CT aske&4 49c0r,'Yldtcif-t001,1#1. 4))0.,!' 40,440.kgrOigiO.AR:ift14§..'10#0.-; P.W0140; dr** -41:igavo. *ci.fi"*.OPPect.4-

Z.1 kottilot*, IiptjA, The villagers invites:144m to stay in a Terry:tharaced-thenrand-iaid-she ;Wa.e- house they kePt for yisitors..Theylit.A fire and going hackto sto*Ith herdaughtet:lkiwre's strung up.the-hammocks: Prannyasked.Vic- -myimeen-size.extra4itplr shei40.. yrttor tor if he really-believed inhetalMedICine. .nando.sher le.ospiNi: her "The Maya have beth using,these plants hanunocit z for a fetv thousand years," Victr,replied. -about "They Use :plants:for medicine?" C.T. all',that-:hact ii asked. about the lost: "Suit, knOS4Y-," 'Vidor said."Our :sto- to- 'talk ahOUt called Moder#4Octors: tia# learned a thing Or whether th% °two trOmtoiliStAketwAri4anyhow;.trienfore 11' it.71 yOhelleVein*meditIne;the better it WOrki." said, .sleepilYrtw :1004* such a,plaCe-:'-'1'.;--r, They, were relieved when Terry retutned ,froni the--eurandero's- house and said' :that ttied44,4gefure tne ,QuicheWargbing to be all right ,5orriebOdy4.ithind,bUt his -Wei_ry-hody.a, Medicine, -y-Ourot,tne trick," ele:0.4:3O%fil40; 0'44 I ---Quiche wilce-tim. in. you itii=w4-too,oinoh WA1zal1.,,better4illeefIng:6- scorprOn,!? ,ViCtOr said4 'They altteltibitter now --44Wir4d: that:pkey-ficrieti-Outtio--wai ofi tbei.040, 'ton reciiverk:. ; sifeakertAiefsl -tarehlm

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107 4

1.4*; . , c;e7.rdrry.if0d=1V1 "Thank you." Don Esteban saki,thatlfe too was thanIclul that Quiche was better. After that they spoke in English, with ,,, - - Juan translating. It was a polite and formalex-

change. Terry and Victor explained that they - - 4 were archaeologists looking-for a lost city. The head man became withdrawn when they asked if he knew of any ruins in the area. He got up, invited them to join him for-a meal in the afternoon, and quicklyretired to his house. Juan suggested, they, were thinking of Cobá. But Terry and Victor said they'djust

come from Cobd. "I wish I could help you," 4*t Juan said, evasively. Terry decided itwas best not to press him. Something MO seem 4.14., ....," They told Captain qranville=abOuiliW:_'',77:7%zN ' strange meeting. "I-hesitate to saythiS could they be your looters?"be looked doubtful, but said it Was pOssible:. pointed, out that you could argueithat rightly owned their ancestorethings., "I can't believe these people Wouldgeat; Victor said. "But, E-omething smells' C.T. and Quiche were playing baseball with the village kids. The fieldwas at the center of town. You had to run overa big mound of dirt to get from first to second. A huge old tree sat in the middle of the outfield.

108 MINIM . , .* V 'le

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C.T. felt great. It was nice to be doing something familiar for a change. When it was his tu, a at bat, he got a good pitchand wal- loped it. It hit a branch of the tree,bounced and fell, right down the villagewell.Talk about hitting it out of the park! Quiche translated for h;m when he apolo- gized to the kids for losing theirball. "That Maya sure sounds a lot like Spanish,"he said, when she was through. It wasSpanish, she said. The kids learned it in school. "Am I the only person in the worldwho only knows one language?" C.T.muttered. He remembered that he had a baseballin his pack, and gave it to one of the guys.It was sort of a good luck charm,but so far they hadn't been real lucky. Maybe it wouldbring them some luck if he gave it away. It did. That afternoon they sat in abig circle with the villagers, eating atraditional Maya meal. The guy C.T. had g'venthe ball to tapped him on the shoulder and pulledhim from the group. Quiche joined them.

1109 11 , _ , -

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-01;'.0:: poi fitiOit Itapctedti0...:a; 'tittle . liprici1eyriiii#0,',1!!: cloth; *1-to.eslijOegfito' 1)01.1iit be-,eald. ..:- , . zi: I* Wapts to gtveyoua OreSePOOpielle , r5 tianslate& 'I think it's be'eapseYpii:itaife filth the -}laseimil:7,-..' - 4 C.T. unfol4e0 the-deth.He. i...outdira belleVtehis eyes there iiya-iittleli4eilead. Y.:1 4:!ea-ofuily,,earved.-It-t-rvat Eireoy,04-smooth- ko, --_ ,:and e.T.,:figpre4AWAS:00abiyteal. : - ' 1:0040*.las,' 4W.,, .-44.,-;....- . . -7-- :Mete!' abd -51- --...---...:.:- ' ne, then -

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Dean Dia:4 Keeping a journal really helps you re- In "The Seccmd Voyage of the Mimi,"C.T. member things that go on in your life.Many writes in his journal almost every day. If some people write about things that happen to them, of the other "Mimi" characters kept journals, thcughts, feelings, dreams, hopes, favorite they might be like this. (You can probably guess poems or sayings. Some folks include draw- which characters they are.) ings or souvenirs from places they've been. di/\ rtt*IeH.,tt.1011411I1row-11 AseR.4 1.001,440/ 41,4 4.14"ar twAti r40,40/' 1.4tY,

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3. Choose another character from "The Se- cond Voyage of the Mimi"and write about what happened in Episode 9 from her or Here are some journal writing ideas: his point of view. 1. Complete one of these journal entries. 4. Keep a journal for one of the characters for 2. Write your own journal entry about what the rest of "The Second Voyage of the Mimi." happened in your life today. 5. Keep your own journal, starting now. Try to write in it every day.

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.N.1.111 NI arvey Westerman was angry. Wjd.i, wasn't I told last night when came?" he growled at a swarthy youngitian: standing behind him. . "We didn't know, ourselves," 14,Side- kick snapped back. They were standinfebe-:, hind some bushes at the outskirts A:lot:file*:yis lage, watching the Mimi crew confer with1.44*:,

Esteban and Juan. r" Victor and Terry had decided t,45.:cOn- iheit*iicesttirg;,,. front the village leader. They shoWedhim,the jade figurine and told him they were .coitil vinced it came from dfl importr4OUrlaT;sIte. "Can you tell us about it?" Vidor asked: %Quiché asked. gsterman had ,canyone, about the ,ogists.He

. iTryJsld *hco, he-ft bis4tory; 4.1141111';,.y,w 41eviliterrect*WhisSii..,TomOrriAvi, lag;juailsetatt***41***thitwre,, -**011ingthe *.ey914,4,,I*7 VfAtcr*anli '.**04.0***Oirkt4;111***0 th tiorqt*gging.-11:' rWe'll'haure*AlAhifitoiikAhrOigk, 1-""10mOrrow:iiiighti4,

Adt04.4.14YOleft: - ,At theliffmr, 4 . , dould'Oihit,-.**41,04.4it hedj-194 401,00*, Whot:/t, 108,4*ailLs Itiabut OePixtliod, littituds &boa- wheititteAs!, flve tplmat Like 4yedIVing."They.*ergboth4OOk, Pingicir**Ito the next day, whenthey plarned ,40,1

. , c 4reofl 4Dfantilint trees' 1:Waisifiardttib1ng,4becauseit was ...stilt littered 111: With dead trunks and Tulfin ; ntethe, branches. , i. ily,a4d tied a strinato aro8ini4t Victor calleda milka, and; explained ft. ' that:the Maya cleared Th e)e disappeared inside parts of the forest .to :fhey.:swam-Slowly; eacksh create cornfields. Theycut down all the trees, left them to dry, and erfulliaihlight aheadof theM. kat ; finally burned them. The the-,strinxas tfley burning helped,to fertilize went., the.cave.Wailike.!i'5',' the soil. When the long, nariOw, tunnel, «rid :fains came, insummer, they ,planted their soon thb1ueJightQf corn and vegetables. th6 entrance-was far behindthem., It was good that they The trouble with theslash and burn were -wearing wetsults,and grOves,bect,tu§e-the,yalk, . methOd was that it usedup a lot of land. The nutrients in the soil were cavern were rocky and' Sharp.The depleted,after four they went, the &five years, and then smalleah.e.eave became. tifei, another field hadto be. cleared: One of the i--eachedA fork, and Rosaexplered one branch; mysteries about- theafi- thereturnedland,signaled-that 'Trent 'Maya vas hawthe land Could. have it was a-dead 2 end, so-theyIeadedup-the, other. Now, supported so many people.It wastnown that only source (it light.8yasftonttheirfiashli 1110usedthe Slashandburnt*thod.61 farm- /44Vi.ctor figured they-inust10401sohaci Oth;O:agTiOturallechnicine4: ' ; 118

., ei , '' the rest Or:the -MiMi -.COW j011owcd14an'tpWatd theloit surprised ,*.iletytheSqoUnOlviturkyiljona in "ilielniadko(theitingle. 'He was'eVen,More kurpilSed*hen-h0,hearti a loudharking over- .beadand:Itiok4 ufrto: See a 'howler ,monkey ambling along a branch high in the treetops. "Now! Did you see it?" he asked Quiche. y$ah," she said."There aren't many moiikOsfaround here anymore. They keep cutting abwn theft homes." -''Seemslike a safe home here, on the 91:kig cj. said. cAleda.certdte," Quiche said. 7.t.liadthe'sinking _Iu% all 4hout cenotes. it seemed

. imew so 'much more about the Yucatan anothe Maya than he did. His granafather pointed at the pond. "Cenotes arelikenatural wells,"'ne announced. "Under the topsoil in this area, there is a layer of limestone. In some places water runs under the limestone and wears it away enoogh-that it-collapses, like here." Now how did he imow that? C.T. wondered. The monkey howlettagain. With Juan in lethegi-oup w4lkea.pastihe cenote an &Mitt:led Owthrough-the jungle- -

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119 Something seemed diffeent; 'Pepper' Soon they eitergedlrocnthettuinel and thought. She took iler reSulatOr.ciUt -OFherifOund thernSehies in a large pond. lt,Was light ° mouth:and licked her lip. Rosa -did the .*inle They,couldiee,the-sky anditreesas thing, then- reached -for 'their 'writinctatoket,r,-,they$S0uPWardithrough the fresh:w4tar. =in= She Wrotesomething and passed 'It tO Pepper.. a Moi,tientoestiroke the SOO* earid,toOked "Freshaterrksaid. knit**. TheY;weri-in "Underground- -river;" PePper Wrote: theyheard'aoufidt, on:the kir-sideand They looked 4t eaCh Other anfTiOdded: They loOkedi:iiier. *kitten 'wete MoVing air,tanks swim on. itOrn- the =hack ii4rtrutk,t6,the -edge ofthe Water.1 , :rep:ignited:one of theni. itlyas Ati**asel from *Curio shop.Their voices .carileitiher he' water. -Eyes was saying that Westernian liad,--caffedlo.instruittheM toset the beacOw 110 -were' evetiAtiP I I Ir :12 t :liellays'Wef_oft alL e

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"Yeah, on his share, maybe," his partner answered sarcastically. Suddenly he noticed something and looked in the direction of the divers. "What's that?" he asked. "Aaybe some of, those manatees," Shifty Eyes ansWered, 'peering- adross the- water. I'Don't-be so juinpy." 'Pepper andRosa sflpped sile4ftly beneath -!the surface of the water,f011owing their string back down int( the darkOss:-.

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I Ulf Juan stopped andmaited-for theotherS O catch up. "We should be quietnoW,"he hispered. "The ruins ar_OUttahead." They agreed thatthey would not gpinto the ruins if Westerman andhis .cronies- were. Oil there; thatmOuldbe toti_dangeront. They set off:again, and soon canieupon -*-thound that Terry and Via&immediately,. recognized as an Overgrown ruin. Thñ there: mere more .mourids, piles ofstones, Whole':, 7sections ofmails and buildings. They tout& -1?arely contain theirexcitement. Thelost citk was lost no more. There was no sign of- the looters, b01- i 'they fOund a Maya wornan sitting alone-Unit:- a thatched shelter next -to :a ,fiTe.

- ,proached-and Spoke gently toter. :She woi*

the_ traditional embroidered White.diesS:and,1 ffiaw),-arid seemednervons.. She toldtheinthat thelootelOactiniade theyAiipped,ciff tli,e**tc1,4'4.1440.04 hee stay out thete,a0,their Ook.. =l...aSt 'night ai-oupOlo, wonder, yowith;'7.Q*0- they had 'forced -the-,,,.ilaYa,workezt tO.AvOtic .41.10; :1=P9k.11''*--*.4:5,L16.0,01.64.0iofitog until sunriSe. WeSteritaiiknew that, ttie fiont ,thougti.thtree

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MEMO 123 -MOM CriViT

The PlotThiciwns "The Second, Voyage-of the Mime'hat- beenfull otdiscoveOes about the Maya;archae-

otogy, sdience, math, nature andpeople: The 4. pictures on these pages show .sorne of -,the iniportant things members of the Mimicrew learned or discovered. Each line Of dialogue Isaiongs to-a picturii. Try to match each picture with the dialogue.

2. "How could one half of a 500-poundmonu- ment get from here to Tulin?"

3. "Wheh I saw a- bunch of leaves walking around, I really thought the heat was getting to me."

4. "As the clay gothotter, it gave offa lot of luminescence, lightenergy:" r-

1. "Well, if it had bean down there for even a few months, it wouid have something growing on it, like algae or even coral. You can imagine what it would look like after a thousand years or so."

: 247 8. "This big stone was on top of lhe sarco- phagusthe cOffin. Ittells all about Pacal, and his ancestors."

5. "Esto es un regalo para ti."

6. "We shouldn't move it'til my mom sees where it is."

7. 'Then this says, 'chac ba la ma, Chac Balam.'" 9. "If you're on a boat out ,there and you can' see the light from the fire through that sMall window-in the temple, you're on the right course to get through tfie reef." - PEDITI

a 12

126

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127 (Facing page) Carla:and Nalini were 100 fgeotiOve the hoest floor in another world where Aohurricylthad** bech.

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, , hItc,lO not136,;t6ii nindh,"`Captain :pointed at-themaphe and tVeryone** *IPItyavaiog of-their colled*dtheir bad their,sOnthrlyprogreSS along,gaVe,theln seine 0014 fofthoirhike. totheplace where Q4Ichê was stunt,. theisaidicchiiiiihanldng-hhn for-his7`," ;acorploh,. theit'Otb-talhe help. Then3hpy tefttile last city and disap- ly to wheritheynOwatood,,Site lieared into-The-JUN[1e. granny pointed*** roadlhat jay afeisr roant4hfle; Te-poer and'Jtota:ItollOwed, , iniles,east Oftheir presentlpOS.Ition. Weste'rl, theitstringbacktowardStb calm's, entrance. n11,1 mict gone htthat.directiOn; and theCap- -mw4o*emtho_se:Menrritiisa,Oke0,,aS-SOOn. tain 'figniect ife 'ha& a ,triicir ViaitInt for him as theysurfadeilneit: td4-ffmi. , there'. Frent there he wOuldltlyytilfim,, "CrOnies -ot-that_401ylVesterriiart told luthe.wekild-,haye to:waituntilA:arktO Moveyouabant,"-Pepperansi,vered. , -the'loolout to,hi tb,See hOwthe'*operate."

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ago; 13) / ikkft:t.*141'<;AtethieVery moment;Westeinah leading his Maya porters through the jungl a rapid clip.It was easy forhim; he wash ft.carrying anything, and he was on way' t the biggestpayday of his life. The Maya wei; burdened with heavy burlap packagesco Off'sn' taining the looted artifacts from Site U. The- r carried the packages on their backs, suppo by a strap that strained against their for _.,,°t-beads. That wasn't .the only way they Wei 4r. ° 444 1,+=-

1 A 10' .1'ril .,:119....1 I 1.. 4-w ? '47^-' 15'41 .: k* Al'IST4 ;,...' .For 'bike C''.T. had the aWswer:- He'd. $1. n'tpent a lot of time out in the woods in Ohio; ..,, ,!and he-knew how to folloW a trail. He'd been ..' -,Inoticing the-broken twigs and he looked for, iS V one now. When he saw one a few feet down, ,;one of the trails, he knew he wasright. The s{'';A 'break was so fresh that the leaves hadn'teven _ died. He was sure the villagerswere marking A*"..4":lithe way for them. using their heads, though. They weresnap- ping twigs along the way, marking their trail. Victor was leading his party along the same path. They were making good progress until they arrived at a fork. Whichway to go? e

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. Victor was inipressed. "Why clOn't you "You know, t'edro, I could learn 'to hate lead us for a while, amigo,' he said. that man," the driver whispered to Shifty Eye.s.;;- They took A water break an hour later. who had accompanied him fronfTulOth. They finally managed to get through to Pepper "You.are a slow learner, then," wasallior'` on the radio. She wasrelieved to hear that Pedro bad to say. Quiche was O.K., and'athazed that they had ac- Back in the jungle C.T. suddehly came to. tually found. the lost city. But-Granny didn't a dead stop. "What are.We-going to doif we,,,-; have time to go into details. He warned .her happen to catch Westerman?" he asked as the ;-," that Westerman was on his way, and would otheri .pnlied. up 'behind him.It had just: probably trx to. take. theloot outthat-night. ocairred to him that they were chasing. 1 4 serious criMinal, probably a dangerous-one. "I'm not afraid of Harvey Westerman,''-' ..Quiche announced bravely, causing the da -taintgrin. ,tatching him is not our purpose. Track- k him Is," Victor emphasized.

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thida...pretty goo hovihe gdfit dürto the boat withou being seen. She started to tell Granny, '1 4nr, v but he was more concerned with her .! safety. He wanted her to get Mimi out of there 4We'll' leave the catching part- to INAH and to play it safe. She should' call INAH and and the federates," Granny added, still aniused see if they could get the federalpolice there. at the picture he had ln his mind of a show- "Don't stut trying to play detective," he down between Quiche and Westerman. said, "and that's an order. Understood? Over." "Sure," di'. said, though he really wasn't "Si, understood. Buena suerte. Over." sure. What if Pepperdidn't getthrough to the 7":; "Good luck to you too. Over and out." police? Would they just stand by as West&- Pepper stood in thought for a moment, man sailed off with invaluablechunks of Maya then turned to Rosa. "I think I've got an idea history? that might stop Westerman," she said. Back on Mimi, Pepper cut the engine and Rosa gave her a worried look."I hope threw the anchor over the side. "Do you think.- you know what you're doing." we'll be slte here?" Rosa asked her. "Me too," Pepper said. "Mimi will be safe," Pepper answered. Westerman arrived at the road. It "We're going back to Tultim." stretched out straight and empty in both di- "We are? But Captain Granville..." rections. When the truck finally did arrive, Pepper cut her off."I know, but I think . Westerman blew his lid. He bawled the driver your father can help us. Let's getgoing." out while the Mayas loaded their heavy cargo intithe back oi the trucl. i; jaii:ati\L'

4v, .!1 , 4.0-fiN,a- - re .16 Westernn &tipped his crew and Theflooters-Oad 4i1Oce' eff near the cehote 'In .Ttilüm. "It'sagainskmyalong the underground'rtierThat1df bettet judginent,tut I'll have to trustyou tWo.cenoteto thelagOn Wilde thereet. ttac to the _stuff cni* oi.here," =he grumbled-toforth they went, .'hauling the stole* miff to and his partner. ill be at the-reef With.1i0IniSite U.Atleast.ihoy Weren't:its- hea 'the boat at One " undermaterias-ahove. _ light the fire m the cliff," Pedro , '1'edroUsed a machine thatwatiiketith 'said obediently. SUbMarine tcititilLhirn 'along: ;It "YeS,,you-will,"'WeSterman said, giving-wat.StilifiqdivOrkVhen they eiriertedfrom -a hard:166k. "NoW;pay-off these:Indians ,tell 'ein 'stai**.160.401-e4ah4'-hOttoin,,i`there--, .C.T. succeeded:infoll6wing the trail all tinti).9ieSteirtaAtrived With the eway to the road. Vay to go,:C.T.I" (1,4iCheboat 7 'hen theY'd hautit up undetcOvet of tek7i, as they ernerged-frornthe jungle. darkness. "ThanIss;".C.T: said: 44-Now what?" They the Mayassa(*roundthe.cencte, -,V66ked down thelong,empty stretch of road.ing pebbleS -into the ,wAteti.tir,altiot was an arroviaimed direetly at the coast, butwith:this work they.'cl:Oeen:lorcecrtO-40:-'64.1'. target Was still faraw4. C.T.remem-of Mem was playhig.:WIth'in_air 'tank-He .7,- he drive to cdba Whenthey first foundopen4 the -valve' and listened-to- the.-totn; - stela. He hoped the tralfic would bea littlepre,Ssed aithiSs out,lie Shut it off andlooked' Oei-tOday. at hiOriends, ho idea; Again, he! Opened.thei41*,btit this time $a--dicifei cinse it' fOra Icing time.

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AV )" ' 134 ',V SOrri the diVeri dered the Maya tO hand him- the list: of 'the, tikwrapped stones. Ffis partner climbed -4the cenote and reMoved his tank; he needed:a' new one. This was the last trip, so-PedrO- Shouted at.the MaYas that they-should clear -; -sout now. _ThLy looked at hith coldly, ,and ;Slowly ttitnecttago.. _ It didll't-take tongfpr. the-diver to real* $ ,4he was irutrotibie., He vas fOlkiwint Peilo.--.,"-4 tihrough the undgrgroinict rivericlaydielmirig; : il "about his-share of the profits, whefille it* :,:: --1 . 4denlyranoufotair. He snatched theregtilator .-#1ronthkmouth and shook itahinkbg it Must -.."..': .beblocke3somehow,but no bubbles einerged::::::.: 7., , 4ie-sucked,on it again. Nothing. :Hellalied4: 'around until his hand found his pressure gauge.----I' qhe needle was on zerd. Pedro couldn't hear the muffled scream liehind him. His partner turned, panicking now, and swam as hard as he_ could.He--:- -'-resurfaced in the cenote with a huge gasp, and ollapsed on the nearest rock, groaning and _, ,..:11 _ Struggling for air. . f I s ' The Maya villagers were waiting. They-- ,grabbed him and wrapped a line afound his *. i rarms and chest. He was too-Weakto resist - A .N- 'They tied the.ro0,off tig, tiy A'' - .-----zii,-, - ' -,-,-"Irl, -111ii. -4416111M1 ,,.,

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.r .0 4=7__.' Mvanw hile. the thmr gang truch.zed onIt s eeme(l luiron t he r.)ad than in the itingle 9 Noyaffic .VaduN.it even a-donke.. 'alninibus passed them. hut it was going in the wrong directionIt didn't ek cn stop. At this rate they'd he walking all night.. Quiche figurtql. It wasnit a pleasanf idea. Just then she heard. an engine in ,,the distance. Thev all turned. It lookediike Jean and t ;el )rge's jeep. R tra. Jean and (ieorge! They couldn't believe their luck. *Fhe. piled into the jeep. all talking at once. , .At the same time. in the water oft liuluin. Ptodro was tying tliellt-miidlesd I( o ted rehcs together. so Westerman c( mid haul them ( nit (.l the water and onto) the deck of )hs b.)at Meanwhile. ifge d r( A... the ( )ver1( ,aded jeep as fast as it wold go. but it seemed as it they'd never get there..lt was dark by the time they pulled into Tulnin

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le 41 34, P:11 s 400' . URA IA JICCp i I11 ivVC WijW fflor..my of the cliff. They got therejust in timto hear I'M afraid so," Captain Granville said. the throttle of a powerful inboard motor. "He's running dark." They peered out into the night, stiaining "Oh no," Quiche groaned. their eyes. Moonlight as "glitteririg on the "We Just missed," C.T. said, his heart water. The sound of the'rnotor led their eyes sinkinf. They stood in silpriceNvatching help- to a dark shape moving slowly towards the lessly as a few inore pieces of the Maya puzzie open water beyond the reef. disappeared.from View. ,

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The Maya carved limestone and jade using blades made of obsidian. Obsidian isa kind of volcanic glass that can be chipped to form,a very sharp edge. With these simple tools, they created beautiful detail on their buildingS,._ monuments, and jewelry.

Cylindrical vessel, Late Classid Period Jade portrait p-ectoral, Middle (600-800 A.D.). Pre-Classic Period (1000-600 B.C.). Sculpted bench panel, Temple 11, Copan, Late Classic Period (circa 775 AD.).

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You, too, can make carvings using simple With 'a .Squist of: liquid .soap. Paint.this mix? tools. With a styrofoam meat tray and a pencil, tuts ght0:&Sponge-and.Use the:spOnge As- you can "carve" stamps and use themto-make a stamp pad. Mother way_ istobuy pi:4CW beautiful patterns. ink snd a "braydri"antsfroll the ink onto your Here are some examples of Maya design. stamp. :A brayeriszsmall roller, especially. Take ideas for your designs from these and madsfor printind:by hand. from Maya art you see throughout "The Second 7. Experiment With yoOr stamps. You can Voyage of the Mimi." Then follow these simple make many different ones. Use 'them to instructions: create patterns or to illustrate stories.

1. Cut the curving sides off the meat tray, so you have a flat piece of styrofoam. 2. Plan your stamp on a separate Piece of paper. Think about designs that are from 1" to 3" square. 3. Use a pencil (the point should not be too sharp) to draw your design on the styrofoam. Remember that when you print with your stamp, the image will come out backwards. This may only matter if you plan to print words. 4. Cut off the extra styrofoam so there is only a small border around your design. 5. Make a handle for your stamp with a piece of masking tape. 6. You can ink your stamp in a few ways. One r's--reso7a way is to buy a stamp pad at a stationery store. Another way is to mix tempera paint ' ..

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ar- hkr sighed -Therc'go,s';1 boat 10 Gid MayA history ....she said in distpa The'N drIsPr kn(:)w exactly what Westerman had(In hut they it w,ISValtlithiC''NO1 (nthIII i 70 l iI;.! .4ternIS.()I money. -which WaS all that WusIct- SaW4,.hien he looked at I lic,reht:s, bptii terms *. knovyledge!. Ituilding,s. monuments, he waV'e§ 1-4.7,pribreaking out ,Un trie andartnildti wen`.allthat w19 left ifthe reef, catchiiktbettiVoulight.',Once tlitr ancient Maya. and each looted reli(wa an, boat croessed thatthimmering -.Silver line. other'page ripupd,front the only diar the left Westerman wotic1'gip1'iis engines ana Vanksh !whim!. into the night forevels 7t1Toyatched from thy Westerman was ut)ittit'erlied with less cliff, waiting inkOorOiciy 'silence for tha.t mh- o, ,. - weighty matters. He just haillo.s.teer his boat ment to arrive. t ' . through the reef. His sidekick as navigating "Isn't thew. ineihir.gw e." ,c an d o? 7, for him,.setuingtheir conrsoby tiAng themup Quiche finally .askeiff.,,,, ..- , with light on t he Oi ff. but it dkInVeel right "It'stooeliate:.4'aptaiil .Granvillean- toyesterman. He cursed alit+ t urnedto takor, swered. "The01 jiehrouglt that reefsoon, a There Was.t Ile fire, all right.so t hey had free and clear."!: \I . i' . 'to be on'course.. r.

. , souncesavery casual way. I ney an, CU ' nal] 11,111CIMU Up WWII LUC WWI= AMU AUMU --4ust.vistich," she said. Thereas a the hull in afierce grip. They had beell nagged. r lace. Westerman haii landed on his s dekick's. lap. ,"We hit the reef, stupid!" he belloWed as hi*ieet. It alvoys )ip4 to

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-remie A may= weirnsiaa-$ arejust a iew tett, said to Westennan. "Guess that's wtiat,you enough to putIlm on the wrong course when get when yoti play with fire." the boat,up Witkhls "lighthOuse."- * ;\ "Thaes what hegets when we play with Areu':t you4100r;George ,exclitimed, Ore," Rosa quipped.

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osa..,-. and, P Ok, i*.trisoor. ;- tJL. . .61. Tb , of, --wet kh ':+41.6..2 lit pri6 - ., We spent the next few days in Me *la, There was A butb-as Qu1chOiddle4the making our report to the authorities. Then we other glYphs. "There's-A cakndAr date;" she came back here to take a closer look at the said, pointing. She pAused agalh; struggling to Lost...I mean...Found City. interpret What sbe Was seeing. the day; 11 C.T. was sitting at the base of the pyra- cauac, 2-m4C, .was capture& Chac larn mid, bringing his journal up to date. He heard .Cobá," she read, verYsloWly. Totintionvard , , ,..V.igtor calling him. Termand Victor say it was I uinal and 2 4m to his.-..What do You.cil'.1 that 4nite1y.ffinajor city! he toticluded, and ran word Ayben sornebodxbecomes lcing?4' 01,104**,cikkers,, letty-Intiiiiredqier ees Oct* 'Web

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They Were Overjoyed by their discovery. in the eahri waters inside the reel oft-TulOn., And amazed that Westerman-hadn't found-it He munched OA tortilla.frOm first.Later in the afternoOn, they sat on the nir pet.ierryand Victorwill. 0e4Mckiritirp_ steps of the pyramid. The jungle extended in where they left.-Off when .10,-:foirniar the -stelo. all directions as far as the eye could see. They Toinorrow, I go-home. _.Maiiarik-uoy a easa. I were still discussing their good luck when a sure am golf* to misS enerYboO. ; 'visitor appeared. Rivas Avram; C.T.'s friend "L4st onelnsWalis,tudgooi.414§ErAn from the village. He greeted them shyly, then father shoute0:.. TerryAndVictorwereiliea handed C.T. apackage. in the water.- .PepPer:and Qulch6 Wdr0:41i4fidt.

Tt was a pot, a perfect-replica of the pot to dive off theside. . that led them to Site U in the first place. They "Wait a Minuter C.T. shonted:-Frots400 figured C.T. deserved it, since he hadn't been to finishthe line he waS writing, kiaSta;1040;, allowedto keep the first pot or the jade head he wrote in boldletters._ : Avram had given him. His,grandlathethadhis shirt ot 00. 41,1,, It was Quiche's idea, but Terry had made the otheriwere in- iready: it for him.It looked just like the original, his journal .andjtorecoffhisiT4ShirE. hated $*pt, that it didn't=haVe,a,hole-ln-lt. ,And it ,IATAb4itig,t,4014:10-qcs;t... i*Soinething extra: the MinitlI glyph. kIItewatera Its -youi-going-awaY -preterit" 'QUiehé **4:: akinbIniced, 3'0oingoo,.C.T-.1-ealized hed,11,40.4.4i, 0frtoailoslogoorOt*inItiioüsedrl444WA:igi* *ktii*Y1000:etti.ail*. tat #.0heYheatiin:: .014:7#

Artifacts can be thought of as limp- ma- Bury the-artifacts irra waterprootair-tight chines. They don't really take you back in time. container', because in those cbnditions, they will But by studying them and imagining how People not 'deCorripbse lor thousands ,of yeeys. made them and used them, you :can imagine container -Made-of glassorpjastic wOrk."' what life might have been like in another. time. Make a mat) showing exactly whereyoU Oprie0, It's tricky because people don't deliberately yOur -timePapsule. You, 'yburseit, May-want to leave artifacts around. Archaeologists usually excavate it a fewyears from now. tt will teti yqu study odds and endsthings-that happened to about your-own PaSt life. oe, You may-wafit'AO, -- have been preserved. leave it for fUture:people "to find. You could "help future archaeologists. Make a time capsule filled with artifacts that tell *Compare theSe instructions to Activity5,-where the story of your everyday life. Include as many you buried artifadtGso they were expoSed to the details as possible.For objects too big or soiL soit:Crefatures -and water. Why are theSe valuable to bury, use photographs. instrubtionsAifferent?

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"bui(ditlgs In yOut Take a magnifying 0414.anctitOblctlosety. If the 6.4lidiiiit 4140.Ofiiine'sfolig,loOk in*Corti;sanditcifie; 16,0410* natikri;:afiti,kielosyjapOiiftaf*itic* cieiticc( Py Itugh6foli Are therecarvings In ihe,sioq0? -4#i'6AtoriOno.F6difigf.-.. 44f4thgt-th*: stOte is ..16eat or -4,000,4r0 '"fiF *4/ay,.'t*tveypu!seen,ou,icre07 pings of the isolleicipd,4,stopet-Is-A4erp..4 iownf- Oita, ro64The Second ' A ' s*Viiyage of the Mimi') ..4W,t Approximate dimensions 5 1"high. - ,k 'r'"`-'tiNz..,`-xts.gt\ '.- t._NI..-- ,th. -1,,s, .Irl.,7-,;., t 2'8" wide, 7" thick \,- - --,,,c.,'-.....,!,,-,:;,-:-.,.:.,1-,,,,:'T`,4,-;,,,,, B-:;;;.'"'4, .;:%:.C.--.S-.,'. :''' \ 1 ---3. til ...,....0N-:-'3%-% "'''' ' Material: fiberglass andresin ... ..4, %.,1,t ." N \ L -,--: !''.it''' ,.,', A, A I ..... 1 ...... 1 ' Ais .,L.. ' 'S. . In -The Second Voyage of , i '4. \ , ..-'--- the 1Mm, theMum crew finds part titan ain lent it 1 ar , t Maya monument. alleda stela On the bottom ot tlw lagoon atI tilumI bet o- glyphn writing onthe fragment I on- cerns a greatfictitious I \lava tiller named Chat lialam "StrongJaguar or "Re(l Jaguar'). Lord of ( \\ hen the other half of the stelais found aml the two pii«s are fitted togethei the carved inst. riptiontul Hu- monument can be read and the situ y ( hat lialam ends in a tantahrngmysterN After only four Neats as king of I (ilia, Chit( Raiaiii Attsapt &irk d bybird

"31 Skull,- ruler of site "t a major Mava site long known to exist betause mit monumental referentes like this one but never found byart !ideologists To design the pa tuneto be t anred iii relief on the stela and theat ing hierogly phi( text. theMuni mute (ulcers turned to GeorgeStuart.(net archaeologist forthe NationalGeo. graphkSociety and a world-renowned Maya scholar George.iii WM. Ie. I-tilt- edhisson David. youngest winner of the MacArthurAward and expert in Maya hieroglyphs. The stelawas fabrivated out offiber- glass and resin bySr Juan Martine/ Montemayor, a Mexi(aii ulptor expe- riencedin making proparttlat Is lot films and televisionprograms. He first modeled the two pickes of the monument in clay,then made latex mokkto form the final product, Graypigment added to the final coat ufresin gives the appearance uf weatheredstone. Concealed cpenings in eachhollow ifIlece;allow sand to be addedto provide credible weight.

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carabiner a strong metal ring witha hinged gate that automadcally closes itself; used in mountainclimbing abdomen: the hin J part of an insect's body carbonated; filled with carbon dioxide absorb. to suck u ,) or drink in (a liquid) Cartesian coordinates: a pair of numbersthat locate a point by its distance from two intersecting accession: the a,-. :If attaining power or a throne lines cenote (Spanish, from the Mayan tzonot):a deep natural amputate: to cut off, usually by surgery well carved out of limestone; sinkhole anaesthesia: partial or tt. tal loss of thesense of pain centrifuge: a machine that separates particlesof differ- antivenin a serum that counteracts thepoisonous ent densities by means of centrifugal forcea effects of venom force that tends to pull a thing outward when it isrotating rapidly apparatus: instruments or tools used for a specificpur- around a center pose, like an experiment compress: to press together, to force into lessspace apprentice a person who works for another inorder to condense: to change to a denser form,as from a gas to learn a trade a liquid arachnid: type of arthropod with four pairs of legs and conquistador (Spanish). one of the Spanishconquerors breathing tubes, including spiders, mites,ticks, and of the Americas during the 16th scorpions century coral head: a large piece of coral archaeoastronomer: one who studies theastronomical coral polyp: a small marine animal knowledge of ancient civilizations with a soft, tube- shaped body and a mouth surroundedby tentacles; archaeobotanist one who studies ancient plants some make hard skeletons that form coral reefs archaeologist one who studies the life and culture of core temperature. the temperature deep inside thebody ancient people by studying theirmonuments, artifacts of a mammal and inscriptions cortisone: a hormone often usedto treat certain artifact: any object made by human work allergies actcl arthritis ascender a thing that goes up or helpsone to go up curandero/curandera (Spanish): healer astronomer one who studies stars, planets and other curio, any unusual article (from heavenly bodies cunosity) atmospheric pressure: the pressureon the earth due to the weight of the earth's atmosphere,an envelope of gases that extends to a height of about 22,000 miles;at sea level, atmospherk pressure is equal to about 14.0 daub. a soft, sticky mud or plaster usedto cover or coat pounds per square inch something (also used as a verb) authentic: genuine, real decipher. to figure out the meaningof;to translate decompose: to break down or separateinto bask parts decompression: gradual return to normalatmospherk [Li J pressure after being in deep water or compressed air ballast anything heavy carried ina ship or anuatt to detritus: build-up of disintegrated material give it stability or to control the depth or altitude diagnose: to identify an illness by medicalexamination barometer a device for measuringpressure dung: animal excrement;manure bearing: a direction, relative to a particular position 'ynasty: a series of rulers from thesame family bends: pain or paralysis caused bythe formation of nitrogen bubbles in the blood because ofa sudden lowering of atmospheric pressure (also calleocaisson disease and decompression sickness) biologist a scientist who studies plantsand animals ecology, the study of relationshipsamong living things botanist: a person skilled in botany (plantscience) and their environment bowline knot a knot used to tie offa loop so it won t slip electrode- a terminal that conductsan elec.tric current into or away from a substance emblem glyph: a hieroglyph that identifiesa particular ancient Maya city epiphyte: a plant that growson another plant but is not calibrate: to establish or correct themeasurement a parasite markings onameasuringinstrument,like a thermometer equator an imaginary circle around the earththat is equal in distance from the North and SouthPoles camouflage: device or technique to disguise or hide esophagus: a tube connecting the mouthwith the something from an enemy stomach 1.`717.Zci7r.T -

Eustachlan, tube: a slender tubebetween the middle ear and- the back of the throat that helpsequalize air pressure on bOth sides of the eardrum lead: a wire carrying current to or from apiece of -, exisporate: to change from a liquid orsolid into vapor appara.us Clia*- lichen: small, plant made up of afungus living symbio- P6,1, process of growth ocki or other plants NY evolVe: to develop gradually by a tically wit 1 an alga; often grows on V."4 and change loot: to steal artifacts from anarchaeological site .expind: to grow bigger; to spread out extinct: no longer in existence;having died out

macnete: -large tnife with a heavy'blade .used to clear underbrush an&te cut sugar cane fluent: able to write or speak easilyand smoothly that has flippers plant life from a manatee: large plant-eating- mammal fossil: hardewd remains of animal or anda wide, flat takfound in shallowtropical waters past geological age Yucatan Peninsula another Maya: group otpeoplenative to the friction: rubbing of one object against and parts of Central America whosehighly.develoPed culture flourished 6etween 300 and900 A.D., and then collapsed meridian; any of the lines ,of longitude running north gablet: triangular stone used inbuilding, usually above and south on a globe or map, passingthrough the north an entrame or ,vindow and South poles galvanize: to coat metal, usually iron orsteel, with zinc metabollie: to carry on the phySical andchemical pro- Gila'monster. a slow-moving venomouslizard with a cesses by which the bodies ofliving creatures are built short tail and covered with orange andblack scales; up and kept . going found In desert regions of Mexico and theUnited States midden: ,aiarbage heap glyph: a symbolic character, usually carved molecule: the smallest bit-of an element orcompound graduated cylinder along thin containerused by scien- that has the qualities of the element orcompound tists to measure liquids mortar: a hard bowl in which softersubstances are Gothic: related to a style of architecturedeveloped in ground, usually with a pestle; a mixtureof cement or Europe in the 12th through 16th centuries;character- lime- With sand- and water, used betweenbricks 'or ized by flying buttiesses, pointed arches,steep roofs stones in building gram: basic unit of weight inthe metric system; equal to mucous membrane: amucous-making tissue lining In- about 1/28 of an ounce side parts Of the body that come into contactwith air, guacamole: sauce or dip made from avocados keeping them moist, guinea pig: a small, fat mammal of the ratfamily, often used in biolOgical experiments; a person orthing used in an experiment or test nitrogen narcosis: loss of the ability tothink clearlY, caused by the inhalation of too muchnitrogen, as by deep sea divers; also called rapture of tfedeep hieroglyphics: system of writing in which apicture or nutrieut: anything having value as food symbol represents a word, syllable or sound humidity: dampness; moisture in the air hypothermia: the condition of a bodywhen it loses so Qii much heat that the core temperaturedrops danger- obsidian: hard, usually .dark-coloredglass formed by ously low volcanos; can be wuked to form extremelysharp edges hypothesis: a theory or propositionwhich has not yet been proven

percolate: to pass a liquid through small spacesor a porous substance implode: to burst inward parasite: a plant or animal that lives in or onthe body of insulate: to cover, surround or separatewith material nourishment from it, transfer of heat, electri- another plant or anitnal, getting that will prevent or reduce the and usually harming it city, or sound 'pestle: a tool used to pound or grind asubstance; Iron Age: the period in history whenpeople began to occurred in usually used with a mortar useiron to Make tools and weapons; with a loose-fitting Europe around 700 B.C. to 50 A.D. petri dish: a very shallow,, clear dish cover,_ used to growmicro-organisms phantom pain: pain.,somethnes experiencedby ampu- tees in parts of their body-that havebeerramputated; in the brain, - drying things like the result of nerve endings that remain kiln: a furnace or oven for. baking or eyen.if part of the body has been amputated, bricks and pottery 4

.8 41.` .', h' t < `4^ ,, ^ 7 polar coordinates: mathematical system for locating solution: a uniform mixture formed a point on a plane, using diatance andbearing from a by combining a gas, .1# central, fixed point on a fixed line liquid, or solid with anothergas, liquid, or solid poultice: a soft moist mixtureput on the body as sonskr. -a method for finding objects underwaterby means medicine of the scund waves they reflect prosthesis: an artificial replacement species: a biological grouping formembers of a group of for part of the body plants or animals which pupae (plural of pupa): Insects in the are very similar, and can stage between usually only Interbreed'among themselves larva and adult; usually enclosedIn h cocoon specimen: one Individual 91a classor group, used as an example of the whole s7oup;a typical individual sphere: a solid round figuiewith allpoints on the surface equally distant fiorn the center;a ball or globe quarry: a place where stone for building isexcavated by cutting or blasting steli: an upright stone slab,carved with inscriptions stonemason: a person who cuts stoneto shape and uses it In making walls, buildings,etc. subsistence: surviving with thebarest of necessities radiation: the process in whichenergy (like heat, light, succulent: having thicl:, fleshytissues for storing water or x-rays) Is given off, moves through space or another sundial: a device that indicatestime by the position of substance, and Is absorbed by anotherbody; radiation the shadow cast by a vertical object therapy is a cancer treatment which at its center involves bombard- symbiotic: a relationship in whichtwo kinds of organ- ing the cancerous part of the bodywith certain kinds of isms live together, each helping radiation to kill tire cancer cells the other In some way symmetry similarity in formana arrangement of things radioactive: giving off energy Inthe form of rays or on opposite sides of a center line particles as a result of the breakupof atoms rapture of the deep (see nitrogen synchronize: to set to the same time;to cause to happen narcosis): so-called at the same time or thesame rate because of the intoxicated feeling thataccompanies it rappel: to descend (a cliff faceor a tree) using a rope tied abcve and wrapped aroundthe climber's body to control the rate of descent telson: the stinging segmentat the end of the body ofa reef: a ridge of coral or sandnear the surface of the scorpion water template: a thin piece of metal, wood,or paper used as regulator: a device on a scubatank that adjusts the a pattern for making a copy ofan object or shape pressure of the air the diver gets froma tank to match tentacle: a long, slender, flexiblegrowth, used for grasp- the pressure of the water heor she Is in ing, feeling, or moving, usuallyaround the head or relic: an object or custom that hassurvived f om the past mouth of an invertebrate animal replica: a copy of a work of art 4."." or other object thermoluminescence: the release of storedenergy in rite: a formal, ceremonial act, usual!:part of a religion the form of light from a substancethat has been heated rotate: to turn around a center pointor axis thorax: the middle segment ofan insect's body Y:Zr1 toxin: a poison created byan animal or plant 4f transit: an Instrument usedto measure angles on land, to determine boundaries and makemaps sac: a structure In a piant or animal that'sshaped like a trawler a boat for fishing by dragginga heavy net along bag or sack the sea bottom sacbe (Mayan): an ancient Mayafootpath or road tropical forest: forest growing inthe warm, rainy parts sahuge: to rescue a ship orcargo at sea of the area between the Tropic ofCancer and the Tropic sarcophagus: a stone coffinor tomb, often decorated of Capricor.i, which includesthe equator; character- with carvings izedby tremendous variety ofplant life sauna: a bath In hot, dry air tuber: a thick, fleshy part ofan underground stem of a plant, like a potato scuba: equipment used by diversfor breathing underwater; usually includes oneor two compressed air tumor: an abnormal or diseased swellingin the body, tanks and a hose connectingthem to a mouthpiece usually caused by overgrowthof new, useless cells sensor: a device to detect andmeasure temperature or light and transmit theinformation to a recording machine vaccine: a preparatlan of weak sherds: pieces of broken pottery or dead germs put Into (same as shards) the body so the body developsimmunity to a disease shunt: to change the path of blood In the body vapor: the gaseous form of a substancethat Is usually snorkeling: swimming just underthe surface of the found as a solid or liquid water with a breathing tube, calleda snorkel, that ex- venom: a poisonous liquid secreted by tends above the ,5urface of the some animals, water usually injected into victims bybite or sting solstice: the two times of the year when the sun is fur- vermiculite: a fine-textured, scalymineral that Is often thest from the celestialequator; summer solstice used in potting soil occurs around June 21 and winter solsticeoccurs an.and December 22 volume: the amount 'ofspace that an object or substance occupies, measured in cubic units

Appendix 16

END

U.S. Dept. of Education

Office of Education Research and Improvement (OERI)

ERIC

Date Filmed

March 21,1991 DOCUMENT RESUME

ED 324 233 SE 051 624

AUTHOR Black, Christine Kahan; And Others TITLE Good Minds at Work. A Resource Guide for the "Science Abled" Video Program. INSTITUTION Agency for Instructional Technology, Bloomington, IN.; Michigan Univ., Ann Arbor. School of Dentistry. SPONS AGENCY Women's Educational Equity Act Program (ED), Washington, D.C. PUB DATE 89 NOTE 48p.; For related documents, see SE 051 623-625. AVAILABLE FROMAgency for Instructional Technology, Box A, Bloomington, IN 47402 (video $150.00, two for $250.00, plus shipping; free preview with return postage). PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) Guides - Classroom Use - Materials (For Learner) (i51) -- Audiovisual Materials (100)

EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Career Awareness; Demand Occupations; *Disabilities; Engineering; Physical Sciences; *Role Models; *Science Careers; Science Education; Secondary Education; *Secondary School Science; Videotape Reco-dings

ABSTRACT Historically in the United States, few people with disabilities have enrolled in science-related courses or entered sciel.zific careers in part because high schools and colleges have not offered accessible training to this population. This document is the teaching and resource guide that accompanies a 40-minute video program in career development for junior high, high school, and adult students and their teachers and ccunselorr-. The program features female and male scientists of various ethnic backgrounds, disabilities, and lifestyles as role models. Varied science careers are represented: science teacher, computer programmer, psychiatrist, physicist, medical technologist, systems engineer, and chemistry professor. The goals of the program are to encourage students with physical or sensory impairments to consider careers in mathematics and science; and to encourage teachers, parents, and counselors to support disabled people in their efforts to achieve successful careers in these areas. Included in this guide are descriptions of the materials, a program summary, discussion questions to follow the program, a career interest checklist for students, and career summaries for each of the highlighted areas. Lists of resources for obtaining information and support concerning car_ers in these areas are attached. (CW)

********************************************************************ft** * Reproductions supplied by EDRS are the .1.st that can be made * * from the original document. * ********************************************************************** RES0URCE. G U. 1 D'E SCIENCEABLED r.74 Good Minds at Work

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U. DEPARTMENT OFcoucKnoN Othce Ectucabonat Research and Improvemenl THIS "PERMISSION TO REPRODUCE ED ATIONAL RESOURCES INFORMATION MATERIAL IN MICROFICHEONLY CENTER (ERIC) BY lyTtim document has been reproduced as HAS BEEN GRANTED recenved Wm the person or organization

S. B. Perrin 0MOrgrnnolir Ottrnganges rt have been made to improve arAgency for reproduction flu IN), Instructional Pants of view or op ruons stated in thhdocth A. Technology ment do not neces.anly represent othpal OERI posaron or pohly TO THE EDUCATIONALRESOURCES INFORMATION CENTER(ERIC)," 2 Project Stec

Principal kwestigator/Project Director Christine Kahan Black

Project Coordinator/Writer-Producer Judith Greenbaum, Ph.D.

Television Director/Vidoographer/Edltor Matthew Hieber

Project Consultant Geraldine Markel

Project Secretary Diane Pasma

Research Assistant/Productlon Assistant Joyce B. %/gams

Evaluation Assistant Susan Tranquil la

Evaluation Consultant Patricia O'Connor

Educatbnal Consultant David Starks

Science Abiedwas produced by the Universiiy of Michigan School of Dentistry with a grant from the U.S. Department of Education, under the auspices of the Women's Educational Equity Act. The opinions expressed herein do not necessarily reflect the position or policy of the Department of Education. The content of this program is the responsibility of the grantee, and no official endorsement should be inferred.

Commercial products discussed or shown in this presentation are for demonstration purposes only and should not be construed as endorsements by the Department of Education.

Front cover photos courtesy of the American AuoclatIon the Ploncemen1 of Science Prorect In Science. Technology. and Disability A resource guide for theScience Abledvideo program

Good Minds at Work

A 40-minute video program in career development for junior high, high school, and adult students

0 1989 The University of Michigan School of Dentistry Ann Arbor, Michigan

and Agency for instructional Technology Bloomington, Indiana All righttl reserved This guide, or any part of i!, may not be reproduced without written permission with the exception of the check lists, discussion guide, science career summaries, and resource lists, which may be reproduced and distributed freely. All inouiries should be directed to Agency for Instructional Technology, Box A, Bloomington, IN 47402

4 Acknowledgements

We would like to thank the Science Abled Advisory Committee andthe many individuals and groups who participated in the formative evaluation of the series. We appreciate the time and effort of everyone who helped evaluate the preliminary versions ofthe programs and guides. Thank you for your enthusiasm and encouragement. We would also like to thank Senator Bob Dole of Kansas for his support.

"You have been watching a group of outstanding scientists at work in such diverse fieldsas computer programming, biochemical research and the teaching of science. You have heard testimony about how good theyare at what they do.But the people you have just seen are the tip of the iceberg.They represent thousands of otherpro- ductive disabled Americans.But mil'ions of others who are also challenged by physical and sensory impairment are unemployed.

Our handicapped scientists and science students needan environment in which they can thrive and contribute.It is up to us to make certain science labscan be adapted, work stations are made accessible, and routines modified. It requires creativity, novel solutions, anda commitment of the challenge.Together we can ensure the economic and scientific future of our society.Let's do it and do it now."

Senator Bob Dole, Kansas, 1986 Contents

Introduction to the Science Abled Series Overview and Purpose 1 Relerences 2

Introduction to 'Good Minds at Work' Materials 3 Using the Materials 3

Before the Program Program Summary 4 Biographies of the Scientists 4

After the Program Discussion Questions 6 Supplementary Activities 7

Career Opportunities in Science and Technology An Introduction :or Teachers, Counselors, and Workshop Leaders 8 References 9 Career Interest: A Checklist for Siudents 10 Science Career Summaries Computer Science 11 Physics. 12 Biomedical Fields 14

Career Preparation An Introduction for Teachers, Counselors, and Workshop Leaders 15 How to Use the Career Preparation Materials 15 References 15 Helping Students Prepare for Careers: A Checklist for Parents,Teachers, and Counselors 16 Career Decisions: A Checklist for Students 19 Preparing for a Career: A Discussion Guide for Students 22

Information Sources on Disability Concerns 25

Career Information in the Sciences 28

Science Organizations 34

Additional Resources 36

6 A hearing-impaired scientist communicates with herco-workers. Disabled scientists can work effec- tively with co-workers, particularly when work assignmentsare designed to correspond with the special abilities of each individualdisabledor nondisabled.

7 Introduction to theScience AbledSeries

Overview and Purpose a number of barriers that prevent disabled people from realizing their career potential. TheScience Abledseries consists of two video programs and two accompanying resource man- 1. Early influences can discourage disabled uals. The first program,°Good Minds at Woric," is individuals from accepting goals that require addressed to students and their counselors, par- competitive training (Weinberg 1982). ents, and teachers. The program features female and male scientists of various ethnic back- 2. Teachers and counselors do not provide grounds, disabilities, and lifestyles as role models. enough helpful feedback to disabled stu- A variety of science careers are represented: sci- dents (Chandler 1981). ence teacher, computer programmer, psychiatrist, Vysicist, medical technologist, systems engi- 3. Classroom planning and activities are insuf- neer, and chemistry professor. ficient (Damborg 1981). 4. The general life environment often discour- The second program, °Return on Equity," is in- ages such expectations (Pati and Adkins tended primarily for potential employers.This 1981). program presents the opinions of supervisors, co- workers, and other employers on the experience of working with disabled scientists. The program If we hope to increase the potential of disabled also addresses many general concerns em- people to accomplish professional work in the sci- ployers frequently have about hiring disabled ences, we must confront these and other barriers. people. The developers of theScience Abledseries tried carefully to address a variet, of specific barriers, °Return on Equity" and its accompanying re- including the double barriers facing disabled source guide are also available from AIT. women. The series was designed to help com- pensate fcr the paucity of disabled role models in science and for the lack of classroom, counseling, The goals of theScience Abledseries are to and inservice materials. encourage students with physical or sensory impairments to consider careers in sci- With the passing of federal laws in the 1970s, ence or technology such as the Education for All Handicapped Chil- dren's Act (PL 94-142) and the Rehabilitation Act, encourage teachers, parents, and em- more students with physical or sensory limitations ployers to support disabled people in their are being graduated from high schools and col- efforts to achieve successful careers in leges. The impact of these iaws is significant, be- these areas cause the association between higher education and the employment of disabled people is great. Historically in the United States, few people with disabilities have enrolled in science-related The 1986 International Center for the Disabled courses or entered scientific careers, in part be- survey concludes that "about four times as many cause high schools and colleges have not offered woricing disabled people have a four-year college accessible, hands-on science training. This lack education as those who don t work." Those who of student aspiration and educational opportunity do work are more satisfied with life and much less harms both the country and its disabled citizens. Rely to say that their disabilities have prevented them from reaching their full potential. Ideally, According to a recent survey, two-thirds of all dis- through counseling that stresses academic op- abled Americans between the ages of 16 and 64 portunities, the education of disabled people are not working (International Center for the Dis- focuses on career preparation. abled and Louis Harris and Associates 19R0). Due to the increasing need for scientifically Why do physical disabilities and low employment trained graduates, educators must address cer- rates seem to be related? Research has indicated tain issues.In spite of expanded educational

Introduction to the Science Abled Series 1

8 opportunities, few students with disabilities are addressed.Journal of Career Education 8:1 receiving the academic training that would enable (September). them to enter the nation's scientific work force. This project is designed to help increase the num- Damborg, L.1981. Mainstreaming: Classroom ber of students with disabilities who choose sci- complexities for the regular teacher. Education ence as a course of study and a career. As Betty 86:4 (May). Vetter, Director of the Commission on Profession- als in Science and Technology has said, "With International Center for the Disabled and Louis fewei people eligible for training at the college Harris and Associates. March 1986. The lCD Sur- level, the need to utilize the best minds in science vey of Disabled Americans: Bringing Disabled and technology is obvious. We won't have the Americans into the Mainstream. New York. best unless we utilize all of the available talent pool." Makowski, T. F. 1982. Slice of life. Journal of Ga- mer Education 8:4 (June). References Pati, G., and J. Adkins, Jr. 1981. Managing and Employing the Handicapped. Lake Forest, IL: Chandler, T. A. 1931. Don't handicap the handi- Brace-Park Human Resource Press. capped. Education 102:2 (Winter). Weinberg, N. 1982. Growing up physically dis- Dahl, P., 0. Baker, and L. Harrison. 1981. Career abled: Factors in the evaluation of disability. Re- stereotypes: What they are and how they can be habilitation Counseling Bulletin 25:4 (March).

2 Introduction to the Science Ablad Series Introduction to 'Good Minds at Work'

Materials The program and this resource guide can be used in a vadety of settings, such as The Science Abled video program, "Good Minds individual career counseling in schools or at Work," consists of the following segments. colleges, in an independent living center, Pan 1: Work and Accommodations or in a vocational rehabilitation agency part of the classroom curriculum on prevo- Part 2: Preparation for a Career in Science cational and vocational education in junior and Technology and senior high schools workshops and training sessions for par- Each segment is approximately 20 minutes in ents, teachers, counselors, community length. leaders, and university and community college personnelthese workshops might be given by schools, public agencies, chambers of commerce, individual corpora- ILing the Materials tions, or businesses The two segments of "Good Minds at Work" can local cable stations be shown separately or together as one 40- minute videu. career fairs

Introduction to 'Good Minds at Work' 3

1o Before the Program

Note: You may choose to ask students to com- Students interested in sciencecareers are en- plete the "Career lnteresr checkliston page 10 couraged to take as many mathematics and sci- before the program and to conducta discussion ence courses as possible, to find role models who about their responses afterward. The checklist can give advice and support, arr.1 to take advan- could also be used as a follow-upactivity for tage of support services that exist another day. on campuses and in communities. Several disabled students, some in high school and some in coilege-level science courses, discuss their educations and plans Program Summary for the future. The narrator opens theprogram by talking about the many exciting and challengingcareers in science and technology that are possible for bright Biographies of the Scientists young people with disabilities. She introduces seven disabled scientists, who, actingas role The following scientists appear in 'GoodMinds at models, discuss many aspectsof their careers Work." Their biographies are arranged inorder of and lives. their appearance in the program.

In part 1 of the program, 'Work Lorraine Poor works as a medical technologistin and Accommoda- California. tions," the scientistsare shown performing vari- She works on the afternoon shift at ous duties at work and at home with their families. the medical laboratory, so that shecan spend mornings with her baby daughter. She They talk candidly about theinfluences in their and her husband share child care and housekeeping livesteachers, parents, and otherswho encour- re- aged them to pursuea career in science and sponsibilities.Lorraine uses a wheelchair be- those who discouraged them. Theydescribe cause of post-polio paralysis of her legs. Because their jobs and share whichaspects they find most she has scoliosis (a curvature of the spine),she challenging and rewarding. Dealing practices weight lifting at a local collegeto with skeptical strengthen her upper body. or discouraging employers and cohuaguesis also Lorraine enjoys discussed by several of these scuba diving, hiking with the Sierra Club,and scientists; others skiing. mention the acceptance andencouragement they feel from their co-workers. Jeff Peters manage3 a six-personteam of sys- The program shows thatmany of the accommuda- tems engineers. "It took me 32 years to be able to tions and adaptations thatemployers have made afford a van, a family, and GeoffreyBeene suits," to enable these scientists to performtheir jobs Jeff says. He has cerebral palsy, which affectshis comfortably and efficientlyare minor and inexpen- arms and, to a greater extent, his legs. Heuses sive. One employer provideda small lap-top com- an Amigo wheelchair, which functions somewhat puter, so that the disabled employeecould take like an electric scocier. Jeff's specialinterests are notes in meetings. Another employerremoved a skydiving, playing chess blindfolded, playingwith rest rocm wall to provideaccess for a wheelchair. his kids, barbecuing, ard fishing. Hewants to be the first disabled scientist on thespace shuttle. In part 2 of the program,"Preparation for a Career in Science and Technology," the narrator sug- Anne Swanson was born with osteogenesisim- gests that preparation fora science career should begin in high school or perfecta or `brittle bones." She is 43 inchestall sooner. She stresses the and walks with a cane. Anne has had importance of support from many opera- counselors, parents, 1i,:ns to correct and stabilize this condition. and teachers. Many of the featured A uni- scientists dis- versity professor once told her that girlsdidn't be- cuss their educations and trainingparticularly long in a chemistry class; now she is how they succeeded in challenging a chemistry courses, or professor. Through her practice of whatshe calls met the physical demands ofattending classes and labs. *creative disobedience," Anne hasproven the experts wrong throughout her life. When shewas

4 Before the Program an infant, the dobtors told her parents that she interpreter. He is married and has two teenaged wouk1 be mentally retarded and would never be children, both of whom attend the high school in able to attend school, yet she earned a Ph.D. in which he teaches. biochemistry. Common stereotypes suggested that she would never experience romance, sex, Martha Burks is an associate programmer at a uni- or marriage, yet she has been happily married for versay computing center in Ohio. She describes 17 years. In her leisure time, Anne enjoys playing her athetoid cerebral palsy in this way: "Every ac- the piano. She has traveled all over the United tion on my part causes an unpredictable reaction States and Europe. that I can or cannot control, depending on how relaxed I am. I cannot speak normally, but I can make David Hartman is a psychiatrist. He is manied and myself understood." Martha's best friend, Helen has three young children. David describes him- Jonv, encouraged her to become more inde- self as persistent. His persistence, clong with this pendent. Helen, who is also disabled, runs her sense of humor, hOped him when he tried to get own business. Martha is currently on the board of into medical school. He has written an autobiogra- directors of Total Living Concepts, Inc., an inde- phy, White Coat, White Cane, from which the tele- pendent living agency for disabled people.For vision movie "Journey from Darkness" was made. relaxation, Martha goes to plays and shows, lis- David has been blind since the age of eight, wtrn tens to records, and reads voluminously. he underwent a series of eye operations. He has always loved sports. He was a wrestler in high June Rooks works as a physicist for a naval weap- school and enjoys swimming. He recently broke ons center in California. Because of her post- his foot playing baseball with his kids. polio paralysis, June wears leg braces and uses metal canes with sleeves for her arms, carrying her Jeff HImmelstein teaches biology and environ- weight mainly on her arms and shoulders and mental education in a New Jersey iagh school. swinging her legs between her canes. June, who He also conduc*3 student tours of the Yucatan grew up in Mississippi, w:As not able to attend jungle in Mexico. His classroom is filled with cages scnool until she was 10 years old iJecause they of smatl animals, snakes, and spiders. He became were not accessible to disabled chi:dren at that deaf from unknown cal-tes in the first few years of time. During her collegc. years, June decided to his life. He uses a he.ig aid, which is attached run for campus queen. She came in second run- to an amplifier that he wears under his shirt, and ner-up, traveled with the football team, and partici- reads :ips.In large groups he must use an oral pated in the homecoming parade.

Before the Program 5 1 2 After the Program

Discussion Questions 11. What is your favorite course? Why? What course is the most difficult for you? Why are 1.Jeff Peters said it is important to take risks. What does this mean? Have you taken mathematics and science courses important any for all students? What other courses are risks in the last month? In the last year? How did it turn out? important for students in junior high and high school? 2. Jeff Peters also said that he makes mistakes. 12. Have you ever received a bad grade? How Were you surprised that he said this? How do you think he feels when he makes did you feel about it? What did you do? Are a any of the students in the program taking dif- mistake? ficult courses? How do they deal with them?

3. How did Anne Swanson take control of the 13. Why are extracurricular and volunteer activi- interview situation she described in thepro- ties important? What extracurricular activities gram? What does 'taking control" mean? do you participate in? What do you gain from Have you ever been in a similar situation? them? What did you do?

4. What did Jeff Himmelstein 14. What is a mentor? What can a mentor do for say is behind all you? Has anyone ever acted as your scientific advances? mentor? Where might you find a mentor? 5. What did June Rooks mean when she said 15. Are you planr.ing to go to college? Where? that her background in physics has trained What do you want to study? Are there places her to think? to turn for support in college, if you need it? 6. What did Jeff Himmelsteinmean when he 16. How did Jeff Himmelstein, David Hartman, said, "I know that I am disabled, but I won't al- and June Rooks deal with discouragement? low my students, or anyone else, to makeme Have you ever experienced discourage- handicapped"? ment? What happened?

7. Martha's father adapted her wheelchairso 17. Anne Swanson said that women who are dis- that the control box would fit under her desk. abled and want to become scientists face Have you ever had your wheelchair adapted? `double barriers." What did she mean by How? Who did the work? Martha hireda per- this? Do you agree? What can they do about sonal care attendant. Would you know how it? to do this? Have you ever designedyour own adaptations? What did you do? 18. Have you ever examined your own preju- dices about people? Have you ever pre- 8.Lorraine Poor is married and has a small child. judged the capabilities of another person, Does this surprise you? Why? only to find out that you were wrong?

9. Are you responsible forany chores around 19. How do you think these scientists feel about your house? What are they? themselves? Why?

10. How did David Hartman's sister affect hisde- 20. Are you considering a career in science or velopment? Do you and your brothers and technology? What field in particular do you sisters share things, help one another, fight, prefer? Why? How will you prepare for this or argue? career?

6 After the Program 13 Supplementary Activities media material on science and technology to inform students about career options. 1.Invite local scientists and technologists, especially those with disabilities, to speak to 7. Encourage students and parents to partici- the class about their educations and careers. pate in acquiring career information. Have them write for free career materials. 2.Invite members of your local independent living center to discuss indepenc= living, 8.Investigate extracurricular opportunities in sci- adaptations, and accommodations, and other ence: summer programs, science fairs, indus- topics of interest to the students. try-based special projects for students, and other programs appropriate for your students. 3.Suggest that etudents interested in science and techno!o, :al careers form a club. Ex- 9.Utilize such programs as Science Activities for plore the possAity of affiliating the club with a the Visually Impaired (SAVI) and Science En- national group (see "Science Organizations," richment for Learners with Physical Handicaps pages 34-35). A local scientist might serve (SELPH) to plan science activities and proj- as the leader. If science clubs already exist in ects that are interesting and accessible to your school district or community, make sure disabled students. (For more information on they are accessible to all of your students.) these and other programs, see "Additional Resources," pages 36-39.) 4.Organize field trips to local laboratories and research facilities.Check in advance for 10.Invite program advisors and students from accessibirrty. your local college or university to speak about educational preparation for college entrance, 5.Maintain a bulletin board of current informa- academic options, support services, and fi- tion on science and technology. Post a list of nancial aid. current television programs on various science topics. 11. Keep parents informed of science activities. Invite them to special events and meetings 6. Send for the career information resources when appropriate. Develop career planning listed in this guide ("Career Information in the sessions for parents using the Science Abled Sciences," pages 28-33). Rent or purchase series and resource guides.

After the Program 7

4 Career Opportuniities in Science and Technology

An Introduction for Teachers, probably earn. In addition, college graduates en- Counselors, and Workshop Leaders tering scientific and technological fiolds can earn up to twice the beginning salaries of graduates It is important to stress that most students do not with degrees in the humanities or social sciences. make career choices in high school, and those Students should also understand the strongly who do often modify their choices as they mature. positive effect that having a job can have on :1-2 However, high school is an appropriate time to quality of their livesnot just in terms of money consider career possibilities.High school stu- earned, but in terms of life satisfaction" and dents should be encouraged to consider a range "reaching their full abilities as a person." (Interna- of appropriate vocational possibilities, rather than tional Center for the Disabled and Louis Harris and to make final career decisions. Associates 1986)

"Good Minds at Work" 6t;eks to convince stu- Most career counselors suggest that students dents to keep their options open by building a consider the employment outlook when they solid academic background in high schooL Many choose a career. What will be the fastest g:owing students with disabilities may requk a more than fields in The next 10 to 20 years? The Bureau of the usual four years to complete the high schooi Labor Statistics reports that jobs for scientists, curriculum suggested below.Flexibility in pro- computer programmers and analysts, engineers, gramming based on individual needs and health technologists, physicians' helpers, regis- strengths and "realistically high" expectations are tered nurses, and electronic technicians will in- crucial to their success. crease in tha coming decades.

High school students should be encouraged to Students should understand that forecasting focus on a mathematics and science curriculum in whether for the stock market, the World Series, or the context of a well-rounded education. Com- the job markethas never been an accurate sci- puter literacy is also strongly encouraged. The ence, and completely accurate predictions of following curriculum is recommended. vocational demand are impossible to attain. World politics, economic conditions, population demo- mathematics:four years graphics, and new technologies are all variables science:four years that influence the employment outlook. Accord- English:four years, including oral and ing to current estimates, 60 percent of the jobs written communications people will hold in 10 years do not exist today. foreign laiguage: one to two years Because a particular job or specific financial rewards cannot be guaranteed, students' 'areer The program also seeks to persuade disabled stu- choices should also depend upon other antici- dents that careers in science and technology can pated rewards such as intellectual excitement, the be rewarding, exciting, and attainable. The fea- fulfillment of a desire to help others, or a chance tured role models deliver this message effec- to participate in scientific discoveries. tively. Encouraging students to consider college education is a secondary goal.The "Science It is clear that employment opportunities in gen- Career Summaries" on pages 11-14 inform stu- eral will continue to open up for disabled people dents about the types of post-secondary educa- due to the continuing elimination of physical and tion needed and the kinds of jobs available in attitudinal barriers. several scientific and technological fields. Individuals trained in science and technology are As an incentive, students should be informed of needed in administrative, policy-making, and prac- the financial wo'fh of a college education. A col- titbner roles in many scientific fields. According lege graduate eams about $8,000 dollars a year to the Commission on Professionals in Science more than a high school graduate. The more edu- ard Technology (1984), "A bachelor's degree in cation sdents attain, the more money they will science or engineering continues to be an

8 Career Opportunities in Science and Technology 1 5 excellent stepping stone to careers in medicine, contact their local vocational rehabilitation agency law, business, and other occupations." for the nearest independent living center.

Some of the best career information available is listed under *Career Information in the Sciences," References on pages 28-33 of th:.-; resource guide. Informa- tion about financial aid for college students is Commission on Professionals in Science and listed under 'Information Sources for Disability Technology.1984.Opportunities in Science Concerns," on pages 25-27 of this guide. and Engineering. Washington, DC. Encourage students to take advantage of these resources. International Center for the Disatled and Louis Harris and Associates. March 1986. The /CD Sur- Young adults and college students in need of ac- vey of Disabled Americans: Bringing Disabled cessible housing and transportation should Amedcans into the Mainstream. New York.

,..110 Career Opportunities in Science and Technology 9

1 6 Career Interest: A Checklist for Students

Goal: This checklist is designed to help you assess your interest in science and technology. There are no right or wrong answers. Your answers should help you become more aware of your own interests. Discuss the resufts with a family member, friend, counselor, or teacher.

Directions: Think about each question and answer each one by checking either Yes, No, or Not Sure.

Yes No Not Sure 1.Do you like to play games of strategy (chess, hearts, backgammon) or solve puzzles?

2.Do you enjoy the challenge of a new task?

3.Do you like to watch science shows on television?

4.Would you like to visit a scientist at work?

5.Have you ever had a science-related hobby?

6.Do you sometimes question what you read or hear?

7.Do you like hying to figure out how things work?

8.Have you ever come up with ideas for new ways to do things, or new uses for common objects?

9.Have you ever tried to repair a broken mach:ne or appliance?

10. When a problem is difficult to solve, do you like to keep at it until you've found the answer?

11.Are you good at solving problems?

12.Are you able to work on your own, with little guidance from others?

13.Do you enjoy watching and studying the habits of fish, birds, or other animals?

14.Do you enjoy working with computers?

10 Career Opportunities in Science and Technology 1 7 Science Career Summary Computer Science

by Marilyn Edwards Leese )1111011M.01111.0

Academic Preparation Career Options Students interested in computer science can Professionals in computer science can choose choose from a variety of degrees and programs. from a number of career options. They can work Community colleges and business colleges offer as programmers or systems analysts, or accept in- two-year associate degrees in fields such as data creased responsibility in management positions. processing, computer repair, and computer They can become computer sales representa- programming. tives, teachers of computer skills, researchers of new designs for computer systems, or consul- A Bachelor of Science kB.S.) requires four years tants for computer installations. of college, including courses in mathematics, natural and social sciences, English, and foreign lan- Many private industriesmanufacturing and guage. In addition, a student will take a number of wholesaling companies, data processing ser- computer science courses, such as computer lan- vices, telecommunications networks, banks, and guages, artificial intelligence, computer graphics, insurance companiesemploy computer profes- digital computer engineering, data base systems, sionals. In government, computer scientists play logic, statistics, and learning theory. a role in key functions such as research, planning, and administration. Computer scientists also work Undergraduates interesied in this area can also as teachers and researchers in universities. choose to enter a program that relates computers to another discipline. A student may choose to Because of its flexibility, a degree in computer sci- elect two majors, for example: one in computer ence can allow graduates to enter many fields. science and the other in the sciences or humani- Financial analysts, economists, statisticians, actu- ties. Business majors can study commercial appli- aries, urban planners, and engineers all use com- cations of data processing. Engineering majors puter skills. As computers become increasingly might concentrate on computer engineering, important in a number of areas, the need for the specializing in hardware design or nuclear computer scientist's skills will become even more medicine. broad-ranging.

Career Opportunities in Science and Technology 1 1 1 8 Science Career Summary Physics

by Marilyn Edwards Leese

Academic Preparation underwater sound, and speech. The design of symphonic auditoriums and the develop- Students interested in physics may choose from ment of the stereo tape deck and the medical se feral degrees, though many physics-related ultrasound scanner are all accomplishments of occupations require advanced university training. acoustical physicists.

A Bachelor of Science (B.S.) requires four years Atomic and molecular physics is the study of of college, including courses in mathematics, nat- the interaction of the electrons and nucleus in ural and social sciences, English, and foreign lan- the atom and of the formation of molecules guage. Physics majors are expected to take from atoms. Work in this area provides as- courses in various branches of physics: mechan- sistance in the manufacture of chemicals and ics, electricity and magnetism, thermodynamics, pharmaceuticals and enables identification of modem physics (atomic, nuclear, solid state), and unknown materials. electronics. Courses in mathematics are required, and courses in chemistry and biology are strongly Biophysics is the use of the ideas and meth- recommendd. ods of physics and chemistry to study and explain the structure and prouesses of living or- Undergraduate students can often benefit from ganisms. Biophysical investigations focus on summer programs sponsored by government or understanding DNA, the effects of X-ray and private industry laboratories. Moreover, universi- nuclear particles on cells and tissues, and the ties themselves often hire students during the conduct of nerve impulses. summer to work on special research projects under the supervision of a faculty member. Electronics is the study, design, and application of devices with operations dependent The Master of Science (M.S.) degree requires two upon the characteristics and behavior of elec- to three years of study, including advanced trons.Television, radar systems, and tele- courses, research within an area of interest, and phones are all electronic inventions. preparation of a thesis. Electromagnetism is the study of electrical and The Doctor of Philosophy :Ph.D.) requires four to magnetic phenomenon. Physicists working in six years of work beyonu the bachelor's degree, this area have aided in the development of including courses, research, and a written disser- huge generators that provide electricity for tation based on independent research.Profes- heating, lighting, and air-conditioning. sors and independent researchers generally must possess this degree. Geophysics is the study of the earth through the use of principles and practices of physics. Geophysicists are involved with petroleum pro- Career Options duction and the dynamics of earthquakes. Physicists conduct research, provide consulta- Medical physics is the application of physics tion, and supervise or teach in laboratories, uni- principles and techniques to the problems of versities, hospitals, private industries, or govern- medicine. Developments in this area include ment agencies.The following list represents the use of X-rays, radioisotopes, and scanning some of the branches of physics and examples of in diagnostic procedures. its applications. Nuclear physics is the study of the interactions Acoustical physics is the study of sound and its and properties of the atomic nucleus. Nuclear transmission, 'ncluding shock and vibration, physicists have developed uses for nuclear

12 Career Opportunities in Science and Technology 1 9 energy as well as radiation therapy for cancer solidsprimarily of crystalline solids. These patients. physicists have applied their results to produce the transistor, integrated circuits, and com- Optical physics is the study of light. Optical puter memories. physcists have developed surgical lasers, fu- sion power, and holography. Space and planetary physics is the study of nuclear particles, atoms, molecuies, meteorites, Plasma physics is the study of the behavior and radiation that pass through the region be- and use of high temperature ionized gas. tween the planets. This study aids in weather Plasma physicists are working toward the forecasting and in the functioning of satellites. development of controlled thermonuclear energy. Thermodynamics is the study of the various forms of energy (including heat) and the pro- Solid state physics is the study of the crystallo- cess of transferring energy from one form to graphic, electronic, and magnetic properties of another.

Career Opportunities in Science and Technology 13 Science Career Summary Biomedical Fields

by Kathleen Hannon

Academic Preparation Career Options Students interested in biomedical fieldsmay Biomedicine is rapidly expanding beyond medi- choose f rom many degrees and programs, cine, dentistry, and veterinary medicine to include though many biomedical ocanations require ad- a diverse range of employment opportunities. vanced university training. Practitioners diagnose, treat, and prevent illness Community and junior colleges offer many one-or and disease. The specialties include radiology, two-year allied health programs. These programs public health, nursing, podiatry, and optometry. combine classroom and laboratory study with clinical practice. Graduates receive certificatesor as- Specialized biomedical scientists conduct re- sociate degrees, which enable them tosecure search to develop equipment, materials, and positions as medical technicians,nurses, and techniques to assist physicians in treating disease dental assistants. and promoting health. Biomedical engineers, mi- crobiologists, geneticists, pathologists, industrial The Bachelor of Science (B.S.) requires four hygienists, pharmacologists, and physiologists years of training, including courses in mathemat- are among the field's many professionals. ics, natural and social sciences, English, andfor- eign language. Students interestul in positions Technologists, who assist with laboratory andre- as biomedical technologists often complete a search techniques and operate and monitor bio- specialized four-year training program, which medical equipment, wort in areas such as labora- requires extensive laboratory work.Students tory medicine, radiation therapy, environmental should consider majoring inone basic science health, nuclear medicine, and cardiology. such as biology, chemistry, physics, statistics,or engineering. Technicians, who assist highly skilled practitioners and professionals, include surgical technicians, Undergraduate students can often benefit from electrocardiograph (EKG) technicians, electroen- summer programs sponsored by government or cephalogram (EEG) technicians, and medical lab- private industry laboratories. Universitiesmay also oratory technicians. hire students during the summer to workon research projects under the supervision ofa faculty Biomedical ;dentists and technicians may choose member. to work in hospitals, clinics, medical centers, health The Master of Science degree (M.S.)requires two maintenance organizations, and private to ,hree years of study, including advanced practice courses, research, and preparation of a thesis. federal, state, and local departments, com- missions, and health regulatory agencies The Doctor of Philosophy (Ph.D.) requiresfour to six years of work beyond the bachelor's degree, independent research and development including courses, research, anda written disser- organizationsbasic and applied research tation based upon independent research.Uni- with private corporations and nonprofit versity professors and independent researchers foundations must possess the Ph.D. industrial laboratories doing production and quality control, technical writing, and profes- The Doctor of Med cine (M.D.) requiresa four-year program of medical education beyond the bache- sional representative positions lor's degree, followed by severalyears of clinical colleges, universities, and medical schools training (residency or internonip). doing research and teaching

14 Career Opportunities in Science and Technology 21 Uri

Career Preparation

An Introduction for Teachers, heading in this direction, but why don't you get Counselors, and Workshop Leaders some more information from a different source?" Listening carefully enables young people to ex- "The ideal goal of vocational adjustment is partici- press their ideas and to clarify their own values pation in an occupation In which the physical dis- and goals before making career decisions. ability does not constitute a handicap. This...is an ideal; it cannot always be achieved. Some se- Asking yourself questions is part of being a good verely disabled people may not be able to com- model and supportive influential other:What pete on an equal basis with the nondisabled, or does independence mean to me? Am I being find an occupation in which their disabilities are overprotective? What are "regstically high" aca- not a handicap. The objective in these cases is to demic expectations? Do I knOw how to cope Wei utilize as much of the potential of the individual as failure? Am I really listening? possible in the most suitable occupation which can be found." (Foster, Szoke, et al., 1979)

Disabled adults, like other adults, should strive to How to Use the Career Preparation function relatively independently (in reality, inter- Materials dependeMly) to fulfill their needs and interests. This section of the resource guide contains two To progress toward this goal, young people with checklists:"Helping Students Prepare for Ca- disabilities need the support of influential others: reers," for authority figures such as teachers, counselors, parents, teachers, and other adults parents, and counselors; and "Career Decisions," who might be a positive force in their lives. for students. This section also contains the discussion guide, "Preparing for a Career," for stu- An understanding and supportive influential other dents to consider and discuss with each other asks questions, listens carefully, helps with set- and with influential others. ting goals and making choices, provides information and opportunities for skill development, Students can complete their checklist and go encourages independence, and often acts as an thrc lb,.the discussion guide after titey see advocate.Influential others should pay attention "Gou: 'Ainds at Work," or independently of the to the results of these actions. They can provide program, or as a part of a curf'lArm on career support by promoting self-esteem, by under- preparation. Adults can complete their checklist standing specific needs, and by providing appro- in a group setting such as a parent meeting or priate educational, prevocational, and vocational teacher inservice, or at home. opportunities.

The effectiveness of an influential other depends As with all the checklists in this resource guide, on the amount of understanding, trust, respect, each person should have a copy to complete, dis- and caring that is communicated to, and felt by, cuss, and keep for reference. The teacher, coun- the young person. The young person with a dis- selor, or leader should guide students' use of ability must be seen as an individual with values, both the checklist and the discussion guide. The leader sh.uid prepare thoroughly and allow ade- goals, strengths, and needs. quate time for each activity. Influential others need to ask questions and listen carefully for answers and feelings that underlie the responses. Typical questions might be: How References do you feel about ? Why do you think you're heading in this direction? At what point do Foster, J., C. Szoke, et al. 1979. Guidance Coun- you think you will be ready to try ? seling and Support Services for High School Stu- dents with Physical Disabilities: Visual, Hearing, It is important to separate giving stivice to young Orthopedic, Neuromuscular, Epilepsy, Chronic people from making decisions for them. The influ- Health Conditions. Cambridge, MA: Technical ential other might say, "I understand why you are Education Research C' :nters, Inc.

Career Preparation15

22 Helping Students Prepare for Careers: A Checklist for Parents, Teachers, and Counselors

Goal: This checklist is designed to help you support and guide students with handicaps so they can prepare for a career.It identifies three activities and poses several questions related to each activity.

Directions: Answer each item by checking Yes, No, or Not Sure. Think about examples from your experience that might be related to each item. Circle items you feel should be stressed with your student(s).

Activity I: Promote self-esteem. Yes No Not Sure 1.Do you act as a model and guide by

a. emphasizing students' strengths?

b. helping students cope with failure?

c.expecting students to show responsibility at home or school?

d. promoting good physical health, weight control, etc.?

e. encouraging students to look their best?

2. Do you ask questions and really listen to the answers?

3. Do you set both short- and long-term goals and monitor progress by

a.making sure that stuaems are active participants in decision making?

b. giving students opportunities to exercise choice?

a-discussing with students their progress toward goals?

Activity Understand the needs of adolescents and young adults.

1. Do you act as a model and friend by

a.understanding their need for physical and emotional independence?

b. questioning your own protectionism?

16 Career Preparation 2 3 Yes No Not Sure

c.allowing them to choose their own role models?

d.allowing for changing roles in the family?

e.balancing controls against freedom to ey.plore?

2. Do you set both short- and long-term goals and monitor progress by

a.helping students focus on their future adult status?

b. comparing students' status or progress with their pre- viously stated goals?

c.readjusting their goals or activities as necessary?

3. Do you encourage social development and emotional growth by

a.providing opportunities for social interaction with handicapped and nonhandicapped peers?

b.providing opportunities for students to be away from home overnight, at camp, on trips with the class?

C. providing opportunities within the family for students to develop as individuals?

d. encouraging independence?

e.allowing students to take risks, make mistakes, and experience trial-and-error learning?

4. Do you act as an advocate by

a.arranging for accessible transportation to social and recreational events? b. organizing or arranging accessible recreational programs?

Activity III: Provide educational, prevocational, and vocational opportunities.

1. Do you act as a model and guide by

a.encouraging students to take all necessary prepara- tory courses, particularly mathematics, science, and computer science?

Career Preparation 17

24 Yes No Not Sure b. having "realistically high" academic expectations of students?

c.encouraging them to develop hobbies and special interests?

d. giving students responsibilities for household tasks, baby-sitting, school responsibilities, or tutoring?

e. encouraging participation in school-related extracurricular activities?

f.providing opportunities for artistic and recreational activities?

2.Do you set goals and monitor progress by

a.giving students opportunities to exercise choice?

b. Cscussing their progress toward goals?

c.readjusting goals as necessary?

3.Do you provide information and/or opportunities for skill development by

a.encouraging students to find part-time jobs, volunteer, or participate in civic activities?

b. providing information on career opportunities?

c.providing information on academic prerequisKes for college entrance and on specific careers?

d. providing traininginsocializationskillsand assert:eness?

e. providing curgrit information on assistive devices, financial aid, and civil rights?

f.helping students find mentors and role models in scientific and technological careers?

4. Do you act as an advocate by

a.ensuring that science and mathematicscourses are included in disabled stud9nts' curricula?

b. ensuring that all educational, plevocational, andvoca- tional programs that your school district offersare accessible to students with disabilities?

C. meeting with other adults to build group support?

18 Career Preparation Cakeer Decisions: A Checklist for Students

Goal: This checklist is designed to help you know how ready you are to decide about a career. There are no right or wrong answers. The answers shouki help you become more aware of your interests. Discuss the results with a family member, friend, counselor, or teacher.

tjirections: Think about each question. Answer by checking either Yes, No, or Not Sure. A `Yes" answer indicates readiness to make career decisions. "No" or "Not Sure" answers indicate issues that need more thought, training, or experience.

Personal Characteristics Yes No Not Sure 1. Have you and a counselor or teacher discussed your strengths, values, interests, or needs and goals?

2. Have you decided to work hard to achieve your goals?

3. Do you feel you can cope with the pressure or ^,ollege or a db?

4. Do you feel comfortable with nondisabled people?

5. Have you ever been responsible for helping at home?

6. Have you ever had part-time jobs, done volunteer work, or joined after-school activities?

Functional Living' Skills

1. Do you have a way to share your ideas with others?

2.Using whatever method is necessary, can you write or type information so that others can read and understand it?

3. Have you tried to take the major responsibility for caring for your personal needs?

4. Are you aware of special aids and accommodations that will help you to succeed in school? Examples include note-taking assistance, a reduced course load, modified test-taking procedures, interpreters, and typawriters.

5. Are you aware of any specialized transportation you might need?

6. Do you know how to locate any support services and assistance that you might need?

Career Preparation 19

2 6 Academic Skills Yes No Not Sure

1. Do you have a high school diploma or the equivalent?

2.Is your academic record satisfactory for college admission? Examples of colleges include universities, community colleges, junior colleges, and technical schools.

3. Do you know the admissions requirements of the community college, university, or vocational/technical program in which you are interested? 4. Have you taken the necessary tests for college admission?

5. Are you teaming to manage your time?

6. Are you learning good work habits?

7. Can you tell someone what you're planning to study and why? Example: I am studying in order to

8. Do ycu have the reading and communication skills necessary for college?

Growth and Management Skills

1.Do you do things to make your daily life easier?

2. Do you know ways to pace yourself physically and con- serve your energy?

3. Have you experimented with various aids to see whichare best for you?

4. Have you tried to create your own aids?

5. Do you look for ways to increase your mobility?

6. Do you try to extend your ability to communicate?

7. Are you trying to learn ways to be a better problem-solver?

8. Are you accepting your disability as only one aspect of your life?

9. Do you express your emotions, including fealings of frus- tration and anger as well as happiness and enjoyment?

10. Are you attempting to get support and friendship from nondisabled as well as other disabled people?

20Career Preparation Support and Assistance Yes No Not Sure 1. Have you identified other resources or people to talk to such as

a.high school guidance counselors?

b. state vocational rehabilitation agencies?

c.reference librarians for books and guides to careers?

d. career counselors at community colleges or vocational/technical centers?

e. family and friends?

f.teachers, psychologists, social workers, occupational or physical therapists?

g. independent living centers?

h.organizations and agencies: United Cerebral Palsy Association, National Foundation for the Blind, Alexander Graham Bell Association for the Deat, or others?

I. the list of resources in this guide?

2. Have these people or organizations helped you by

a.providing more information on which to base your ob- jectives and goals?

b. assessing and evaluating your strengths, needs, interests, and skills?

c.matching your abilities and interests to possible career opportunities? d. assisting you in deciding on a course of study or training to prepare you for your career choices?

e. giving you a chance to meet disabled people in the community? f.matching your abilities and interests to possible schools? g. giving you a chance to meet someone already working in your field?

Career Preparation 21 28 Preparing for a Career: A Discussion Guide forStudents

Goal: This discussion guide is designed to helpyou prepare for a career. It identifies five steps toward that goal and lists questions or suggestions regarding eachone. Answers to the questions can be written and1or discussed. Many of the questions referto long- term goals you can only begin to work toward. Discussing theanswers will help you become more aware of how ready you are to prepare for a career.

Directions: Review the steps and discuss the answers to each questionwith a teacher, counselor, or parent to understand how you can prepare fora career.

tep I: Think about who you really are. a What are my strengths? b. What do I value about myself, or what is special about me? C. What are my special interests or hobbies? d. Do I belong to any organizations or groups? e. What areas d..) I need to improve? f.What are my goals in the next year? In the more distant future? g.What do I really like to do to have fun?

Step II: Identify ways that you take responsibility foryour physical well- being. aDo I try to eat nutritiously? b. Do I try to get regular exercise? C. Do I try to maintain an appropriate weight? d. Do I keep myself looking attractive? e.Do I avoid the use of drugs and alcohol? f.What are the easiest ways to get things done for myseti consideringmy particular disability? g.What types of aids and modifications do I need in schoolor at home for mobility, communication, or setf-care?

Step III: Identify ways in whichyou try to take responsibility for your mental health. a Can I make decisions and plans for mysetf? b. Am I open to new experiences? c. Do I try to create a balance between doing things that I know Ican do successfully and things that require risk taking? d. Do I know how to handle stress most of the time? e. Have I developed a sense of humor? f.Do I let people know how capable I am? g.Do I share my feelings, opinions, and ideas? h. Do I ask for help if it is needed? L Do I say "no," when I need to'?

22 Career Preparation

29 Step IV: Identify ways in which you take responsibility for relationships with others. a Do I act positively by encouraging others and being polite? b.Do I have positive expectations of others, thereby influencing others to act positively? c.Do I really listen to what others say and ask questions if I don't understand? d.Do I try to understand the feelings of others? e. Do I do my part and share the work load? f. Am I decisive when I accept or reject help? g.Do I take the initiative in suggesting ways iir which I can be included in social activities through accommodation and modification? h. Do I remind myself that it is not necessary to be liked by everyone?

Step V: Identify strategies that help you handle problems on the job. To get and keep a job, you may need to cope with discouragement, stereotyping, and other negative situations. There are many ways to handle negative situations. Read the situation below and discuss the 12 possible ways you could handle it.Identify the strategies you feel most, and least, comfortable using. Afterward, identify other negative situations and ways you might handle mem.

Situation: You are applying for a job. Another applicant says, "What are you doing here? Someone like you can't do (his kind of job." The following are possible ways to manage the situariun. 1.Minimize the Impact on yourself. Say to yourself, "There's always someone in the crowd like this.I won't let him or her shake my confidence." 2.Maximize your own worth. Say to the person or to yourself, "I've trained for this jobI know I can do it."

3.Use humor. Try comic relief to lessen the tension: "You mean they don't hire people with blue eyes here?"

4.Use sarcasm. You might say, "You are right. Because I have a handicap, I shouldn't work I should let you work, and I'll live off welfare."

5. Take control."I'm well-trained for this kind of work," you might say."What experience do you have?"

6.Dispel a myth. Tell the person: it's just a myth that people with my kind of disability can't do this type of job."

7.Give information. Tell the person: "The law says that all qualified applicants must be considered for this job." 8.Try to understand. Ask the person, "What makes you say that? Have you ever known someone like me?"

9.Tell the person how you feel. You might say, 1 feel really frustrated when people who don't know me think they know wl. T.I can or can't do."

10.Ignore tra person. Just turn away and don't answer.

11.Give the person a cold stare. Stare at the person, but don't answer. 12. Say something negative. You might say, What a rude thing to say."

Career Preparation23 30

I _ - Step VI: Identify strategies to help you handle problems and disappointments.

a Identify people you can count on to support you when disappointments occur.

b.Identify and try to solve problems by talking about them with other people.

c.Remember that, even if you cannot solve some problems now, you may be able to work them out at a later date.

d.Remember: "Not all people with disabilities will be able to make it on their own. Those of us who can't should not feel guilty or devalued." (Hale 1979)

References Hale, a, ed. 1979. The Source Book for the Disabled. New York: Paddington Press. (Grosset and Dun- lap, distributors).

24Career Preparation 31. Information Sources on Disability Concerns ...=a1MIMIIIMlf MIM

The following organizations can provide extensive resources, sarvices, and information concerning disability topics such as education, employment, independent living, and self- care. Call or write these organizations directly.

ABLEDATA System Developmental Disabilities Program Adaptive Equipment Center (your state Department of Mental Health) Newington Children's Hospital 181 E. Cedar St. Newington, CT 06111 EDC/WEEA Publishing Center 800/344-5405 55 Chapel St. Source for information on commercially available Newton, MA 02160 rehabilitation aids and equipment. 800/225-3088, or 617/969-7100 (Education Development Center/Women's Educational Equity Act) American Association for the Advancement of Provioos grants to develop programs and materi- Science als that promote educational equality for girls and Project on Science, Technology and Disability women. Offers information on curriculum materi- 1333 H St., N.W. als, career development, and staff development. Washington, DC 20005 202/326-6400, or 202/362-6667 (Voice and TDD) Foundation for Science and the Handicapped 236 Grand St. American Association for Counseling and Morgantown, WV 26505 Deve lopment 304/293-5201 5999 Stevenson Ave. A network of disabled scientists that advises gov- Alexandria, VA 22034 703/823-9800 arnment, industry, and education on accessibility and support.

American Foundation for the Blind (AFB) Gallaudet College 15 W. 16th St. New York, NY 10011 800 Florida Ave. 212/620-2000 Washington, DC 20002 202/651-5000 (Voice and TDD) A liberal arts college for the deaf.Includes a Association of Handicapped Student Service model elementary and secondary school. Also, a Programs in Postsecondary Education source of information for deaf persons, parents, (AHSSPPE) employers and educators. P.O. Box 21191 Columbus, OH 43221 614/488-4972 G.T.E. Education Services, Inc./Special Net Source of information and services available at 2021 K St., N.W. Suite 215 Washington, DC 20006 colleges throughout the country. 202/835-7300 A computer-based information network on varied Commission for the Blind topics for special educators. (your state Department of Labor)

lntrmation Sources on Disability Concer ns 25

32 HEATH Resource Center National Easter Seal Society One Dupont Circle, Suite 800 2023 W. Ogden Ave. Washington, DC 20036 Chicago, IL 60612 202/939-9320 (Voice and TDD); 800/544-3284 312/243-8400 (outside the District of Columbia) 312/243-8880 (TDD) HEATH (Higher Education and Adult Training for Provides information on accessibility, aids, recrea- People who are Handicapped) is a national clear- tion, attitudes, independent living, rehabilitation. inghouse on postsecondary education for disabled people. National Federation of the Blind 1800 Johnson St. Independent Living Research Utilization Project Baltimore, MD 21230 The Institute for Rehabilitation and Research 301/659-9314 1333 Moursund Ave. Houston, TX 77030 713/797-1440, Ext. 504 National Information Center for Handicapped Children and Youth P.O. Box 1492 Job Accommodation Network Washington DC 20013 President's Cormatee on Employment of the 703/522-3332 Handicapped P.O. Box 468 Provides information to parents and teachers on a Morgantown, WV 26505 variety of personal concerns and state and na- 800/JAN-PCEH (TTY and TTD) tional issues.

Mainstream National Library for the Blind and Physically 1030 15th St., N.W., Suite 1010 Handicapped Washington, DC 20005 Library of Congress 202/898-1400 1291 Taylor St., N.W. Employment-related services, technical assis- Washington, DC 20542 tance, job referral services 202/287-5100

National Alliance of Business National Organization on Disability 1015 15th St., N.W. 910 16th St., N.W., Suite 600 Washington, DC 20005 Washington, DC 20006 202/457-0040 202/293-5960; 202/293-5968 (TDD) Information for employers on varied topics such as A network of 1700 community organizations accessibility and tax incentives. across ths country. Helps groups and individuals on topics such as education, recreation, employment, accessibility, and accident and disease prevention. National Council on Independent Living C/O Access Living 815 W. Van Buren, Suite 525 Chicago, IL 60607 Natioral Rehabilitation Information Center 312/226-5900 8455 Colesville Rd., Suite 935 Silver Spring, MD 20910 An organization of independent living centers. 301/588-9284, or 800/345-2742 Provides information and referral services.

26 Information Sources on Disability Concerns

:4 3 National Technical Institute for the Deaf Sister Kenny Institute Rochester Institute of Technology Division of Abbott-Northwestern Hoepital One Lomb Memorial Dr. 800 E. 28th St. at Chicago Ave. P.O. Box 9887 Minneapolis, MN 55407 Rochester, NY 14623 612/863-4457 716/475-6400 Provides a continuum of rehabilitation services, Provides technical training to deaf and severely research, education information, and audiovisual hearing impaired students. Trains interpreters, materials for health professionals, patients and employers, and educators. Provides information, their families. materials, and services related to employment.

Social Security Administration Paralyzed Veterans of America 6401 Security Blvd. 801 18th St., N.W. Baltimore, MD 21235 Washington, DC 20006 301/594-7700; 800/325-0778 (TDD) 202/872-1300 Information on disability insurance, benefits, and An information and advocacy agency for persons payments; programs and eligibility.Publishes with all types of disabilities. Publications and infor- over 100 booklets and research reports. mation for employers and families on topics such as workplace accommodations and accessibility. Stout Vocational Rehabilitation Institute Materials Development Center President's Committee on Employment of People School of Education and Htiman Services with Disabilities University of Wisconsin-Stout 1111 20th St., N.W., Suite 636 Menomonie, WI 54751 Washington, DC 20036 715/232-2195 202/653-5044 Rehabilitation services and information for em- Provides accessibility information, workplace ac- ployers and prospective employers. commodation networks of employers.

United Cerebral Palsy Associations Recording for the Blind 66 E. 34th St. 20 Roszel Rd. New York, NY 10016 Princeton, NJ 08540 212/481-6300 609/452-0606 Records and lends educational books to blind United States Department of Housing and Urban and visually impaired individuals. Development Office of the Special Advisor for Disability Issues Suite 10140, 451 Seventh St., S.W. Rehabilitation International Washington, DC 20410-0001 22 E. 21st St. 202/426-6030 New York, NY 10010 212/420-1500 Provides a link between the rehabilitation commu- Vocational Rehabilitation Services nities in the United States and other countries. (your state Department of Education) Provides information on travel for disabled persons and audiovisual materials on disabled people and the rehabilitation process.

Services to Crippled Children (your state Department of Public Health)

Information Sources on Disability Concerns 27

:3 4 Career Information in the Sciences

Compiled by the Office of Opportunities in Science American Association for the Advancement of Science (1986)

Sources of information about occupations and training requirements in the biological, physical, social, mathematical, and engineering sciences are listed alphabetically by field. Unless a price is noted, single copies of the booklets are free. Some publishers offera discount for bulk orders.

Acoustics Biological Sciences

'Acoustics and You" (21 pages) "Dieticians: The Professional in Nutritional Care" Acoustical Society of America (15 pages) 500 Sunnyside Blvd. The American Dietetic Association Woodbury, NY 11797 208 LaSalle St., Suite 1100 51 6/349-7800 Chicago, IL 60604 312/099-0040

Aerospace "Careers in Animal Biology" (21 pages) American Society of Zoologists "Careers in Aerospace Within Your Lifetime" Box 2739 (14 pages) California Lutheran College Student Programs Thousand Oaks, CA 91360 American Institute of Aeronautics and Astronautics 370 L'Enfant Promenade, S.W. "Microbiology in Your Future" (third edition) Washington, DC 20024 (32 pages; 250) 20 2/646-7400 American Society for Microbiology 1913 1St., N.W. Washington, DC 20006 Anthropology 202/833-9 680

'On Becoming an Anthropologist" (11 pages) 'Your Career in Ecology" (6 pages) American Association of Physical Anthropologists Ecological Society of America Department of Anthropology Center for Environmental Studies C/O Dr. A. Theodore Steegman, J. Arizona State University SUNY Buffalo Tempe, AZ 85287 479 Spaulding Quad, Bldg. 4 602/965-3000 Buffalo, NY 14261 71 6/636-2240 "Career Opportunities in Ornithology" (8 pages) Division of Birds, E-607 National Museum of Natural History Astronomy Smithsonian Institution Washington, DC 20560 "A Career in Astronomy" (23 pages; 250) 202/357-13 00 American Astronomical Society C/O Dr. Peter Boyce 2000 Florida Ave., N.W. #300 Wexhington, DC 20009 202/328-2010

28Career Information in the Sciences R5 Botany "Geology-Sdance and Profession" (32 pages) American Geological Institute "Plant Pathology: A Scientific Career for You" 4220 King St. (16 pages) Alexandria, VA 22302 American Phytopathological Society 703/379-2480 3340 Pilot Knob Rd. St. Paul,MN55121 "Careers in Geology" (10 pages) 612/454-7250 American Geological Institute 4220 King St. "Careers in Botany" (19 pages; 250) Alexandria, VA 22302 School of Bio-Sciences 703/379-2480 University of Kentucky Lexington, KY 40506-0225 "Careers in Exploration Geophysics" (16 pages; 606/257-4711 500) Society for Exploration Geophysicists P.O. Box 702740 Tulsa, OK 74170 Chemistry 918/493-3516 American Chemical Society 1155 16th St., N.W. "Your Career in Archeology" (30 pages; $1.50) Washington, DC 20036 Sock-iy tor American Archeology 202/872-4600 1511 K St., N.W., Suite 716 Washington, DC 20005 °Careers in Chemistry: Questions and 202./638-6079 Answers" (6 pages) "Futures Through Chemistry: Charting a "Careers in Geography" (47 pages; $1.00) Course" (16 pages) Association of American Geographers 1710 16th St., N.W. "A Career as a Chemical Technician" (6 pages) Washington, DC 20009 202/234-1450 "Internships for Chemistry's Chemical Engineering Students" (26 pages) "Your Career in Ecology" (6 pages) Ecological Society of America Center for Environmental Studies Arizona State University Earth Sciences Tempe, AZ 85287 602/965-3000 Career Information (packet) (64 pages) American Geological Institute 4220 King St. "Career Opportunities in Ornithology" (8 pages) Alexandria, VA 22302 Division of Birds, E-607 703/379-2480 National Museum of Natural History Smithsonian Institution Washington, DC 20560 "Women Exploring the Earth" (8 vages) 202/357-1300 Society for Exploration Geophysicists P.O. Box 702740 Tulsa, OK 74170 918/493-3516 Energy

"Future Employment Opportunities in the "Energy Careers for Minorities and Women" Geological Sciences" (20 pages) (16 pages) The Geological Society of America The National Urban Coalition P.O. Box 9140 1120 G St., N.W., Suite 900 Boulder, CO 80301 Washington, DC 20005 303/447-2020 202./628-2990

Career Information in the Scien ;es 29 9 6 Engineering °A Career for the Future" (14 pages; 400) American Society of Mechanical Engineers "Careers in Chemical Engineering" (40 pages; United Engineering Center $5.95) 345 East 47th St. National Textbook Company New York, NY 10017 4255 W. Touhy Ave. 212/705-7722 Lincolnwood, IL 60646 312/679-5500 "The Engineering Team" (16 pages; 300) American Association of Engineering Societies "Careers for Engineers in the Minerals Iiidustry" 415 Second St., N.E. (13 pages) Washington, DC 20002 Society of Mining Engineers of AIME 202/546-2237 P.O. Box 625005 Littleton, CO 80162 303/973-9550 "Engineering: Creating a Better World" (20 pages; 500) American Association of Engineering Societies "Solving Problems: Engineers At Work" (5 pages) 415 Second St., N.E. Washington, DC 20002 American Telephone and Telegraph Company Room 3355C3 202/546-2237 295 N. Maple Ave. Basking Ridge, NJ 07920 Industrial Engineering, The Humanized 201/221-2000 Profession" (14 pages) Institute of Industrial Engineers "Making It Engineering" (11 pages; 350) 25 Technology Park/Atlanta American Association of Engineering Societies Norcross, GA 30092 415 Second St., N.E. 404/449-0460 Washington, DC 20002 202/546-2237 "EngineeringA Goal for Women" (6 pages) American Association of Engineering Societies "EngineeringA World of Possibility" (19 pages) 415 Second St., N.E. Committee on Minorities in Engineering Washington, DC 20002 National Research Council 202/546-2237 2101 Constitution Ave., N.W. Washington, DC 20418 "Make Your Career Choice...Encinc:;:ng" 202/334-2000 (19 pages; 750) American Association of Engineering Societies "A World for Women in Engineering" 415 Second St., N.E. American Telephone and Telegraph Company Washington, DC 20002 Room 3355C3 202/546-2237 295 N. Maple Ave. Basking Ridge, NJ 07920 "Spaceship Earth: An Instruction Book Didn't 201/221-2000 Come With It. A Career in Metallurgy, Metallurgical Engineering and Materials "Careers in Petroleum Engineering" (16 pages) Science" (8 pages) Society of Petroleum Engineers The Metallurgical Society of AIME P.O. Box 833836 410 Commonwealth Dr. Richardson, TX 75083 Warrendale, PA 15086 214/669-3377 412/776-1535

"Planning a Career in Metallurgical Engineering, "WOMENGINEER" (16 pages; 750) Metallurgy, and Materials Science" American Association of Engineering Societies Metallurgical Society of AIME 415 Second St., N.E. 410 Commonwealth Dr. Washington, DC 20002 Warrendale, PA 15086 202/546-2237 412/776-1535

30Career Information in the Sciences 37 *Take It from Us...You Can Be An Engineer P odiatric MedicineThe Challenges and Re- (20 pages) wards of an Established Profession" (8 pages) General Electric Company American Association of Colleges of Podiatric Educational Communications Program Medicine W1D2 6110 Executive Blvd. Fairfield, CT 06431 Suito 204 203/373-2211 Rockville, MD 20852 301/984-9350 Why Ceramic Engineering?" (8 pages; 200) American Ceramic Society ' Career in Physiology" (24 pages) 757 Brooksedge Plaza Dr. American Physiological Society Westerville, OH 43081 9650 Rockville Pike 614/890-4700 Bethesda, MD 20814 301/530-7164 "Is Civil Engineering for You?" (14 pages) American Society of Civil Engineers Information Sciences 345 E. 47th St. New York, NY 10017 ' Careers in Technical Writing" (8 pages) 212/705-7496 Society of Technical Communication 815 15th St., N.W., Suite 506 "Minorities in Engineering" (14 pages; 500) Washington, DC 20005 National Action Council for Minorities in Engine ering "Careers in Health Sciences Librarianship" 3 W. 35th St. (7 pages) New York, NY 10001 Medical Library Association 212/279..2626 919 North Michigan Ave., Suite 3208 Chicago, IL 60611 Ta7eers in Electrical/ Electronics Engineering" 31Z1266-2456 (14 pages) The Institute of Electrical andElectronic 'Challenging Careers in Information" (18 pages) Engineering American Society for Information Sciences 345 E. 47th St. 1424 16th St., N.W., Suite 404 New York, NY 10017 Washington, DC 20036 212/705-7900 202/462-1000

"A Guide to Careers in Science Writing" Health Sciences (10 pages) National Association of Science Writers Pathology as a Career in Science" (16 pages) P.O. Box 294 Intersociety Commission on Pathology Greenlawn, NY 11740 Information 516/757-5664 4733 Bethesda Ave., Suite 735 Bethesda, MD 20814 'What's It Like to Work With Computers?" 301/656-2944 (28 pages) General Electric Company "Dentistry: Is It for You?" (20 pages) Educational Communications Program Council on Dental Education W1D2 American Dental Association Fairfield, CT 06431 211 East Chicago Ave. 203/373-2211 Chicago, IL 60611 312/440-2500

Career Information in the Sciences31 :48 Mathematical Sciences Social Sciences 'Mathematics at Wolk in Society: Opening "Careers in Demography" (16 pages) Careers" (32 pages) Population Association of America Mathematical Association of America 1429 Duke St. 1529 18th St., N.W. Alexandria, VA 22314 Washington, DC 20036 703/684-1221 202/387-5200 "Careers in Sociology" (19 pages) "Profiles in Applied Mathematics" (10 pages; 300) The American Sociological Association Society for Industrial and Applied Mathematics 1722 N St., N.W. 1400 Architects Building Washington, DC 20038 117 South 17th St. 202/833-3410 Philadelphia, PA 19103 215/564-2929 Technology "Careers in Mathematics" (7 pages) "What's It Like to Be a Technician?" (14 pages) Mathematical Association of America 1529 18th St., N.W. General Electric Company Washington, DC 20036 Educational Communications Program 202/387-5200 W1D2 Fairfield, CT 06431 203/373-2211 "Careers in Operations Research" (17 pages) Operations Research Society of America Education Committee Mount Royal and Guilford Ave. Multidisciplinary Baltimore, MD 21202 "I'm Madly in Love With Electricity" (37 pages; 301/528-4146 $2.00) Lawrence Hall of Science Attention: Careers Pharmaceutical Sciences University of California Berkeley, CA 94720 "This Is the Profession of Pharmacology" 415/642-1823 (20 pages) American Society for Pharmacy and Experimental "Careers Nontraditional" (34 pages) Therapeutics American Chemical Society 9650 RockviHe Pike Department of Educational Activities Bethesda, MD 20814 1155 16th St., N.W. 301/530-7060 Washington, DC 20036 20?872-4600 "Shall I Study Pharmacy?" (32 pages) American Association of Colleges of Pharmacy "Making Choices Today That Count Tomorrow" (8 1426 Prince St. pages) Alexandria, VA 22314 Office of Admissions 703/739-2330 Montana Hall Montana State University Bozeman, MT 59717 Psychology 406/994-2452

"Careers in Psychology" (28 pages) "Choices, Decisions, Actions" (10 pages) American Psychological Association Standard Oil Company (Indiana) 1200 17th Street, N.W. Corporate Social Policy Department Washington, DC 20036 P.O. Box 0910-A 202/955-7600 Chicago, IL 50580 312/856-6111

32 Career Information in the Sciences P 9 'Petroleum Engineering--Career Choice for the 'Science Education for You?" (20 pages) Future" (16 pages) National Science Teachers Association Society for Petroleum Engineers 1742 Connecticut Ave., N.W. P.O. Bon 833836 Washington, DC 20009 Richardson, TX 75083 2021328-5800 214/669-3377 "Speech-Language Pathology and Audiology Career Information" (6 pages) Other Fields American Speech and Hearing Association Publication Sales "Careers in Quality Sciences" (10 pages) 10801 Rockville Pike American Society for Quality Control Rockville, MD 20852 310 W. Wisconsin Ave. 301/897-5700 Milwaukee, WI 53203 414/272-8575

Career Information in the Sciences 33 40 Science Organizations

The following is a list of organizations that can provide a wide variety of information, services and/or publications. Write or call to find out how they can help with your individual needs. Ask if there is a director or special committee to deal with disability concerns, women's issues, or minority affairs. Many publish newsletters or brochures and present special seminars and programs.

Agricultural Science Earth Sciences

Agricultural Research Service American Geological Institute U.S. Department of Agriculture Women Geoscientists Committee Independence Ave. and 14th St., S.W. 4220 King St. Washington, DC 20250 Alexandria, VA 22302 202/447-8732 703/379-2480

American Meteorological Society Astronomy 45 Beacon St. Boston, MA 02108 American Astronomical Society 617/227-2425 2000 Florida Ave., N.W., Suite 300 Washington, DC 20009 202/328-2010 National Oceanic and Atmospheric Administration 6001 Executive Blvd. Rockville, MD 20852 Chemistry 301/443-8374

American Chemical Society Women Chemists' Committee Engineering 155 16th St., N.W. Washington, DC 20036 American Institute of Industrial Engineers, Inc. 202/872-4600 25 Technology Park/Atlanta Norcross, GA 30092 z A/449-0460 Computer Science American Nuclear Society American Federation of Information Processing 555 North Kensington Ave. Societies La Grange Park, IL 60525 1899 Preston White Dr. 312/352-6611 Reston, VA 22091 703/620-8900 Biomedical Engineering Society P.O. Box 2399 Culver City, CA 90231 Dentistry 213/206-6443

American Dental Association National Society of Professional Engineers 211 East Chicago Ave. 2029 K St., N.W. Chicago, IL 60611 Washington, DC 20006 312/440-2500 202/684-2800

34Science Organizations 41 Society of Women Engineers Medicine and Life Sciences 345 E. 47th St. New York, NY 10017 American Medical Association 212/705-7853 535 N. Dearborn St. Chicago, IL 60610 312/645-5000 General Science American Society for Medical Technology American Association for the Advancement of 2021 L St., N.W., Suite 400 Science Washington, DC 20036 Office of Opportunities in Science 202/785-3311 1776 Massachusetts Ave., S.W. Washington, DC 20036 202/326-6680 Physics

Association for Women in Science American Association of Physics Teachers 2401 Virginia Ave., N.W., Sui'l 303 5112 Berwyn Rd., Suite 101 Washington, DC 20037 College Park, MD 20740 202/833-1998 301/345-4200

National Science Teachers Association American Physical Society 1742 Connecticut Ave., N.W. Commission on the Status of Women in Physics Washington, DC 20009 335 E. 45th St. 202/328-5800 New vork, NY 10017 212/682-7341 Mathematics

American Mathematical Society Committee on Women in Mathematics Department of Mathematics Wellesley College Wellesley, MA 02181 617/235-0320

National Council of Teachers of Mathematics 1906 Association Dr. Reston, VA 22091 703/620-9840

Science Organizaticns35

4 2 Additional Resources

sammilMorm.

The following list includes a variety ofresources including catalogs, brochures, books, and periodicals organized under a series of alphabetizedtopics. For other specialized materials and further resources, see Information Sourceson Disability Concerns," pages 25-27.

Accessibility, Aids, and Appliances Kushner, H. When Bad Things Happen to Good Consumer Care Products, Inc. Consumer Care People. New York: Schocken Books, 1981. Pnoducts, Inc. (catalog) Available from CCP, Inc., 6405 Paradise Lane, Sheboygan Falls, WI National Easter Seal Society. A collection of reha- 53085; 414/467-2393. bilitation literature on a variety of topics. Available from N.E.S.S., 2023 W. Ogden Ave., Chicago, IL 60612; 312/243-8400, or 312/243-8880 (TDD). Paralyzed Veterans of America. Access Informa- tion Bulletins: 'Wheel Chair Bathrooms," 'Work- United Cerebral Palsy Association and Associ- place Accommodations," and °Ramps, Stairs and Floor Treatments." Washington, DC: Paralyzed ates. Programming for Adolescents with Cerebral Veterans of America. Palsy and Related Disabilities. New York: United Cerebral Palsy Association, Inc., and Catherine Lyle Murray Foundation, 1983. Sears, Roebuck, and Co., Home HealthCare. (catalog) Available from Sears, Roebuck, and Co., Sears Tower, Chicago, IL 60684; 312/875-2500. U.S. Government Printing Office. Directory of Na- tional Information Sources on Handicapping Con- ditions and Related Services. Publication No. E- 82-22007, Superintendent of Documents, U.S. Awareness and Theory Government Printing Office, Washington, DC 20402. Blatt, J., A. Brightman, and M. Sullivan. Feeling Free. Reading, MA: Addison-Wcsley, 1979. Vash, C. L. The Psychology of Disability. New York: Springer Publishers, 1981. Bcwa, F. Handicapping America: Barriersto Dis- abled People. New York: Haiper and Row, 1978. Wolfensberger, W. The Principle of Normalization in Human Services. Toronto: National Instituteon Browne, S., D. Connors, and S. Stens. With the Mental Retardation, 1972. Power of Each Breath: A Disabled Women's An- thology. Pittsburgh: Cleis Press, 1985. Wright, B. Physical Disability: A Psychological Approach (2nd. ed.). New York: Harper and Row, Cohen, S. Srscial People. Englewood Cliffs, NJ: 1983. Prentice-Hall, 1977.

DeLoach, C. and B. G. Greer. Adjustment to Se- vere Physical Disability: A Metamorphosis. New Career Counseling York: McGraw-Hill Book Company, 1981. Bolles, R. N. What Color Is Your Parachute? Berkeley, CA: Ten Speed Press, 1985. Duffy, Y. All Things Are Possible. Ann Arbor, MI: A. J. Garvin and Associates, 1981. College Placement Council.The CPC Annual 1988-89: The Career Planning and Placement International Center for the Disabled and Louis Guido for College Graduates. Bethlehem, PA: Harris and Associates. The ICD Survey ofDis- College Placement Council. abled Americans: Bringing Disabled Americans into the Mainstream. New York:International Commission on Professionals in Science and Center for the Disabled, 1980. Technology. Opportunities in Science and

36Additional Resources

1.3 Engineering. Washington, DC: Commission on Center for Multisensory Learning. Science En- Professionals in Science and Technology,1984. richment for Learners with Physical Handicaps. Berkeley, CA: Lawrence Hall of Science, Univer- Foster, J., C. Szoke, et al. Guidance Counseling sity of California, 1978. and Support Services for High School Students with Physical Disabilities:Visual, Hearing, .Science Activities for the Visually Im- Orthopedic, Neuromuscular, Epilepsy, Chronic paired,. Berkeley, CA: Lawrence Hall of Science, Health Conditions. Cambridge, MA: Technical University of California, 1976. Education Research Centers, Inc. 1979. .Center for Multisensory Learning (CML) Girls Club of Santa Barbara. Choices: A Teen Newsletter. Berkeley, CA: Lawrence Hall of Sci- Woman's Journal for Self-Awareness and Per- ence, University of California. Periodical. sonal Planning. El Toro, CA: Girls' Club of Santa Barbara, Inc.,1984. Heath Resource Center. Access to the Science and Engineering Laboratory and Classroom. Hopke, W. E., ed. Encyclopedia of Careers and Washington, DC:Heath Resource Center, Vocational Guidanca (6th ed.) (2 vols.) Chicago, 1986. IL: J.G. Ferguson Publishing Co., 1984. Smith, L.M. A College Student with a Disability: A Lobodinski, J., D. McFadden, and A. Markowica. Faculty Handbook. Washington, DC: Superin- Marketing Your AbilitiesA Guide for the Dis- tendent of Documents, U.S. Government Printing abled Job Seeker Washington, DC: Mainstream, Office, 1980. 1984. Steamer, Phyllis S. Able ScientistsDisabled Stern, V., and M. Redden. Scientific and Engi- Persons: Biographical Sketches Illustrating Ca- neering Societies: Resources for Career Plan- reers in the Sciences for Able Disabled Students. ning. Washington, DC: American Association for Clarendon Hills, IL: Foundation for Science and the Advancement of Science, 1980. the Handicapped, Inc., 1984.

University of California. Careers in Science: A U.S. Department of Commerce. Science for the Guide for the Counselors, Teachers, and Parents Physically Handicapped in Higher Education. of Students with Disabilities.Irvine, CA: Univer- Washington, DC: U.S. Department of Commerce, sity of California, Irvine, 1981. National Oceanic and Atmosphere Administration, 1979. U.S. Government Printing OffiLe.Occupational Outlook Handbook. (1986-1987 ed.) Washing- University of California. Careers in Science: A ton, DC: U.S. Government Printing Office. (029- Guide for the Counselors, Teachers and Parents 001-02863-6) of Students with Disabilities.Irvine, CA: Univer- sity of California, Irvine, 1981. Disability Issues in Science Employment American Association for the Advancement of Science.Resource Directory of Scientists and American Foundation for the Blind.Visually Im- Engineers with Disabilities. 2nd ed.). Washing- paired Professional Personnel. New York: Ameri- ton, DC: A.A.A.S., 1987. can Foundation for the Blind, 1984.

American Association for the Advancement of Bowe, F. Employment Trends:1984 and Be- Science.Within Reach: Out of School Science yond: Where the Jobs Will Be. Hot Springs, AR: Opportunities for Youth.Washington, DC: Arkansas Rehabilitation Research and Training A.A.A.S., 1982. Center, 1986.

American Chemical Society. Teaching Chemistry Bowe, F., and J. Rochlin. The Business-Rehabili- to Physically Handicapped Students. Washing- tation Partnership. Hot Springs, AR: Arkansas ton, DC: The American Chemical Society Commit- Rehabilitation Research and Training Center, tee on the Handicapped, 1981. 1986.

Additional Resources37 Greenwood, R., ed.Designing Jobs for Handi- Hale, G., ed. The &oerce Bonk for the Disabled. capped Workers: Conference Proceedings. Hot New York: Paddington Piess, 1979 (Grosset & Springs, AR: Arkansas Rehabilitation Research Dunlap, distributors). and Tra:ning Center, 1985. The President's Committee on Employment of Heath Resource Center. Tax Incentives and Tax People with Disabilities.Worklife: A Publication Benefits for the Employers of Disabled Persons. on Employment and People with Disabilities. Washington, DC: Heath Resource Center, 1987. Washington, DC. Quarterly.

Occupational Outlook Quarterly.Washington University of California. Making the Transition: D.C.: U.S. Department of Labor, Bureau of Labor College and Disabled Students. Irvine, CA: Dis- Statistics. Quarterly. abled Students Services, University of California, Irvine, 1985. The President's Commission on Employment of Disabled People and the Dole Foundation. Dis- abled Americans at Work. Washington, DC, 1985. Women in Science Rochester Institute of Technology. Tips You Can Agency for Instructional Technology.Women In Use When Communicating with Deaf Employees. Science. (eight-part video series with resource Rochester, NY, 1985. guide)Bloomington, IN: Agency for Instructional Technology and the University of Michigan, 1988. Terzian, A., and M. E. Saari. Deafness: A Guide for Employers and Employment Counselors. American Association for the Advancement of Trenton, NJ: New Jersey Department of Labor, Science. Bibliography on Women in Science, En- 1985. gineering, and Mathematics. Available from the American Association for the Advancement of Science, 1776 Massachusetts Ave. N.W., Wash- ington, DC 20036. Parents American College Testing Program. Women in Board, M. A., J. Cole, et al. Independent Living Science and Technology: Careers for Today and with Attendant Care: A Message to Parents of Tomorrow. Available from American College Test- Handicapped Youth. Houston: The Institute for ing Program Publications, P.O. Box 168, Iowa Rehabilitation and Research, 1980. City, IA 52240.

Dinkmeyer, D., and G. McKay. Systematic Train- Center for Sex Equity in Schools. Women, Math, ing for Effective Parenting.Circle Pines, MN: and Science: A Resource ManuaL 1982. Avail- American Guidance Services, 1976. able from the Center for Sex Equity in Schools, 1046 School of Education, University of Michi- Greenbaum, J., and G. Markel. Parents Are to Be gan, Ann Arbor, MI 48109. Seen and Heard. Ann Arbor, MI: Greenbaum and Markel Associates, 1985. EQUALS. An Annotated Bibliography to Assist Elementary and Secondary School Teachers in Sex-Fair Counseling and Instruction. Available from EQUALS, Lawrence Hall of Science, Univer- Self-help sity of California, Berkeley, CA 94720. Board, M. A., J. Cole, L. Frieden, and J. Sperry. Ehrhart, Julie Kuhn, and Bernice R. Sandler. Independent Living with Attendant Care: A Guide Looking for More than a Few Good Women in for the Person with a Disability. Houston: The In- Traditionally Male Fields.Project on the Status stitute for Rehabilitation and Research, 1980. and Education of Women, 1987. Available from the Association of American Colleges,1818 R. St. Gordon, S. Living Fully: A Guide for Young Peo- N.W., Washington, DC 20009; 202/387-1300. ple with a Handicap, Their Parents, Their Teach- ers and Professionals. New York: John Day Com- Emberlin, Diane. Contributions of Women: Sci- pany, 1975. (c/o Harper and Row) ence. Minneapolis: Dillon Press, 1977.

38Additional Resources 4 5 Gomick, Vivian. Women in Science: Portraits Research Triangle Institute. Exploring Careers in from a World in Transition. New York: Simon and Science and Engineering. Slides, audiocassette, Schuster, 1988. posters, activity guide. Available frxn Iris Weiss, Research Triangle Institute, P.O. Box 12194, Re- Guidance Associates, Inc. Challenging Careers: search Triangle Park, NC 27709. New Opportunities for Women. Catalyst. Filmstrip and guide available from Guidance Associates, Smith, W., and K. Stroup. Science Career Explo- Inc., Communications Park, Box 300, White ration for Women. Available from the National Sci- Plains, NY 10602. ence Teachers Association, 1742 Connecticut Ave., N.W., Washington, DC 20009. Humphreys, S., ed. Women and Minorities in Sci- ence:Strategies for Increasing Participation. Thomas, John W. Making Changes: A Futures- Boulder, CO: Westview Press, 1982. Oriented Course in Inventive Problem Solving. Available from ETC Publications, Palm Springs, Modern Talking Pictures.Science:Women's CA 92263. Work. Film available from Modem Talking Pictures Service, 5000 Park St. North, St. Petersburg, FL Tobias, Sheila. Overcoming Math Anxiety. Bos- 33709. ton: Houghton Mifflin, 1978.

National Council of Teachers of Mathematics. University of Kansas. COMETS: Career-Oriented Equity in Mathematics Project Resource List. Modules to Explore Topics in Science. Twenty- Available from the National Council of Teachers of four modules including biographk:al sketches of Mathematics, 1906 Association Dr., Reston, VA women in science careers and accompanying lan- 22091. guage arts activities for junior nigh school-age students. Available from the Department of Curricu- National Women's History Project. Numerous re- lum and Instruction, University of Kansas, 205 sources for curriculum and project ideas. Contact Bailey Hall, Lawrence, KA 60045. ERIC: 226- National Women's History Project, Box 3716, 984-1983. Santa Rosa, CA 95402; 707/526-5974. Osen, Lynn. Women in Mathematics. Cam- bridge: MIT Press, 1974.

Additional Resources 39

4 6 Awak,en your students to opportunities in science with...

Women in Science For junior and senior high school students andadults

This series of eight 30- to 40-minute video programs encourageswomen to pursue careers in the sciences. More than40 women role models professionals and studentsdscuss their work, careerdecisions, training, how they finance their education, and how theybalance their personal and professional lives. A comprehensive resource guideincludes specific information on career outlook, salaries, training, and more.

Endorsed by American Association of Women Dentists American Chemical Society Association for Women Geoscientists Association for Women in Science Society of Women Engineers

For further information on this or other fine A1Tseriesor to receive one of our catalogscall or write

Agency for Instructional Technology Box A Bloomington, IN 47402-0120 Telephone: 800/457-4509 or 812/339-2203

4 7

Appendix 16

END

U.S. Dept. of Education

Office of Education Research and Improvement (OERI)

ERIC

Date Filmed

March 21,1991