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TITLE Webs Wires Waves: The Science & Technology of Communication. National Science and Technology Week, April 20-26, 1997. INSTITUTION National Science Foundation, Arlington, VA. SPONS AGENCY Bayer Corp., Pittsburgh, PA.; Walt Disney Publishing Group, Burbank, CA. Discover Magazine.; American Telephone and Telegraph Co., New York, NY.; Ford Motor Co., Dearborn, MI.; 3M, St. Paul, MN. PUB DATE 1997-04-00 NOTE 65p.; Also sponsored by Merck Institute for Science Education. AVAILABLE FROM National Science Foundation, 4201 Wilson Blvd., Arlington, VA. Web site: http://nsf.gov/od/lpa/nstw/start.htm. PUB TYPE Guides Classroom - Teacher (052) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Acoustics; Biology; Educational Strategies; Elementary Education; *Interdisciplinary Approach; Networks; Physical Sciences; *Science Activities; Student Evaluation; *Technology Education; *Units of Study IDENTIFIERS National Science Foundation

ABSTRACT This collection of activities revolves around the theme of National Science and Technology Week (NSTW). The six 8-page booklets that make up this package present activities that follow a pathway from natural, simple forms of communication toward increasingly complex and technological forms. They are designed to be undertaken in sequence, but can also stand alone as independent units. The activities are for a variety of ages and all have features of assessment, extension, and home/community connection. The package also contains a booklet that presents a wide range of resources that can be used to extend the activities and a poster depicting NSTW. The science content topics covered in the units include natural languages, using codes, the nature of sound, the electromagnetic spectrum, networks, and decoding space images. (DDR)

Reproductions supplied by EDRS are the best that can be made from the ori inal document. CM) z)C)( % Arlington,4201National Wilson Virginia BoulevardScience 22230 - RoomUSA Foundation 1245 WorldE-Mail Wide nstw@nstgov Web http://www.nsf.gov/od/lpaInstw/start.htm

cor-s-) nV EfUCATIONAL RESOURCESOffice of Educational INFORMATION ResearchU.S. andDEPARTMENT Improvement OF EDUCATION CENTER (ERIC) CI Minor changes have been madeimproveoriginatingThis to document reproduction it. has been quality. reproduced d from the person or organization as INSIDE...16 creative, officialdocumentPoints ofOERI view do position not or opinionsnecessarily or policy. stated represent in this childrendesignedhands-on understand toactivities help BEST COPY AVAILABLE 2 APRILthecommunicate.that technologies help 20-26,1997 us TheNATIONAL Science SCIENCE Et TechnologyEr TECHNOLOGY WEEKof Communication National Science Foundation COMMUNICATING 1NATURALLY NATIONAL SGIENCE TECHNOLOGY WEEK 1997 I.

T h L cfl El (.1 OvervieW f N 1. I I' e' g-hildrem wi,111 modeJ and emple_rke various nal:wire! (non-toohnologieal) m eth ads ol ariumaj comitokurimeation, invcalvin e sorkees of sight, sound, toueh, cis smell These actimiibies also trywie_clu_e_e 1iiae coneept (exgamied in BoaKats 3 and 4) oil vi biopic:y-1) as tlite foundatiore el all sslund

Skills ®bserving Comparing Modeling inferring Problem Solving Communicating

Subjecit Areas Animal Sciarile La ngl_lage Arts Phyks_Les

Estirnajted Time arid Age Level 6'oing Through the Motions ®ne 3C)-minute sesslon (ags 5-110) I !. @ails of the Wdd CIrke 3C),rainute s_ession -...=1 (ages 6-113) The Nose Knows OJEe 45awinute sessiDa 111, 'MEW I (eggs 6-12) \i

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us - Sensory Saone Os Just as humans do, other animals use their senses (principally sight, sound, smell, and touch) in countless ways to transmit and receive messages naturally that is, without assistance from technologies suchas telephones or radios. Some examples:

Communicating by touch or movement e The tiny male black widow spider signals the larger, often cannibalistic female not to eat him by vibrating her web at a certain frequency and pulse. Honeybees perform "waggle dances" to communicate to BACKGROUND other bees where they can find food. A round dance indi-

!IPoint One famous cates a nearby food source; a figure eight indicates a animal "communicator" is a distant food source. wild dolphin named Jo Jo, who Communicating by scent appears to prefer the company O Deer have special scent glands on their feet and heads that of humans at a beach resort they use to mark paths they have traveled in the woods. near her home waters to that O Many adult female animals lick their offspring thoroughly of dolphins. When the normally after birth. This action helps the parent learn the unique playful dolphin began to bite scent of her babies. swimmers and push them into deeper waters, scientist Patricia Communicating by sound St. John was called in to study e Sound is produced by vibrating objects. Humans, other the behavior of both Jo Jo and animals, and insects produce vibrations in myriadways: the humans. What she discovered by stimulating vocal cords, for example, or by blowing was a breakdown in communi- across a windpipe (howler monkey), or by rubbing legs cationa language barrier that against wings (grasshopper). neither species had figured out The point of the story of Jo Jo the dolphin (see lefthand how to cross. When Jo Jo used column, as well as Activity 1) is that communication, by defi- dolphin body language to say nition, is a two-way street. A message may be sent, but in "back off," humans didn't under- order for it to count as communication, it must be received stand. Likewise, Jo Jo didn't and understood. Animals (including humans) have developed understand that flailing humans countless, complex ways to accomplish this feateven were desperate to go back to between species, as most pet owners know. In the activities shallow water. that follow, children will explore a number of fascinating How could this language methods animals use to communicate. gulf be bridged? The answer for St. John was to invent a shared, visual language between the ACKGROUND RESOURCES humans and the dolphin. She MAKING SENSE: ANIMAL PERCEPTION AND COMMUNICATION, by Bruce taught Jo Jo to recognize visual Brooks (Farrar, Straus Et Giroux, 1993). General overview of hand signals, including one for animal communication. "No!" And she taught the SIGNS OF THE APES, SONGS OF THE WHALES: ADVENTURESIN ANIMAL humans how to read dolphin COMMUNICATION, by George Harrar (Simon Er Schuster, 1989). body language. Explorations in human-to-animal communication.

2I National Science Foundation 5 ACTIVITY ONE

"7sElk" '2© a Da:DOIhntra

The Dolphin Hand-Signal Dictionary

Touch Beak (Nose) Toss Ball Get Ball Overview Children will explore non- (Procedure verbal communication by Divide the group into teams of Discuss how humans commu- modeling hand-signals used five children each. Have teams 4nicate with other animals. by scientists to communi- sit in circles with members facing Have the children share examplesE cate with dolphinsand by inventing some new signals each other. Share the true story of of signals that they use to LII Jo Jo from the Background communicate with pets in their of their own. section. Ask children what they own homes. Do the signals think went "wrong" between Jo Jo always work? Time Frame and the swimmers. Ask how they One 30-minute session would solve the problem. Ask what Assassment tz] other messages they think Patricia Have each team create a short Suggested Age Level St. John could teach Jo Jo. "dolphin show" using their own Ages 5-10 signals. Evaluate based on how Pass out the Hand-Signal complex the messages are and Materials Dictionary to each team and how well the messages work in 1 Dolphin Hand-Signal explain that these are actual sig- directing the "dolphins'" behavior. Dictionary per team of nals used by dolphin trainers. five children Place a ball in the center of each Extension A variety of soft, light balls circle. First, ask one member of Obtain copies of the American (at least one per team) each team to be a "dolphin" and Sign Language alphabet from a try to respond to your signaled local hearing impaired association Preparation instruction. Repeat the signals or library, and/or invite a deaf Make one copy of the until all team members under- interpreter to teach ASL to the Dolphin Hand-Signal stand how the process works. group. Challenge children tolog- Dictionary for each team. Have children work in their sent a short poem or letter to the own teams to practice the group in ASL. Credit signals, taking turns as the This activity was partially "trainer." Then challenge the Resources adapted from "How Would teams to create their own signals THE SECRET LANGUAGE OF DOLPHINS, You Tell a Dolphin to Jump for human-to-dolphin communi- by Patricia St. John (Simon and Through a Hoop?" poster; cation, such as LOOK AT ME, Schuster; 1991). SUPERSCIENCE BLUE magazine JUMP STRAIGHT UP, WAIT, (Scholastic Inc.; February SPIN AROUND, etc. 1996 issue).

NAL SCIENCE & TECHNOLOGY WEEK 1997 I 3 ACTIVITY TWO Milcc8 cifille0 24:nand .it© Et Task Up

Overview Children will discover how animals use vibrations in different ways to make sounds and communicate with each other.

Time Frame Preparation: 30 minutes to prepare stations Activity: One 30-minute session

Suggested Age Level Ages 6-10

Materials Station Label for each of the six Animal Sound-Off Stations (see page 5) 2 to 4 pairs of narrow-necked bottles (try different sizes, shapes and materials) 2 to 4 empty, clean cans with Procedure plastic lids Create as many teams as you team points to the presence of 2 to 4 pencils have stations. Explain that at vibrations, give them a clue. Have 2 to 4 aluminum pie tins each Sound-Off Station, teams youngsters close their eyes and 2 to 4 small combs will be using different homemade place their hands flat on the floor. 2 to 4 stiff playing cards instruments to mimic the way an Then drop a heavy book. How did 2 to 4 thick 4-inch rubber bands animal or insect communicates. they know the book had fallen? A variety of other objects that After practicing at each station, (They heard it, but they also felt will make sounds by rubbing, children will try to communicate vibrations through the floor. Note: shaking, tapping, etc. (rulers, jars a message in the "language" of this might not work if your floor enclosing rattling objects, etc.) one of the animals represented. rests on concrete.) Paper and pencils for each team Without demonstrating each to use for taking notes sound, suggest that youngsters Now challenge students to look for a single characteristic give meaning to the sounds Preparation that connects these "instru- and vibrations they have learned Copy the labels on page 5, cut ments." (Though they may come to produce by creating three dis- them out, and tape one near up with the basic idea, you'may tinct messages using the "Sound- each Sound-Off Station. have to supply the key word: that Off" device at the station where Set up all or some of the these instruments depend upon they've ended up: a warning of following six Sound-Off vibrationmoving back and forth danger, a mating call, and a Stations: howler monkey in a rhythm to produce sound.) "Back off or else!" call. (Or: let (bottles, pitcher of water); Challenge each team to identify them try to communicate another damselfish (pencils, can drums); that trait by moving from station message of their own design.) cicada (pie tins); grasshopper to station, taking notes as they go. Give them time to experiment (combs, playing cards); spider and then ask teams to demon- (4-inch rubber bands); and an After teams have rotated strate their calls to the entire "Invent-Your-Own-Animal- through three stations, ask group. Other students (with Sound" station with the other them to stop and discuss what their backs turned) can try to objects you've collected. they've observed thus far. If no guess the meaning of each call.

4National Science Foundation 7 Oczond-ON atmticm [Labs

4he Howier Monkey sounds like a cross between a donkey and a dog. The sound is loud enough to hear three miles away! Air in the monkey's windpipe passes over two Assessment "sound boxes" with openings at their tops. Ask teams to demonstrate to the To sound-off the same way, blow across the entire group the animal sounds tops of empty bottles. they devised at the "Invent-Your- Own-Animal-Sound" station. Judge according to the originality and accuracy of their efforts. Carnseifisk make a chirping sound. They Have the members of the other beat vibrating muscles on their swim blad- teams try to guess the animals der (an air sac, something like a drum, that being imitated and/or the mes- helps the fish float). Beat lightly on the can sages being sent. drums to make a similar sound.

[Extension To imitate how human vocal cords vibrate, have youngsters cut a strip of paper about an inch Marie Cicadas are the loudest insects. They wide, folding it as shown. They have a platelike organ called a tymbal. Like should then cut out a notch in the bottom of a pie tin, it can cave in and the folded end, hold it up to their pop out. Push the tin in and out to hear mouth, and blow. Ask them to clicking noises. Cicadas can do that 500 experiment with papers of differ- times a second! How fast can you do it? ent thickness.

Credit This activity was partially adapted Grasshoppers have bumpy legs and stiff from SUPERSCIEIVCE BLUE magazine wings. They rub a leg on the edge of a (Scholastic Inc.; February wing to sound-off. Try to make a grasshop- 1996 issue). per sound by running a playing card along the teeth of the comb in a steady rhythm. Try one or more cards at a time. Is the sound different?

Feunalle Spiders sometimes know whether prey or a mate has stepped onto their web. Some male spiders vibrate the web to signal, "Don't eat me!" Try it: with a partner, hold each end of a rubber band. Take turns gently twanging the band. Try closing your eyes. Can you feel the tWang as well as hear it?

hwerrit Your Own &minima Sound!! Experiment with the objects at this station. Can you think of a way to use them (by rubbing, shaking, tapping, or blowing) to model sounds you know are made by a particular animal or insect? ACTIVITY THREE %©e®

Whian a SOSTira OS 'cortlal a 'Thousand Wt:Dvds

Overview Preparation By acting as pairs of penguin Contact a local store that "parents" and "babies," children develops film or ask a photo- will explore how animals use grapher to save film containerss\\ scent to communicate. with lids. You will need half as many as the total number Time Frame in your group or class. Preparation: 30 minutes At least one day before the the night before activity, prepare three identical Activity: One 45-minute session containers with each of the five scents in the following way: Procedure Suggested Age Level Wet three cotton balls Explain that the population Ages 6-12 with one scented liquid. of a penguin rookery (nesting Place each cotton ball site) can number well into the Materials inside a film container. thousands. The noise is deafen- Five strongly scented, non- Seal container with lid. ing. How could a lost chick find toxic liquids such as vanilla, Label the lids and container \ its parents in such a crowd? peppermint, oil of cloves, bottoms with obscure codes Humans recognize each other by vinegar, and almond extract such as "V" on the bottom sight and sometimes by sound. (oil-based extracts work best and "L" on the lid for vanilla. What about smell? and can be obtained at a lotion (Make the container and store or the local grocery) lid codes different from Divide the group into two sets. each other so children Give each person in one of the Assuming a group size of 30: can't match them visually.) sets one of the 15 scent container 15 cotton balls To transfer the scent on the bottoms. These individuals will be 15 small plastic 35mm film cotton ball to the lid, store the penguin "parents." Give each containers with lids upside down overnight. individual in the second set a Permanent marker and masking Repeat these steps for scent container lid. These individ- tape (to make labels) each scented liquid. uals will be penguin "babies." Just before conducting the activity, shake the containers Have the penguin babies one last time. gather and mill about in the Remove the lids and place in center of the room. The penguin one location. Place the contain- parents (returning, theoretically, er bottoms in a separate but from foraging for food) then must nearby location. find their own penguin baby with Be sure to have the same the same scent. Remind the number of lids laid out as penguin parents to keep their containers. The total should containers right-side-up.so the equal your group size. cotton ball does not fall out.

6 I National Science Foundation Assessment others can find their way. Many Give the parents five minutes Ask children to design an experi- animals urinate at strategic 4 to move around and match ment to test communication points to define the border of scents. If the scents match, baby by scent or odor. How long do their own territory. and parent should sit down. odors last? Do some travel farther Using scented film canisters and At the end of the activity, than others? How quickly and working in two groups, set up an determine how many babies how far do odors travel? (They "odor trail" outdoors. One scent, survived by checking whether the might try this classic experiment: such as vanilla, can mean "You're codes on the container's lid and open a bottle of ammonia at the on the right track." Another scent, bottom match. Ask: How well did front of a room, and have individ- such as vinegar, can mean "Wrong everyone "communicate"? Was uals raise hands as the scent way" or "Predator!" Each group anyone unsure about a scent reaches them.) can then try to follow and map out or did scents overlap? If you the other group's trail. practiced this activity a couple Entension of times, would the group pro- Besides keeping family ties, scents Cretat duce more successful matches? help animals communicate in Adapted from "Smelly Signals," Collect the scent containers and other ways. For example, ants published by the National store them for a future session, lay down an odor trail between a Science Foundation in its NSTW if you like. food source and the nest so that activities packet and prepared from resources of the Biological Sciences Curriculum Study (BSCS).

to NATIONAL SENCE & TECHNOLOGY WEEK 1997 17 COMMUNDCATOONS AT WORK T). a NOTE TO PARENTS, TEACHERS, & YOUTH LEADERS: To, Children whose interest is piqued by these activities may enjoy this profile of a scientist working in a related field. Science, engineering, and technology hold bright CopyDistributeDiscuss promise as potential career pathways in the 21st century.

Maydianne 7 , Community Link Resources Andrade Children can listen to animals ANIMAL BEHAVIOR SCIENCE PROJECTS, Biologist almost anywhereduring a family by Nancy Woodard Cain (John Cornell University picnic, a walk in the woods, or a Wiley; 1995). Twenty experi- theca, NY trip to an urban park. Some tips: ments, including decoding firefly L Stay very still and be patient. patterns, interpreting the body Specilafity Brown widows, language of wolves, and Australian redbacks, and other n Cup each hand behind anear to analyzing cricket songs. deadly spiders. focus sounds. BASIC PROJECTS IN WILDLIFE WATCHING, CominminecatOon ConnectOon Make an "elephant ear"a by Sam Fadala (Stackpole Books; Observes how male spiders plastic bowl with a hole in the 1989). Twenty-five detailed communicate with much, much LI bottom. Put the hole up to projects for many habitats and larger females during mating. Einj either ear with the bowl point- types of wildlife that can help Just Part of the Job Paints ing outward, like a satellite dish. anyone see, listen, and even color codes on the legs of Capture an insect in a cup. smell wildlife better. deadly spiders. Cover the cup with taut waxed NEVER CRY WOL a video based on Science Encitennent At night in paper and secure it with a the book written by Farley the Australian desert, Maydianne rubber band. Put the waxed Mowat; Walt Disney Productions put on a miner's helmet and paper up to the ear to hear loud and Carol Ballard Films, 1983. searched for female redback insect sounds. Let the insect go This award-winning movie offers spiders about to eat their mates. when finished. a compelling introduction to the The tiny males are all for it, she study of animal communication. learned after careful observation. They even somersault their bodies closer to the female's mouth. Why? By promising themselves as a meal. Maydianne found, the males were allowed to fertilize more eggs. Take Ott Fronrn Ma "Science requires imagination. If you have a question, you can search for the answer in books or by asking your teachers or parents, but in the end you'll find that there are questions no one has answered yet. The excitement of science is in imagining a reasonable answer to your question, and then experimenting to see if that National Science Foundation NSTIN Corporate Sponsors 4201 Wilson Boulevard - Room 1245 answer is true." AT&TBayer CorporationDiscover Arlington, Virginia 22230 USA MagazineFord Motor Company E-Mail [email protected] IBM Merck Institute for Science Education 3M World Wide Web D*ri&utgwilreS= http://wwvv. nsf.g ov/od/Ipalnstw/sta rt. ht m H ii 8 I National Science Foundation 1:0155115530a10@n40a10 '69041XJ CBC)IDgg O©6 §cgoogg 414(B111Z®11,0W U71110.2 9GXQV qNs 0se Usk-Ds' C© and SIgnaDs to CommurnIcate

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TaaDdErne) (Pob'nq On the night of April 14, 1912, an "unsinkable" ship named the Titanic was about to sink. Captain Edward Smith had underplayed ice warnings and the Titanic had struck a large ice- Cedes, l&aiflo CoutrunnunEcatEng The tragedy of the Titanic berg. Now, 19 miles off the bow, was this colossal failure of communication. Messages were frantic officers spotted the lights sent but not received; when they were, the listeners misinter- of the Californian. The communica- preted or ignored them. The sinking of the Titanic pointed tion challenge was clear: how to the crucial role codes and signals can playif they're could the sinking Titanic send an understood by both sender and receiver. emergency message requesting Why so crucial? What are the reasons why we've come help from the Californian? to depend so much on codes to communicate? One answer: a visual signal that * Distance When distance is too great for sound to travel could be seen for miles in the including even the mighty Titanic's horna flash of light calm, clear night. The Titanic shot or a simple radio signal can get the job done instead. off white distress flares. The crew * Simplicity An SOS call is simple to send and receive. of the Californian saw them, but Simplicity is important for visual codes, too: cattle brands her captain interpreted the mes- and international directional signs are two examples. sage casually. Using a lamp to make short and long flashes of * Secrecy Codes and signals can hide a message from light, he spelled out a query in prying eyes and ears. The combination for a bicycle lock, Morse code. The Titanic didn't for example, helps prevent the bike from being stolen. respond, so the captain went Technology Technology enables us to code and send back to bed. enormous amounts of information from phone to phone A second possibility: using new or computer to computer. wireless radio technology, the Titanic's radio operator sent out Codes, and the ways they are transmitted and received, one of the first SOS distress calls take many forms. In the activities that follow, you and the ever used at sea. Distant ships youngsters with whom you're working will explore this topic detected the signal and powered by sending messages in Morse code, inventing different toward the Titanic, but they were alphabet codes, and experimenting with the binary codes too far away. The operator of that lie at the heart of modern telecommunications. the nearby Californian had turned off his radio to get some sleep. Her dire message unreceived by ACKGROUND REtOURCES the one ship that counted, the CODES, CIPHERS, AND OTHER SECRETS, by Karin N. Mango Titanic sank, taking more than (Watts; 1988). Clear descriptions of many different codes 1,500 lives with her. and ideas for coding devices children can make.

2 I National Science Foundation 13 LI

The Code That C 8 "MEssed the Boat" LI Procedure LI Relate the story of the Titanic Have teams encode their own II(page 2). Ask: how did the messages in Morse code and G two captains attempt to commu- take turns sending them to anoth- nicate? What technologies and er team until they are successfully methods did they use? Why did decodedand responded to witLi communication fail? an "OK" or "REPEAT." Ask that/ this activity be done first with-/ Present Captain Smith's u t talking; that, after all, is dilemma as a problem to Fl the point of the exercise. solve. Create teams of "Titanic crew members" with two to four Challenge the teams to youngsters each. Hand each team 4improve their "transmission." a Morse code alphabet and pen- Ask them to write another urgent light. Point out that both captains messagefor example, NEED sent messages in Morse codebut DOCTOR or LOST ENGINEand EILI one used light and the other used send it as quickly as possible. radio signals. Teams can choose Teams may find they work best LI ACTIVITY ONE either method: shining long or if they assign roles to members: short flashes of light (representing "receiver," "decoder," "encoder," Overview the dashes and dots, respectively, "sender." Can they send a dis- By encrypting, transmitting, in Morse code), or tapping out the tress message and receive confir- receiving, and deciphering signals with a pencil on a desk. mation within, say, 30 seconds?n messages in Morse code, Allow the youngsters, working as youngsters will take an a group, to practice sending and Assessment LI important step in understanding receiving the messages on their Hold a Morse code relay race. how we use symbols, codes, alphabet sheets. Have three or four teams relay and signals to communicate. a secret message from one teant to the next, racing against Time Frame another group with an One 45-minute session equal number of teams. Suggested Age Level Ages 7-12 LI Materials per Team Copy of Morse code alphabet (see box above) 1 penlight or flashlight 2 pencils and pads of paper

LI Preparation LI Make one copy per team of the Morse code alphabet. Write a different nautical message below the alphabet on each copy: ICEBERGS AHEAD, CLEAR SAILING, ROUGH SEAS, CIRCLING SHARKS, etc. Fold E the papers in half to conceal the messages.

14 El ONAL SCIENCE & TECHNOLOGY WEEK 1997 13 ACTIVITY TWO T213 llzy

in American history. Challenge them to decode the words to Overview the songand decipher the Youngsters will crack an alpha- secret meaning of those words. numeric code to solve a historical (The song helped escaping slaves riddle, and then create their own on the Underground Railroad find codes to send messages to O Sogve a Mysterry their way north by "following the each other. Ouwerrit a Cods drinking gourd"the Big Dippel; which points to the North Star.) oSend a Message Time Frame Present them with the coded Two 45-minute sessions lyrics for the song (see Challenge! Prrocedowe box, page 5) and ask them to get Suggested Age Level Introduce the activity by started. If some teams have trou- Ages 8-14 IIasking youngsters to recall ble coming up with ideas, remind sending messages in Morse code them to recall where they want to Materials in Activity 1. In that instance, both end up: with letters spelling out "History Mystery Song" sender and receiver knew the code words that make sense together. (see Challenge! box, page 5) that was being transmitted. In this Their challenge is to find the Paper and Pencil for activity, you will challenge them to code that matches each number each youngster "crack" a code themselves and with a particular letter. Suggest solve a historical mystery. to teams that continue to have Preparation trouble that they write the alpha- Make one copy per team of the Divide the group into an equal bet in a column down the left "History Mystery Song" (codes number of teams of approxi- side of a piece of paper, and try onlynot the translation) or mately four children each. Ask numbering each letter (1-A, 2-B, write the codes on a chalkboard each team to brainstorm a list of 3-C) and so on, experimenting or large poster board for every- known codes. Next to each listed with different numbers at the start one to consult. code, they should write how and of the alphabet. (The correct code where the code is used. Some begins with 4 for A, then 5 for B, 6 examples: Morse code, pig Latin, for C, and so on.) A History bar codes, number codes to open locks, zip codes, area codes and Once the teams have deci- Mystery Song telephone numbers, sign lan- phered the lyrics, ask for their suggestions regarding the secret The following is a translation guage, Braille, and state abbrevia- tions. Ask: what do all of these message embedded within them. If of the coded song lyrics on every team is stumped, try giving page 5. codes have in common? (A coded language stands in place of a them hints about the Underground Follow the drinking gourd! Follow message or piece of information.) Railroad or the use of the night sky the drinking gourd. for direction-finding. Now ask each team to For the old man is awaiting for to practice writing and sending Give each team the oppor- 6 carry you to freedom a coded message to another tunity to create its own code. Remind them to look at the list If you follow the drinking gourd. team, using a simple letter/ number substitution code: of codes they brainstormed earlier When the sun comes back, and the 1 for A, 2 for B, etc. for inspiration. Possibilities include: first quail calls, Tell youngsters they have a derivation of pig Latin, Follow the drinking gourd. 4become expert cryptologists which puts the consonant at the beginning of any word at For the old man is awaiting for to code makers and breakers the end and adds "ay," as in carry you to freedom who have been assigned the difficult task of cracking a code "ecret-say essage-may"; If you follow the drinking gourd. concealing the meaning of an inserting random spaces: (Code: A = 4, B = 5, C = 6, etc.) important pre-Civil War era song "s ecr etmes sa ge";

4I National Science Foundation 15 using peers' names in the same fashion as the alphabet code used by airline pilots (Alpha, Bravo, Charlie): "Shoshona Essie Curtis..." or doing a visual code, such as that used by baseball coaches to signal players at bat and on the field. They should then encode a secret message or the lyrics of a favorite song, and give it to another team. Each team should try to decipher another team's code and then critique the code, giving suggestions for improvements. CopyDistributeDiscuss Assessment Have each child create a new code, explain how it works, and ,©hatilanost.] encode his or her own name. mak the code and translate this "History Mystery Song." Then try to guess the secret coded meaning (ExtensOcon olf the words. Challenge individuals or teams to invent three new codes (or applications of existing codes) 9-18-15-15-18-26 that satisfy a need in everyday life. 23-11-8 7-21-12-17-14-12-17-10 For example: Can they come up 10-18-24-21-7 with a special code for you to 9-18-15-15-18-26 23-11-8 7-21-12-17-14-12-17-10 use to signal the group to quiet 10-18-24-21-7 down? Or: a way for basketball or baseball players to use Morse 9-18-21 223-11-8 18-15-7 16-4-17 12-22 code on the field? Or: a written 4-26-4-12-23-12-17-10 9-18-21 23-18 6-4-21-21-28 code the whole group could 28-18-24 23-18 9-21-8-8-7-18-16 "adopt" as its own method of secret communication? 12-9 28-18-24 9 18 15 15 18 26 23-11-8 7-21-12-17-14-12-17-10 10-18-24-21-7 Credit Adapted from CODES, INC., A MIDDLE 26-11-8-17 23-11-8 22-24-17 6-1 8-1 6-8-22 SCHOOL MATHEMATICS UNIT; Institute 5-4-6-14 4-17-723-11-8 9-12-21-22-23 for Research on Learning, 66 20-24-4-12-15 6-4-15-15-22 Willow Pl., Menlo Park, CA 94025- 9-18-15-15-18-26 23-11-8 7-21-12-17-14-12-17-10 3601 (IRL; 1995). A disk and a mathematics curriculum com- 10-18-24-21-7 bined, CODES, INC. creates real- 9-18-21 23-1.1-8 18-15-7 16-4-17 12-22 world coding problems for young 4-26-4-12-23-12-17-10 9-18-21 23-18 6-4-21-21-28 cryptologists in grades 6-8 to 28-18-24 23-18 9-21-8-8-7-18-16 solve. The disk features encoding and decoding tools. Some activi- 12-9 28-18-24 9-18-15-15-18-26 23-11-8 ties can be scaled down for upper 7-21-12-17-14-12-17-10 10-18-24-21-7 elementary grades.

16 NATIONAL SCIENCE & TECHNOLOGY WEEK 19971 5 ACTIVITY THREE vfDno

Maks a nary Cede Crrackerr 7T'ED

Overview Using an egg-carton binary Procedure coding device, youngsters will Ask youngsters to pair off. on its cup. Children will find that, discover how to translate Base Write examples of binary if their coding is correct, the bits 10 Arabic numbers into binary II numbers such as 1101, 101, always total the target number. codethe basis for all computer and 11001 on a pad or chalk- languages and foundation of Ask: what's the highest number board. The first rule in decipher- all digital communication. the Code Cracker can count? ing a code is to look for patterns. One bit in each cup equals 63 Do children see any? Explain that Time Frame (the sum of the numbers on the a code with just two digits (or Two 45-minute sessions cups). That number in binary other symbols) is called a binary code would read 111111. code; "bi" means "two." Suggested Age Level Ask again: if there were a Ages 8-14 Brainstorm other binary seventh cup, what would 64 examples: lights flashing on look like? (1000000) or off, such as the Californian's Materials What number patterns do Egg cartons (one-fourth as message to the Titanic (page 2); students notice? For example, the dots and dashes of Morse many as there are children) what do the binary codes for the code; a question that's answered 32 small, uniform "bits" powers of 2 (2, 4, 8, 16, 32) (paper clips, raisins, marbles, either yes or no; and so on. have in common? They begin Explain that computer language etc.) per pair of children with 1 followed by all O's (10, Small plastic bags is also binary. The computer has 100, 1000, etc.). The binary Step-by-Step box (page 7; one switches that are either on ("1") code is a base 2 counting sys- or off ("0"). copy per pair of children) tem. Our base 10 system works Ask: how can a code with the same way; the powers of 10 Preparation just two digits (0 and 1) relay start with 1 followed by O's To make Binary Code Crackers, messages or represent numbers (10, 100, 1,000). cut the egg cartons in half with lots of digits? Hand out a lengthwise. For each one, label Binary Code Cracker and repro- Assessoiroent the six cups from left to right: ducible to each pair. Explain that Test youngsters' understanding of 32, 16, 8, 4, 2, 1. Place 32 bits this simple device will help them the binary system by asking them in each bag; you'll need one bag \ understand how to crack the to use their fingers as binary coun- and binary cracker per pair. binary code. Take the youngsters ters. Using your right hand, palm through the example, reminding up, the thumb would represent Credit them that when they write out the "1"s place; the forefinger rep- ANNO'S HAT TRICKS, by Akihiro the binary numbers, they can drop resents the "2"s place; the middle Nozaki (Philomel Books; 1985). all of the zeros on the left. For finger is the "4"s place; and so on. This book offers charming math example, 000011 becomes 11. To show the number 7, you would puzzles to help youngsters learn raise your thumb (1), forefinger While pairs are completing how to think in binary code. (+2), and middle finger (+4) only. 4the reproducible, solicit obser- Ask them to test each other with vations on patterns and strategies Step-by-Step Answers numbers (for one hand) of up to that develop. For example: A. 1; B. 11; C. 111; D 1010; 31. Older students can try both E. 1101; F. 10000; G. 10100; Ask children to stop halfway hands, which could express num- H. 11000; I. 11011; J. 11110; through counting a number. bers up to 1,023. Now that's K. 101011 Each bit is worth the number counting on your fingers!

6 I National Science Foundation 17 [Extensions CopyDistributeDiscuss Challenge the group to come up with a way to use binary codes 2,cspo-Dow-Oftp to represent letters in the alphabet, thereby enabling them to send worded messages encoded A inert, Code Cracker in binary numbers. Perhaps the Follow these directions to use most logical response would be your egg carton decoder to to pair binary numbers with a encode any number (up to 63) corresponding letter in the alpha- in binary code. Here's how to bet: 1 for A, 10 for B, 11 for C, encode the number 5. and so on. This "binary alphabet" Step 1 is the basis for ASCII code Place the target number of ("American Standard for Com- IIbits in cup 1. puter Information Interchange"), Always work from right to which computer-users may recog- left. If a cup has two or more nize as the numeric code used 12 bits, remove two bits. Drop one to represent characters on many bit in the cup to the left, and set computers around the world. (See the other bit aside. Booklet 5 for related activities.) Step 2 Keep moving bits until each cup has either 1bit or 0 bits.

Add the numbers on the cups 4that contain 1bit. In this example, 4 + 1 = 5. If your sum equals the target number, con- gratulations! You've coded the Step 3 number! To express the number in binary code, write down a "0" for each empty cup and a "1" for each cup with a bit in it. The number 5 in binary code is 000101 or 101 for short.

Now, let's practice a little. Can you code the numbers below? Step 4

Number Binary Number

0°(47; A. 1 0 B. C. 7 D. 10 E. 13

F. 16 G. 20 (Note: the H. 24 Code Cracker I. 27 is positioned from the stu- J. 30 dent's point I K. 43 of view)

is NATIONAL SCIENCE Er TECHNOLOGY WEEK 1997 17 COMMUNOCATOONS AT WORK

NOTE TO PARENTS, TEACHERS, & YOUTH LEADERS: n Children whose interest is piqued by these activities may enjoy this profile of a scientist working in a related field. Science, engineering, and technology hold bright CopyDistributeDiscuss promise as potential career pathways in the 27st century Barbara Szabo Doulas Community Link Resources Software Engineer A typical home, store, school, LOADS OF CODES AND SECRET CIPHERS, Tellabs Inc. or place of business is filled with by Paul B. Janeczko (MacMillan; Lisle, IL codes. As in the popular high- 1984). How to recognize and way travel game of "I Spy," fami- crack codes from cattle brands Specialty Writes programs lies can make a game of spotting to complicated matrices. Includes (coded instructions) that tell a codes anywhere they go. Some directions on how to make a Titan 5500 computer system how examples: movie ratings, zip simple telegraph device capable to handle 688,128 telephone codes, Social Security numbers, of sending SOS messages from callsall at once. recipe ingredients, highway one room to another. numbers, colored weather maps. PASS IT ON! ALL ABOUT NOTES, FROM Just [Part of tha Joh One Challenge your youngsters to spelling or syntax (grammar) work with their families to come SECRET CODES AND SPECIAL INKS TO FANCY FOLDS AND DEAD MAN'S DROPS, mistake can crash the system. up with the greatest number by Sharon Bailly (Millbrook Press; A missing "end command" of codes. (something like a period) is like 1995). Lots of activities and infor- telling the computer to head for Most children love to learn mation on making paper, invisible a cliff and not to stop. American Sign Language: it's fun ink, handwriting analysis, letter and can be beautiful to watch. and number codes, and trade Sok:Ince Excitement Avoiding Encourage the youngsters with secrets of famous spies. system-crashing bugs is a thrill Li whom you're working to learn CODES AND CIPHERS: AN A TO Z OF in itself. The Titan 5500 has more basic signing. Most public COVERT COMMUNICATION, by Fred B. than 1,000,000 lines of code! libraries will have access to Wrixon (Prentice Hall; 1992). How Barbara and her team work with charts showing the sign spies and other experts have tried four languages, starting with language alphabet, or call the to create "uncrackable" codes. English. They write messages National Association of the Deaf in a computer code called C. C is at (301) 587-1788 for informa- translated into a more cryptic code 1 tion and resources. called Assembler. Assembler is one step above binary code: row after row of 1s and Os. Finding every bug in layers of code takes patienceand then some. Take Ot Roan Wile "Everywhere you go, you have to communicate. You communicate with people, but also with thingsan ATM machine, for ex6mple. The more technology advances, the more ways of communicating you have to know. It all boils down to knowing what to sayand how National Science Foundation NSTiN Corporate Sponsors 4201 Wilson Boulevard - Room 1245 AT&TBayer Corporation Discover to say it in many different ways." Arlington, VirgInia 22230 USA MagazineFord Motor Company E-Mail [email protected] IBMMerck Institute for Science Education3M o World Wide Web wilres= http://www.nsf.gov/od/Ipa/nstw/start.htm 1 9

BI National Science Foundation COMMUNICATING THROUGH WIRES Otided NATIONAL SCIENCE & rc, TECHNOLOGY WEEK 1997 etS 461 4 t) ILCO 4111___ P r o 1(1 t VVi.t y Smtmoi Tr-tve.ls

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/4 Overview Youngsexis will learn what makes electromagnetic communisation pffissible IDy constructing a rudimentary 0414 telepitome and speakes out of ordinary materials

Skills Recording [Data Measuring Observing Inferring

Subjecit Areas Phy,sics Technology

Estimated Time and Age Level 0- (Jed Vibrations One 3(3-minute session (ages 7-11) String It Along One 48-minute session (ages 8-12) Listen Upl One 58-minute session (ages 1 1 -1 4)

s'iMS Stern-mg SOtrErtgay The three activities presented here offer an inductive introduction to the dynamics of sound. They begin with Good Vibrations, which demonstrates with string and coat hangers that sound is caused by vibrating objects and that it needs a substance through which to move. String It Along presents an opportunity for a broad range of open-ended experiments that children can create and conduct using paper cup telephones. Listen Up! encourages students to create a speaker, working on the same principles as those of the earpiece in a telephone, that can actually play (albeit softly) a radio signal.

C-50eni They UNOolrBt Each of the activities presents a different twist on one basic idea: that sound vibrations move in waves through substances. Both the coat hanger and the paper cup ACKG[FIOLDRIED activities show that sound moves through solids (such as a "D"a0Barog P© Onq One way to start string) and gases (such as the air we breathe). The reason is a conversation about how sound that wave energy is passed from atom to atom. The closer the travels is to imagine a place atoms are to each other (and the stronger the wave), the more where it cannot travel: namely, in efficiently sound can travel. When the particles of a substance space. Sound waves (unlike radio are densely packed, as in a solid such as string or copper wire, waves, which are entirely differ- sound waves can generally move more quickly through them. ent) can't travel in space because When the particles of a substance are farther apart, as in a gas there is no mediumno sub- such as air, the waves take longer to travel through them. stance, even airthrough which The paper cup speaker from Listen Up! takes these ideas one sound vibrations can move. step further by showing how sound vibrations, when turned Thus, if two astronauts are into electromagnetic waves, can be turned back again into floating apart in space and their sound. The sound vibrations produced by a disc jockey's voice helmet radios go on the blink, (for example) are converted by the microphone at the radio sta- they can shout until they're tion into a series of electrical impulses. They travel from radio hoarse and they still won't be transmitter to radio, electrically prompting the magnet in the able to hear one another. youngsters' paper cup speaker to move in a pattern similar to However, astronauts do have a that of the original vibrations. The bottom of the cup then acts simple, low-tech backup for such as a diaphragm, which vibrates the air outside of it back and a circumstance. They simply clunk forth in the same pattern as that of the original, recorded voice. their helmets against each other and talk. Why would this work? Because the vibrations from their ACKGROLDRID RESOURCES voices can pass from one helmet EYEWITNESS BOOKS: INVENTION by Lionel Bender to the other. New York: Knopf, 1991.

HELLO! HELLO! A LOOK INSIDE THE TELEPHONE. by Eve and Albert Stwertka. New York: Simon and Schuster, 1991. 2. 2 I National Science Foundation ACTIVITY ONE

MACS a HanzaR. ©Dangav/

LI Overview hildren will learn how sound is madeand how it travels !" by creating and observinga

I LI vibrating "coat hanger clanger." Time Frame procedure Advance Preparation: Examining the hanger after it Set the stage for the activity LI 10 minutes hits against the desk or chair. Elby asking the children what Activity: 30 minutes What is it doing? (Vibrating.) they think causes sound. They may suggest that sound is Suggested Age Level Trying to alter the sound LI caused by talking, musical instru- by changing the experiment Ages 7 to 11 ments, or electronic devices such through longer or shorter as television sets. Write down swings of the hanger or chang- Materials per Child their responses. After they do this ing the hanger's shape. LI 1 metal coat hanger activity, they can revise their 1 60-cm (2-foot) piece O Grabbing the hanger just after ideas based on what they learn. of cotton string it hits the chair. What happens? Have the youngsters make (The hanger stops vibrating andLI reparation gltheir "hanger clangers" by the sound stops. By grabbing E Divide the group into pairs. tying one end of a piece of string hold of the hanger, youngsters Children will need chairs with around the hook part of a hanger. will be able to feel the vibrations LI backs against which to hit their Then ask them to hold the other as well as hear them.) hanger devices. They could also end of the string just inside one Even if children don't use theEl ELuse the edge of a table. of their ears and let the hanger 4word "vibrating," they should 11 Cut one 60-cm (2-foot) piece swing freely against the back of be able to conclude that sound LI of cotton string for each a chair. The children will hear a youngster. If you don't have ringing tone that will last for has something to do with that move rapidly back and f rth. enough metal hangers to go several seconds. Have them try out other vibrating around, each team can share Now ask them again what sound makers, such as plucking one hanger. However, since they think causes sound. Give a stretched rubber band. Ask LIJ children will be holding one them time to confer with each other them to propose and record end of the string just inside and to design new experiments to other ideas about what causes their ears, they should change determine the cause and nature of sound. They'll have a chance to the string as they pass the the sound they hear, recording their build on these experiences and device around. , observations after each experiment. revise their hypotheses after the C Set out the materials in a For example, they might try: following two activities. central location. EL a0

22 -NIKLIONAL1 SCIENCE & TECHNOLOGY WEEK 1997 13 ACTIVITY TWO

ACDn12! Maks a LisR9-7'sch lIsphons

Overview Procedure cup so that it is clipped securely Youngsters will explore how sound Set the stage for the activity to the circular bottom of the travels by conducting a range of by asking children how they cup. (See diagram.) Have children experiments with paper cup tele- think sound is traveling from repeat this process using the phones. your mouth to their ears. If other end of the line and the (following from their experiences second cup. Time Frame with Activity 1) they suggest Advance Preparation: 20 minutes that some kind of sound vibra- Now youngsters should return Activity: One 40-minute session tion is moving through the air, 4to their "baseline" distance. ask them to consider how sound Each child can take turns placing Suggested Age Level vibrations could do this. Suggest the cup against one ear while Ages 8 to 12 that they explore how sound his or her partner whispers into moves by conducting some sim- the cup at the other end of the Materials per Team ple experiments with a classic line, always making sure that 2 paper cups paper cup telephone. the line remains taut. Youngsters 6 meters (20 feet) of waxed should now be able to hear their To begin their experiments, dental floss or colored partners' voices resonating in children should create a "base- fishing line the cups against their ears. Ask line" by standing a measured dis- 2 paper clips them to describe their results tance (six meters or 20 feet) from paper and pencil and to follow up with their own their partners and whispering into questions (and possible explana- their cups. Can their partners dis- Preparation tions) about what happened. tinguish the words? Ask them to Divide the group into teams of two For example: keep track of their findings by children each. Make sure that the recording their observations. How are the sound vibrations area where youngsters will test getting from one cup to the other? their phones is fairly quiet. Children should begin making (They travel through the line.) Cut the floss or line into roughly their telephones by using a 6-meter (20-foot) sections. If the pencil to poke a hole in the bot- After the vibrations get to the children are younger than eight, tom of a cup. (They should stick cup at the end of the line, what you might want to provide assis- the pencil right through.) Then might they be doing to the bot- tance where appropriate as they they can tie one end of the floss tom of the cup? (They cause assemble their paper cup or fishing line around a paper clip. it to vibrate, moving the air telephones. The inner "loop" of the paper clip inside the cup in the same Set out the materials in a should then be inserted through pattern that was created by central location. the hole from the outside of the the original sound.)

4 I National Science Foundation 23 paper cup telephones further by designing new experiments. If they get stuck, suggest the following: Try using your telephone with a sagging line between the cups. Does it work? Why or why not? (It won't, because the pulling and pushing action of the diaphragm the cup bottomin response to your voice's sound waves will not transmit efficiently along a sagging line.) Might it work if you used copper wire instead of fishing line or dental floss? Try using your telephone with someone holding the line in, the middle. Does it work? If not, where are the vibrations going? (It doesn't work because the vibrations are partly diverted by the person holding the line, weakening the signal that reaches the "receiving" paper cup.)

Extensiions Older students could use their paper cup telephones to explore another important quality of Now challenge the youngsters phone to explain how sound trav- soundthat it travels at different to think of different experiments els through air. If necessary, move speeds through different media. to try with their telephones. For the discussion along by giving All they'll need to do is replace example, they might find out children this hint: the line between their cups with whether or not their telephones one that's three times as long. When people talk to each other, will work when their lines are Then ask them to stand as far as the space between them is not stretched through a closed door, the line will allow, again making empty; it's filled with air. Air is or when their fingers are pressed sure that the line is taut. As one a substance just as the dental against the bottom of the cup. partner puts the cup to one ear, floss or fishing line between the Before they try an experiment, the other can shout while holding cups is a substance. What does you might want to have them the cup on the other end of the this suggest about how sound write down the procedure and line about six inches in front of travels? (Sound needs a sub- the expected results. After trying his or her mouth. The "receiver" stance through which to travel.) the experiment, they can record should hear the shout first through Relate the talking-in-space anec- their results and try to explain the ear covered by the telephone dote on page 2, if you like. why or why not their prediction and thenan instant later came true. through the other ear. Assessment Leave it to them to hypothe- Bring students back to the To see how well your young scien- .size why the shout reached 6 original question. Ask them tists are understanding the proper- one ear before the other. (Sound how they can use what they've ties of sound, challenge them to travels faster through solids than learned with the paper cup tele- explore the properties Of their through gases.)

NATIONAL SCIENCE Et TECHNOLOGY WEEK 1997 15 ACTIVITY THREE ,a48 zrie Speaker-in-a-Jif Overview Youngsters will create their own To enable youngsters to hook paper cup speaker and hook it up their speakers to the radio, up to a small radio. you'll need to prepare a simple wire "jack" or connector using Time Frame the monaural ear plug. Use scis- Advance Preparation: 20 minutes sors to cut the cord at the end Activity: One 50-minute session near the ear plug. Discard the ear plug. Using the scissors or Suggested Age Level wire stripper, if you have one, Ages 11 to 14 carefully strip away two centimeters of plastic coating from Materials per Team the cut end. (Note: if an ear plug 1 paper cup (4 oz. to 10 oz.) of this sort is not available, you 1 small bar magnet (approx. can substitute an inexpensive pair, 1 or 2 cm. wide and at least of personal stereo headphones. \ 3 cm. long; a bar-shaped stack You'll have to separate the wires of tiny magnets will also work) and pull back the loose strands masking tape of copper wire you'll find beneath 2 ice cream sticks the outer plastic coating. You 3-by-5-inch index card won't be needing them. Then Set the stage for the activity scissors carefully strip two centimeters of by asking youngsters to reprise wire stripper (if available) coating off of the remaining wire lessons learned from the String It 6 meters (20 feet) of thin and your "jack" is complete.) Along activity. Discuss how real enameled wire Make one jack for each radio. telephones have small speakers emery paper, 220 grit or The more radios you can collect, inside them that change electricity finer (optional) the less waiting each team will\ into the sound vibrations that we have to do. all hear when talking with our Materials for the Whole Group Set up at least one radio to use friends. To discover exactly how At least 1 small transistor for this activity. The best kind these speakers work, youngsters radio with AM reception would be a small transistor are now going to make their own At least 1 monaural transistor radio that has a speaker and "speaker-in-a-jiffy." radio ear plug (generally avail- a headphone jack. You could Hand out the photocopies of able from Radio Shack® or substitute a personal radio that the Step-by-Step box. If neces- other electronics supply uses only headphones, but sary, help youngsters assemble stores for about $2) since such radios use very little their speakers. Younger children power, youngsters will need to might have trouble making neat Preparation make their speakers very well to coils, and that is critically impor- Cut about 3 meters (10 feet) get them to work. Do not use tant. To help them with this step, of thin enameled wire for each an expensive stereo system. suggest that they keep wrapping group. Using the scissors or Large amplifiers can be dam- the wire about ten times around the wire stripper (if one is avail- aged by paper cup speakers. the tube, and then pushing the able), scrape about 1 centimeter However, any radio that has coil down to one end. They'll find of coating off of the tips of a compartment for batteries it easier to keep the coil neat if each length of wire. If you will work fine. they keep pressure on the wire the want, ask youngsters to help Make one photocopy entire time they're wrapping it. by using emery paper to clean of the Step-by-Step box the ends of the wire (as well for each team. After youngsters complete their as assisting with the other Set out the materials in speakers and (taking turns) Preparation steps). a central location. hook them up to the radio, they .; 25 6 I National Science Foundation Copy DistributeDiscuss eqw-by- teep

Speaken--5n-a-Mh7 Turn the cup upside down. Loosely tape the magnet so that it sticks up from the center of the cupis bottom. (Fig A)

Tape the ice cream sticks on the outside of the cup as Fig A shown. (Fig B)

Cut a 5-centimeter strip from the index card. Roll and tape the strip into a tube with about a 2-centimeter diameter. (Fig C) The tube will have a thickness of about three card "layers." Make sure the tube fits easily around the magnet and can move freely should be able to clearlyif some- up and down over it. what faintlyhear radio signals Fig B coming through their speakers. Cut a tiny slit in one end of the If they don't, have them make 4tube. Run the wire through the sure the magnet is attached to the slit and wrap it around the tube bottom of the cup and can move about fifty times. Make sure the freely within the coil. They can wire doesn't overlap. When you also try pushing the ice cream have a nice neat coil, put two or sticks apart to immobilize the coil. three pieces of tape over it to hold Challenge youngsters to relate it in place. 4what they've just seen (and Slide your tube-coil down over heard) with what they discovered the magnet and tape it firmly about sound vibrations in Activities to the ice cream sticks. It should 1 and 2. What is vibrating in the Fig C not touch the bottom of the cup. cup that produces sound? What's Make sure the magnet remains making it vibrate? They may be independent within the tube, able to guess that the magnet is as it will need to vibrate inside vibrating because it has been of it. (Fig D) stimulated in some way by the radio. (In short: the radio's electric When it's your team's turn, current is generating its own 6twist the end of your speaker's magnetic field, which repels and wire around the end of the copper attracts the magneti.e., makes it wire connected to the headphone vibrate. The magnet taps the bottom jack on the radio. Then tune in of the cup and makes it vibrate as Fig D your favorite station, hold the open well, pushing the air on the other end of the paper cup to your ear side in and out in the same pattern and listen to the results! as the one the original sound wave produced at the radio station. See Booklet 4 for more information.) 26 NATIONAL SCIENCE Er TECHNOLOGY WEEK 1997 17 COMMUNICATIONS AT WORK © 0 NOTE TO PARENTS, TEACHERS, & YOUTH LEADERS: Children whose interest is piqued by these activities may enjoy this profile of a scien- tiSt working in a related field. Science, engineering, and technology hold bright CopyDistributeDiscuss promise as potential career pathways in the 21st century

6 Ted Darcie Community Link Resources \;)Research Director How important is the telephone in THE WAY THINGS WORK, by David AT&T Labs our lives? Youngsters can explore Macauley (Houghton Mifflin, 1988). -Murray Hill, NJ this question by taking a survey An in-depth illustrated guide that of friends and family members. unravels the mystery behind many SpaciaDity Fiber-optic systems Suggest they start by designing machinesfrom levels to lasers, a technological improvement on an easy-to-use checklist that the cars to computers. Includes an the copper wires that have carried survey participants can put near informative section on telecommu- all telephone transmissions until their telephones. Each time a par- nications that explains telephone recently. Fiber optics use lasers to ticipant uses the phone over the speakers, radio transmitters, and send images (such as television course of a week, he or she can radio receivers. pictures), sounds (such as your use the checklist to record certain GET THE MESSAGE: COMMUNICATIONS voice), and computer data quickly information: reason for the call, IN YOUR HIGH-TECH WORLD, by Gloria around the world through tiny length of the conversation, Skurzynski (Bradbury Press, 1993). glass fibers. category (friend? family? busi- An informative book with color ness?) of the other party. ADO On a Day's Work Ted and his photographs about the technology After the week is up, children team spend half their time looking behind a simple telephone call. GET can collect the lists to collate through microscopes at lasers the THE MESSAGE takes readers from the and interpret the information they size of a grain of sand. They spend inside of their telephones to the gathered. To help display the sur- the rest of their time imagining a world of cellular communications. vey results, youngsters might future in which televisionsusing want to use visual aids, such as EXPLORING THE SOUND SPECTRUM, those tiny laser beamscan pie charts and graphs. Ask: how The Exploratorium (3601 Lyon St., receive more than 1,000 channels. would a similar chart look if it San Francisco, CA 94123; phone: Just Over the HorizonSoon, graphed survey results in a coun- 800-359-9899), Spring 1994. A because of the work of Ted and try with few telephonesor in special issue on sound includes a his colleagues, we will all have your own community, say, fifty poster that places animal sounds, handheld TVs and computers, years ago? How did the young- machines, musical instruments, we'll be able to see our friends as sters' grandparents communicate and natural phenomena such as we talk on the videophone, and with friends and family when thunderstorms on a sound we'll order pizza (even with they were children? frequency graph from 0 to 1 anchovies) over the television set. million hertz. Take Ot From Me"It's more important that you know how to learn about and understand new things, rather than just know about things already. Because the technologies and what we care about change very fast, you'll need to change very fast as well." National Science Foundation NSTW Corporate Sponsors 4201 Wilson Boulevard - Room 1245 AT&TBayer Corporation Discover Arlington, Virginia 22230 USA MagazineFord Motor Company IBM E-Mail [email protected] Merck Institute for Science Education3M World Wide Web °Y& WilreS http://vvww.nsf.gov/od/Ipa/nstwlstart.htm 27 8 I National Science Foundation @OWEZOlaCICOO(BCSUOMO VOIMOI:DON GanDOO CZ7Z,Y19g0 csaut©Gscso, §®tm2G9@i2 VIMNIGDOO,CDOS7 Mg@GS 900

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liresJ0 eg The Science a Technology of Communication StarDanglilfithQuestions The three activities presented here offer an inductive, hands-on introduction to radio waves and the electromagnetic spectrum. To begin, youngsters make a simple radio wave generator with a kitchen fork, a battery, and some wires. When they run one of the wires across the fork, they hear static on a nearby AM radio. What happened? Youngsters can make guesses, but only BACKGROUND by forging ahead with the other activities will they be able to determine what's going on. TalOköng Pcolin2 A little more than In the second activity, students create their own experiments a century ago, at the ripe old age to compare the characteristics of radio and light waves. These of 16, Guglielmo Marconi began experiences can help you lead them towards a discussion of how to carry out scientific experiments light waves and radio waves are closely related; they're both part in the top two rooms of his of what's called the electromagnetic spectrum. They simply have family's house near Bologna, different wavelengths and frequencies, which are measured in Italy. The young student focused hertz (meaning the number of waves per second that cross a on the work of earlier scientists to certain point). create a practical device that In the final activity, youngsters make a paper model of a radio could be used to send messages tuner to help them conceptualize the connection between the in code. The telegraph, of course, numbers on a radio dial and the radio frequencies they represent. had already been in use for several decades by then. But C-aow lit Woo.ks When children make static on their AM radio Marconi's device could send in these first two activities, what they're doing is creating messages without the use of electromagnetic radiation by releasing energy from the battery. Part wires: through thin air! of that radiation is made of wavelengths that are picked up by the At first, Marconi simply sent radio tuner in the form of static. Other parts of it are composed of messages across the two rooms other, shorter wavelengths that can be picked up by the youngsters' of his upstairs laboratory. Then, eyes as visible sparks of light. Still other parts of that radiation fly with the help of his brother (who out invisibly through space in minute amounts as ultraviolet would wave a white flag to show radiation, mic.rowaves, X rays, and gamma rays. (See chart, page 5.) he'd received a message), Marconi sent radio messages farther and farther away from the BACKGROUND RESOURCES house. Finally, in 1895, Marconi sent a message over a hill and SOUND: MORE THAN WHAT You HEAR, by Christopher Lampton (Ens low Publishers, 1992). General overview of sound and beyond eyeshot. He knew then electromagnetic waves. that his inventionwhich involved sending an electric signal along SouND: A CREATIVE, HANDS-ON APPROACH TO SCIENCE, by Wendy Baker an invisible radio wavehad (Macmillan Children's Book Group, 1993). Eighteen virtually endless possibilities. creative experiments. 29

2 I National Science Foundation ACTIVITY ONE

Rvoch..aciing Overview Ellectrernagnstric LIT Children will make and test a simple radio wave generator using LI Radilatijon ordinary household materials.

Time Frame One 50-minute session

Ej___,Suggested Age Level LAges 10-14

Materials per Team 1 inexpensive transistor radio (must receive AM) (2) 25-centimeter lengths of insulated wire (18-24 AWG*) Procedure 1 metal fork Divide the group into teams LI Tape (masking or electrical) across the fork's prongs. If they of two or three. Set the stage 1 "C" or "D" flashlight battery II don't hear corresponding static onLI for the activity by asking young- the radio, they should make sure *AWG is the standard gauge used sters how they think radios LI the wires are securely attached teD to measure wire. Insulated, 18-24 work. Ask the children to record the battery and fork handle. AWG wire will be thin copper their ideas. wire coated with plastic, and is Once all of the groups have Introduce this activity by 4successfully generated radio Ei available from electronics, hard- challenging each team to El waves (represented by the static), ware, or home supply stores. actually create its own radio ask them to explain why they wave. To begin, have each team think the fork device affected the Preparation assemble its "radio wave genera- Before starting the activity, radio. Ask them to record their tor" by first securely taping the ask youngsters to bring in ideas. They'll have a chance to end of one length of wire to one small radios that can pick up revise their theories after doing end of the battery, and one end of AM stations (along with flash- the next activity. the second wire to the other end lights, if you want, looking of the battery. Then team mem- Assessment ahead to Activity 2). For this bers should wrap the other end You can use this introductory first activity, each team will of either one of the wires tightly activity for baseline assessment. need its own radio, fork, tape, around the handle of the fork, Have teams collaborate on written and battery. Teams can share making sure that the bare copper and illustrated explanations cri radios if they're scarce. is touching the handle. how their fork device affects theIII Prepare two wire "leads" (lengths) for each team by using Now ask each team to radio. After finishing with Activity scissors to cut 25-centimeter I Iturn on its radio, switch it 3, you can have the same team C] lengths from a spool of wire (if necessary) to the AM band, members collaborate on a revised and using a sharp knife or and turn the dial all the way in explanation of the same pheno wire stripper to scrape about one direction so that all they hear enon. By comparing the two 1 centimeter of plastic coating is static. Holding the fork close to explanations, you can determine from each end. the radio, youngsters should stroke how much the youngsters LI the bare end of the other wire lead have learned. 30 ONAL SCIENCE Er TECHNOLOGY WEEK 1997 13 - y ACTIVITY TWO a/4

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Cornpavring the Properritiies of Liight and Rao:Ho Waves

(Procedure experiment, trying different dis- Overview Ask children to recall the tances or inserting obstacles Children will create and questions that may have between "source" and "receiver." implement tests to compare arisen in conducting Activity 1. One way youngsters can then the characteristics of light and (For.example: "Why can we display their results is by creating radio waves. hear something happen when a chart that both briefly describes we strike the forkbut we don't their experiments and makes a Time Frame see anything happen?") In this side-by-side comparison of light One 60-minute session activity, they'll seek answers and radio waves. (See "What to some of those questions by If...?" box, page 5.) You can assist Suggested Age Level comparing the properties of teams that appear to be strug- Ages 10-14 radio waves and light. gling by giving them a copy of Materials per Team Divide the group into teams that box, if you like. of two or three. Each team's Radio and radio wave generator Up to now, the youngsters task is to design and carry out at from Activity 1 4have been exploring the least three different experiments Flashlight properties of radio waves by to compare and contrast the Metal tray or metal foil comparing them with light properties of light and radio Books and other waves, but it probably hasn't waves. Remind students to be classroom materials occurred to them that light and observant of even subtle effects Tape measure or meter radio waves are two very similar that their experiments produce, sticks (Youngsters can also things. You can bring them closer and to use measurements pace off distances to make to this realization with one whenever possible to help measurements) more experiment. quantify the properties of light Copy of the "What If...?" Ask youngsters to once more and radio waves. box (optional) make radio waves with their radio If youngsters aren't sure wave generator, but this time Preparation where to start, suggest that suggest that a member of each Each team of four youngsters they operate their radio wave team cup his or her hands around will need a space several meters generator fairly close to the radio the fork so that it's dark where long to test how far radio waves (say, 20 centimeters) and then the bare wire strikes it. (You may from their radio wave generator shine the flashlight on the radio want to darken the room first.) can travel. from the same distance. Those Youngsters will see a spark of Set out the trays, flashlights, observations can represent their light when the wire strikes the and tape measures in a "baseline." Then suggest that fork and radio static is produced. central location. they vary the conditions of their What has happened?

4I National Science Foundation 3 CopyDistributeDiscuss

When the bare wire is stroked against the fork, it generates something called electromagnetic radiation by releasing electric energy from the battery. // MEM Ask: what might this tell you "What If about the sound you hear on Possible Explorations With the radio and the light you see Light and Radio Waves in your cupped hands? (Radio and light waves are both types Explore how distance affects both light and of electromagnetic radiation.) radio waves. Start by creating a "baseline" by measuring a distance of 20 centimeters Ask youngsters to picture the from the radio, striking the radio wave way water ripples outward when generator, and describing the results. Then a pebble is thrown in a pond. shine the flashlight on the radio from the Electromagnetic radiation travels same distance and describe the results. through space in much the same Now slowly move the radio wave generator way (though it doesn't require away from the radio until it no longer inter- a medium in which to travel, as feres with the radio. Measure the distance: sound waves do). Some of the how far can the radio waves you're individual ripples are very short generating travel and still be heard? Shine and some are much longer. Ask: the light on the radio from that distance what is the difference between and describe the results. light waves and radio waves? (They have substantially different Explore how obstacles affect light and wavelengths. Light waves are very radio waves. Repeat the above experiment, short; radio waves are longer placing a piece of paper in front of the See chart, below) generator and flashlight. Do the radio waves travel through the paper? Do the light waves? Try repeating the experiment, using a large book and the metal tray at a range of distances. The ElectiromagraetIc Spectrum Explore other variables. Get creative! Try 0.0000000000001 mm exploring whether light and radio waves can travel through walls, trees, water (through a fish tank), around corners.... 0.0000000001 mm

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Procedure Review with youngsters some Then teams should roll the sec- Elof the properties of sound and ond sheet of paper over the tube radio wavesmany of which they and tape it as well, so that it can may recall from conducting slide freely back and forth. Activities 1 and 2, along with the Youngsters should hold one end activities in Booklet 3. As the dis- of the tube over their ear while cussion proceeds, try to hit on their partners slide the inner these major points: paper tube back and forth, Sound waves are a physical shortening and lengthening the phenomenon caused by vibra- overall length of the tube. Ask tions. (To be more specific: when them to describe what they hear. a guitar stringor a metal coat (They'll hear a pitch inside the hangervibrates, it pushes near- tube that gets higher when the Overview by molecules of air back and tube is shorter and lower when By making a paper-tube model forth, creating alternate spaces the tube is longer.) of a radio tuner, children will of crowded or thinned-out mole- simulate how radios pick up cules. These alternating spaces Afiter.youngsters have time different stations broadcasting create the sound waves.) . to experiment with their at different frequencies. model radio tuner, ask questions Radio waves, like light waves, to get them thinking about what Time Frame are entirely different from sound they're hearing, and why the Advance Preparation: 10 minutes waves. They are both forms of pitch they hear changes with the Activity: One 40-minute session electromagnetic radiation that length of the tube. For example: you can produce, for example, In this experiment, are you Suggested Age Level with a battery and fork. hearing sound waves or radio Ages 8-14 Electromagnetic radiation comes waves? (Sound waves; radio in different wavelengths, and waves must be converted into Materials per Team the wavelength determines sound waves in order to be heard.) 2 sheets of paper whether the radiation is light or Tape radio. For older students, you o What sound do you hear when can also discuss radiation of the tube against your ear is Preparation other wavelengths: microwaves, long? (A low-pitched hum.) Youngsters will need a place X-rays, etc. (See chart, page 5.) o What do you hear when where there is some "white the tube is shorter? (A higher- noise"background noise such Now ask youngsters about pitched hum.) as the sound of cars moving by what they think the different numbers on a radio dial mean. outside, wind blowing through o Ask youngsters to recall from Record their answers, and tell trees, a whirling fan, or the their Activity 2 discussions that them that they will be making a hum of conversation. Chances radio waves travel in different simulation of a radio tuner that are that youngsters will make lengths. Explain that sound will help show how it works. enough noise talking to their \\ vibrations behave the same way: partners for this activity to work Divide the group into teams some sounds have longer wave- in an otherwise quiet room. of two youngsters each. lengths, while other sounds have Set out the materials in a Have each team roll one sheet of shorter wavelengths. Challenge central location. paper into a tube and tape it. teams to use their paper tuners

6 I National Science Foundation 33 to hypothesize the connection The numbers on a radio dial Entensions between sound wavelength and are related to different-length Youngsters can make the con- pitch. (The longer their tube, they'll radio waves. nection between their paper discover, the lower the pitch. Whffe tuners, a real radio dial, and Radio tuners work by focusing on sound waves of many lengths radio wavelengths come alive radio waves of one specific length. entered the tube, only those of a even more by creating their own When you move the dial, you certain length related to the length numerical band of radio "sta- change the length of the radio of the tube will resonatethat is, tions." Have each team mark wave that the radio picks up. reflect off of its walls in such a way off their tuners with vertical that will make them grow bigger lines every 5 centimeters (culmi- Assessment and therefore louder.) nating at 40 centimeters for two If youngsters collaborated on writ- 8-1/2-inch-long paper tubes). By Once youngsters understand ten explanations of how their fork 4 'sliding the inner sheet in and out, how their paper tuners work, device affected the radio back in students can "tune in" to a ask them again what the numbers Activity 1, now is a good time to certain wavelength of white have them take another crack at it. on a radio dial might mean. Give noise. (See illustration.) Ask youngsters time to confer with Given what the teams have learned teams to share tuners and com- about radio waves by comparing their partners and agree on an pare. Is the sound produced by explanation. Eventually, each them to light waves in Activity 2 one team's tuner when it's team should come to the follow- and making a model of a radio "tuned" to 30 centimeters ing conclusions: tuner in Activity 3, ask them to identical to that produced by review, expand, and (if necessary) Waves (including sound waves another team's tuner when it, correct their earlier explanation of and electromagnetic waves) come too, is tuned to 30 centimeters? the fork device. in many different lengths. It should, provided that the white noise has remained constant as well. For fun, the youngsters might adopt a certain paper length as their own radio station, naming it after their initials.

NATIONALSCIENCE Er TECHNOLOGY WEEK 1997 17 COMMUNICATIONS AT WORK

NOTE TO PARENTS, TEACHERS, Et, YOUTH LEADERS: Children whose interest is piqued by these activities may enjoy this profile of a scientist working in a related field. Science, engineering, and technology hold bright CopyDistributeDiscuss promise as potential career pathways in the 21st century

Fran Hart Community Link Resources Advanced Product How many radio wave gener- TUNING IN: THE SOUNDS OF RADIO, Development Engineer, 3M ators are in the average horn.e? by Eve and Albert Stwertka Minneapolis, MN Challenge all of your young (J. Messner, 1992). A lively, researchers to find a way to illustrated approach to the basics Speciality Among many other count the devices at home that of radio communication. This responsibilities, Fran helps design produce radio waves. book contains many hands-on wireless telecommunication One possible method would be radio activities that can be used devices, such as electronic mail- to carry a small, portable AM for further exploration. boxes that fit in your wallet and radio around the house and hold receive mail as you walk around. it in front of different objects to GUGLIELMO MARCONI, by Nina Morgan (Franklin Watts, 1991). When you finally sit down, you see if any radio waves are being The story of the discovery of the can plug the mailbox into a com- emitted. It shouldn't take the radio wave and the invention of puter and read your mail. children too long to find out that the radio. electronic appliances, lamps, light Job Cha00engeFran needs to switches, and TV remote controls EVERYDAY THINGS AND How THEY WORK, make sure that her telecom- produce radio waves that can be by Mary-Jane Wilkins (Franklin munication devices receive only plainly heard as interference. Watts, 1991). Where does elec- certain electromagnetic waves.. After the children conduct their tricity come from? How do radios Unwanted electromagnetic waves home survey, have the whole work? Using colorful drawings can create havoc with the data. group compile a list of all the and short explanations, this book FavoriteMolls Three computers types of radio wave-producing explores common objects and that solve huge math problems items that were found. how they work. to calculate the strength of electromagnetic waves. Mimosa Onto the Future Envision a world, Fran suggests, where you walk into your house with just one gizmo in your hand that you can use as a telephone, pager, TV remote controleven a garage door opener. Take 02From Nile "Most engineers love what they doand they love to talk about it. Whenever you happen to meet a scientist or engineer, don't be afraid to ask questions. You'll probably get an earful!" National Science Foundation NSTW Corporate Sponsors 4201 Wilson Boulevard - Room 1245 AT&TBayer Corporation Discover Arlington, Virginia 22230 USA MagazineFord Motor Company E-Mail [email protected] IBM Merck Institute for Science Education3M World Wide Web w res 7r,zmg http://www.nsf.govlod/Ipa/nstw/start.htm 35 8 I National Science Foundation COMMUNICATING 5THROUGH NETWORKS NATIONAL SCIENCE Er TECHNOLOGY WEEK 1997

Overview AN% By building a ping- pong-ball communi- r ii cation network and sending messages in With14k binary code, children -ea& explore the basic components of all telecommunications links: input, transport, switch, and output.

Skills Teamwork Problem Solving Building a Model Reasoning From Observation Comparing Communicating

Subject Areas Technology Physics Engineering Information Science Math Language Arts Estimated Time and -4h Age Level The Great Communi- Contraption Three to six 45-minute sessions (ages 10-14) "Testing, Testing, 1-10-11..." Two 45-minute sessions (ages 10-14)

I A The Power of Networks If these inventors were doing their work today, they could be in dailyeven hourlycontact. They could use computer networks to share diagrams and drawings; phone calls for updates; and teleconferencing for face- to-face contact. Imagine what they would say if they could see their modern-day counterparts at the company Henry Ford foundedincluding engineers in Europe, Asia, Australia, and the United Statesusing a dedicated high-speed network to sit down at their computer screens, thousands of miles apart, and examine a three-dimensional model of a prototype BACKGROUND car. Imagine how much more quickly the automobile would have developed, had this kind of collaboration and Talking Point It's 1892 and communication been possible a century ago. automobile inventors in Europe Telecommunications networks like the one used by Ford and the United States are just starting to rev up their engines. today, or that you use when you pick up a telephone, were But a lot of kinks remain to be hardly even dreamed of in the 1890s. These networks enable worked out. In Iowa, William you to receive television and radio programs, send faxes, Morrison's electric car can travel telegraph money, and communicate via computer with just four miles before its batteries people all over the world. run out. Henry Ford in Michigan, Telecommunications networks depend on sophisticated the Duryea brothers in Massa- technology to get messages through, but each network's chusetts, and other inventors in basic elements are the same: input, transport, switches, and Germany and France are tackling similarly daunting challenges on output. When you start a message on its way, you input it cars of their own design. by typing on a keyboard, say, or speaking into a phone. It is How can these inventors share then carried by a form of transport (wire or wireless) to a their ideas, plans, dreams, switch, where it is held or redirected, and then transported to and mistakes? its destination for output to the recipient. This is true for any In 1892, it's difficult. Telegrams sort of message, whether it is "carried" by a mail carrier, a can carry a messagebut only in phone line, a radio wave, or any other form of transport. one direction at a time. Drawings and diagrams must be sent by ACKGROUND RESOURCES train and ship. Face-to-face conversations require weeks of travel. COMMUNICATION TECHNOLOGY; TODAY AND TOMORROW by It's no wonder that several Mark Sanders, New York: Glencoe/McGraw Hill,1991 decades would pass before the COMMUNICATION TECHNOLOGY by Robert Barden and auto would rule the road. Michael Hacker, Albany, NY: Delmar Publishers, 1990 37 2 I National Science Foundation E1E1-1 ACTIVITY ONE LI DT ©00zIambi,©(tf- !(-joqt() BUM a Pring-Pong Ha-hp/013°k

Overview Youngsters will design, build, and test a communications network model complete with [Introduction: Courriamorti Links multiple inputs and outputs, Though they may not realize it, your young engineers already use transports, and a central a broad range of networks every day. Discussing these networks switching mechanism. before launching this activity will help youngsters relate their ping- pong ball model with real-world experience. Time Frame For example: Joe and Keisha want to invite their friends to Preparation: Several days a party. Joe mails invitations to his friends; Keisha makes phone to collect materials calls to hers. The same basic network links speed the tWo mes- Activity: Three to six sagesone written, one spokento their destinations. 45-minute sessions

Joe's Letter Suggested Age Level Joe drops his stamped invitations in a mailbox (input); from there Ages 10-14 they are carried by mail truck (transport) to a main post office (switch), where they are sorted, and then carried by mail carrier Materials Per Group (transport) to his friends' mailboxes (output). You'll need a space at least 20 by 10 feet for the model net- JoeInput Transport Intersection Transport Output work, if it's a horizontal setup. Consider gym, auditorium, or stage spaceor building "up" instead of "out." 6 to 12 white ping-pong balls (or equivalent)* Large (2-by-3-foot) pad of paper for brainstorming, if KeishaInput Transport Intersection Transport Output chalkboard isn't available One marker of any color CleOsha's Letter Scissors Keisha picks up the phone and inputs the number each time she Tape (masking or duct) LII calls a friend. The call is transported over telephone wires to a central Ball of string "Found" items for transporting switching office, and from there it is transported to its final output, j ping-pong balls over distances her friends' telephones. LI (for example: mailing or wrapping paper tubes with open Before moving into the next phase of this activity, challenge youngsters ends, milk cartons or jugs, to describe more complex real-world networks: How would a portable cereal boxes, paper cups, phone, for example, complicate Keisha's example above? cans, plastic pipe, cardboard)

38 SCIENCE a. TECHNOLOGY WEEK 1997 13 Input

Plastic jug DPlastic jug Output 3 Ping-pong balls

It Plastic tubing Switcher Plastic tubing (intersection)Catapult At right: abstract, sample elements Th AIR FLOW of a ping-pong network. Challenge 1 Slide Mailing tube Pan of Basket youngsters to be resourceful and cut in half Water with divider, Paper funnel creative. For example: how might exit holes they propel a ping-pong ball across a pan filled with water? Accordion- fold tubing Rolled newspaper Output OutrIAIRFLOW 2

Preparation Procedure (Planning) Locate a place to store the Introduce the idea of a As a group, diagram possible collected materials while IIcommunications network by ping-pong ball networks on constructing the network. discussing the basic elements of the chalkboard or a large sheet Gather materials that can be any communications link: input, of paper. Brainstorm the materials used to transport ping-pong balls. transport, switch, output. (See and forms of energy that might (Note: tubes of uniform width, Background and this activity's be used to transport ping-pong especially wrapping paper tubes, Introduction on page 3.) Challenge balls without touching them. are best, as they are less likely to youngsters to describe three Gravity, friction, flotationeven cause blocking at intersections.) different networkse.g., phone, propulsion by catapult are possi- mail, and e-mailthey might use ble means of transport. (See dia- *If colored ping-pong balls are avail- to distribute invitations to a gram, above.) Advise youngsters able, make half of the balls white birthday party. that their ping-pong balls must and half a second color. In this enter the switch and output in the case, you won't need the marker. Ask the youngsters how they order they were sent. After brain- could create a self-contained storming a number of ideas, ask Credit model network that accomplishes the group to decide on a single "The Great Communi- the same things as the real net- plan from which all of the teams Contraption" on pages 3-5 works they have just described. can work together. was adapted from KIDS IN TOUCH, Can they design and construct an education program and a network model that will allow The group should decide competition sponsored by a message to travel from any 4which part of the network NYNEX and produced by one of several inputs, through each team will build. The Scholastic Inc.; 1993. a switch (or switches) to any activity will work best if one one of several outputs? In.their team creates the switch(es) model, ping-pong balls (or the and each of the other teams equivalent balls you've assem- .creates one input, one output, bled) can represent the messages, and transports to and from while the gift wrap tubes and the switch. (Note: creating the other items in their collection network in sections makes it easier can represent the transports to store if it has to be dismantled and the sWitches. between work sessions.)

4 I National Science Foundation 39 Procedure (Building) blue white blue = Assessment Ask the input/output teams to address for output 3 Ask the teams to create detailed IIcreate their input and output * blue blue white white = "blueprints" of the mechanisms mechanisms and connect them message: "Stand up!" they've designed, and to amend with transports. Teams will then their blueprints with new drawings, Make sure the input/output need to figure out how to connect notes, and explanations as they teams record the codes and their transports to the switch by refine their model. The blueprints their meanings on a master list consulting with the switch team. will provide an accurate history of that is visible to all participants. the project, and could provide a Ask the switch team to create Note: It's especially easy to further form of assessment if, after one or more switches that can verify the receipt of messages disassembling the model, you ask collect incoming ping-pong balls requiring a physical response, teams to trade blueprints and put from any input in the order in such as "Stand up," "Jump," together each other's mechanisms which they were sent, and direct or "Clap hands." Teams may from the plans. them, in the same order, to any need to confer with each other You might also invite guests output. The switch team will need to make sure addresses and (other young people, teachers/ to interpret the coded addresses messages do not overlap. mentors, parentseven local (explained below) for each incom- Test and refine the network reporters or telecommunications ing ping-pong ball "message" and by having teams address and company officials) to test send the message to the correct send messages in code from the network, perhaps during output. Although the switch team each input to each output. The NSTW'97 (April 20-26), by members may touch the ping- first three balls being input will sending messages themselves. pong balls at the prototype stage, represent the address of the Ask the network's designers remind them that messages intended output; the fol- to describe to the guests how circulate through a real communi- lowing balls will repre- this ping-pong ball contraption cations network without human sent the message. Par- accurately represents modern intervention for each one. Can they ticipants will discover ,telecommunications design a switch that they can that in order networks. manipulate without physically to be under- touching the balls? (One idea: stood, these create a switch mechanism that can ping-pong ball be lowered, using a line strung messages must be through a pulley, to accept balls received (output) in the from the inputs and then raised to a exact order in which higher level to send ballsihrough they were sent (input). different transports to the outputs.)

Procedure (Testing) Once the network itself is constructed, it's time to create meaningful messages out of the ping-pong balls. As a group, code the ping-pong balls by using the marker to add one color to half of the white balls (if necessary). Then ask each input/output team to create a coded address (using three balls, something like an area code) for its output. Then each team should create some actual coded messages, using one or more balls. One possible addressed message requiring seven balls might be:

NATIONAL SCIENCE & TECHNOLOGY WEEK 1997 I 5 ACTIVITY TWO

oc,0,g

DB Ms 730scom Sams

Procedure Divide the group into the Ask one youngster to describe same teams from Activity 1. 4the classic game of Tetephone Ask each team to label one sheet (in which one person whispers a of paper with the alphabet down message into the ear of another, the left margin. Next to each who then whispers it to another, letter they should place a number: and so on in a circle until the 1 for A, 2 for B, and so on. originator receives the message Overview againin correct or somewhat Discuss with the group their Youngsters will use their network mutated form). Invite the group to experience with the ping- model to send ping-pong ball play a more sophisticated form of pong network from Activity 1. messages encrypted in a version Telephone called "Telecom," using By the end of the activity, they of ASCII codethe binary their binary code tables and the should have been able to send language at the heart of all ping-pong network. digital communication. messages that had been coded by the entire group: blue/blue/ Time Frame white/white for "Stand up," and Two 45-minute sessions so on. Explain that real telecommunications networks use a Suggested Age Level similar binary "language" that Ages 10-14 includes just two choicesblue or white, or "off" or "on," or 1 or 0 Materials to send every message. Ask: how Ping-pong network from could they use their blue/white Activity 1 language to transmit a secret One sheet of paper and pencil message (i.e., not one for which for each team of four the group had already determined "Binary Code" section from a special code) through the ping- Booklet 2 of this NSTW packet pong ball network? The sheet of paper each team has begun to Preparation fill out serves as a hint that may If you haven't conducted the lead them to the answer: translate the alphabet into binary code binary code activity from Booklet 2 with this set of youngsters (perhaps using the number 27 to yet, you might consider doing represent blanks between words). so before initiating this activity. Review binary numbering They'll use their understanding from Booklet 2 of this packet. of binary numbering to encode Then challenge'each team to and send binary messages translate the entire alphabet, using through their ping-pong ball the numbers they have written networksjust as messages next to each. letter. Require that are encoded and sent through team members take turns doing telecommunications networks the translating for each letter, in the real world. helping each other as needed. Make sure the ping-pong net- Ask teams to check one another's work is set up and operational. translations for accuracy.

I National Science Foundation 41 Ask the "switch" team from The switch team should route Assessment Activity 1 to come up with a the letters toward the output of a Challenge youngsters to translate top-secret message no more than different team (call it Team #2). their own names and a party two or three words long (e.g., That team should translate and invitation phrase (i.e., "You're "Chill Out" or "Science Is Here"). then send each letter back into invited" or "Come to our party") You may want to review the mes- the network through its own into binary code and write the sage for appropriateness. The input mechanism, to be routed by coded name and phrase on a switch team should translate the the switch team to the output of blank sheet of paper. Collect and message into binary numbers, Team #3, and so on until every mix up all of the papers and then with your assistance if necessary. team has received the message. redistribute them. Then ask them (Note: they'll need to use the full (The last team in line should ask to translate the messages they five-digit binary number to repre- the switch team to route its let- now hold and, once they're trans- sent each letteri.e., "00001" ters back to the input mechanism lated, deliver it to the addressees. for the letter Aso that receiving of Team #1.) The message will Once the party invitations have teams will know where one letter almost certainly require more been delivered, every youngster stops and the next one begins.) letters than the number of ping- should diagram right on the pong balls you have available. invitation the network sequence The switch team should then Consequently, balls will need (input-transport-switch-transport- 6originate the message by to "cycle" through the network switch-transport-output) that just sending it into the network several times before the message took place. Finally: have that through any input mechanism it is completely transmitted. party to celebrate all of this chooses. The switch team should new knowledge! route the message through its When the last letter has been sent, ask each team to write central switch(es) to the output Extensions created by the team that created the complete message (along Challenge older children to with its team number) on a sheet that input (call it Team #1). develop other ways to model As soon as that team begins of paper and submit it to the binary communication. For receiving the message, it should switch team. The switch team example: how could one team can then examine the results, translate the letters (silently!) one translate and send a new at a time, and then send each determining how the network message to another team by and the translators performed letter back into the network using a flashlight? ("On" might and where any communication through its input mechanism. represent "0"; "Off" might troubleif there was anyarose. represent "1.") Explain that in Discuss the results with the entire doing so, they are modeling the group. If the message did not go way new, more efficient fiber 1000' through to each team correctly, optic cable works as a transport, 01°Q° 7-1-11515SOCoo try it again if 0\00k replacing older copper wire. 100\\ 17,1 5 5 time permits. 0100\ Younger children might play the IOW So Coo classic Telephone game, explain- \ 001\ 0\\ ing who in the game is acting as 01" Input, who as Transport, and 00" who as Output. 011

4 2

NATIONAL SCIENCE Et TECHNOLOGY WEEK 1997 17 J COMMUNICATIONS AT WORK

NOTE TO PARENTS, TEACHERS, & YOUTH LEADERS: Children whose interest is piqued by these nEJ coo "ctions activities may enjoy this profile of a scientist working in a related field. Science, engineering, and technology hold bright Li CopyDistributeDiscuss promise as potential career pathways in the 21st century.

Aaron Dagen Community Link Resources Engineer NYNEX Networks touch our lives in How SCIENCE WORKS, by Judith Science & Technology, Inc. many forms. Personal networks Hann (Reader's Digest Assoc- Li White Plains, NY j-lof family and friends sustain us iation, 1993). Step-by-Step LA ,An good times and bad; tele- experiments (regarding sound, Specialty Helping to develop lphone, television, radio, and telephones, and radios) for wireless networks. L postal networks keep us con- parents and children to -1 Just Part of the Job Aaron's nected with the world. do together. job involves testing new services, Dr .Who's Who in Your COMMUNICATIONS, by Nigel analyzing the results, and dis- Network? Chart each family Hawkes (Henry Holt Et cussing them with colleagues, member's personal network Company: Twenty-First customers, and others. He uses of friends. How does each Century Books, 1994). Short a sophisticated computer model family member communicate explanations of fiber optic to simulate networks and find with the people in his or her networks, virtual reality, and out how to make them work network? Do those in each other modern communication together with other networks. network communicate with technologies with large color each other? How does a photos and drawings. Big Goal Providing digital cable personal network expand? TV service over the air, using GET THE MESSAGE: TELECOMMUNI- microwaves. If his team suc- Making Connections CATIONS IN YOUR HIGH-TECH WORLD, ceeds, NYNEX (soon to merge List the communication by Gloria Skurzynski (Mac- with Bell Atlantic) will be able networks with which your millan Children's Book Group: to offer 200 channelswithout family interacts regularly. Bradbury Press, 1993). What a cable wire in sight. These might include the technology does it take to Big Satisfaction When hard postal service, telephone, make a phone connection, fax, computer, television work pays off, and a new send a fax, or pick up a satel- (broadcast or cable), or lite signal? An illustrated look service he's worked to develop radio. Discuss how the basic at the answers to these and starts being used by the com- communication linkinput, other questions. pany's customers. transport, switch, and output Take It From Me "Telecommuni- works with each network. In cations is a constantly evolving what ways does each example and changing field. It offers a differ from the others? broad range of opportunities involving computers, voice technology, electrical engineering, mathematics, programming, and experimental design. Sound interesting? Then work hard. Hone your skills. You're someone with a future in telecommunica- National Science Foundation NSTW Corporate Sponsors tions engineering." 4201 Wilson Boulevard - Room 1245 AT&TBayer Corporation Discover Arlington, Virginia 22230 USA MagazineFord Motor Company E-Mail [email protected] IBMMerck Institute for Science Education 3M World Wide Web wllres= http://www.nsf.gov/od/Ipa/nstw/start.htm 4 3 8 I National Science Foundation COMMUNICATING 6INTO SPACE NATIONAL SCIENCE Et TECHNOLOGY WEEK 1997

D r (6) ol I 1 r"-, Fr own Sim,-t-

Overview Youngsters will learn how we decode messages sent to us from space, such as from the Hubble Space Telescope, and then use problem-solving skills to interpret a simulated message from a civilization _orbiting a distant star .11' Skills Recording Data Comparing Information Interpreting Data Problem Solving _-111.

Subject Areas Mathematics Information Science Design Astronomy

Estimated Time and Age Level Pixel Me This Two 45-minute sessions . - (ages 8-12) Reading You Loud and Clear Three 45-minute sessions (ages 10-14)

JL. Radios and Light Bulbs As was mentioned in Booklet 4 of this NSTW packet, radio waves like those carrying the Arecibo message are a form of electromagnetic radiation, much like the light waves that come from the bulb in a desk lamp. We routinely think of radio waves as carriers of Top 40 songs and disk jockey chatter to radio receivers. But radio waves are also used to send two-dimensional picturessuch as television shows, or the Arecibo schematic of a human figure, or the beautiful images we see from the Hubble Space Telescope. How is this possible? The answer is that the image is not transmitted in two dimensions at all. Before it is transmitted along a radio wave, a television BACKGROUND or Hubble image is divided into a long line of many little squares, TaikinPoint Communicating called dots or pixels. When the television receiver picks up this with distant civilizations has been information transmitted by the radio wave, it transfers the infor- a staple of science fiction thrillers mation, one pixel at a time, across the front of the television for many decades, but a little screen. By moving quickly across the lines and down the more than 20 years ago, scientists screenin much the same way that we read typea com- used the Arecibo Radio Telescope plete two-dimensional image is produced. The pixels are in Puerto Rico to attempt to do so small that a person's eye cannot pick out the transition just that. The images to the right from one pixel to the next. A typical television shoots an represent the radio message they image composed of thousands of pixels across its screen sent toward a cluster of stars in a 30 times per second. distant part of our Milky Way Dot to Dot The first activity in this booklet offers youngsters galaxy. Among other things, the a chance to experience firsthand how a pixelated image is images represent: produced. The simulated message from a distant civilization o the numerals 0 through 9 using in Activity 2 will encourage them to work together at the a binary counting system; frontiers of science to analyze what would be a dramatic a schematic drawing of a communication from space. human; and a schematic drawing of the BACKGROUND RESOURCES solar system, with the third LIFE IN THE UNIVERSE SERIES, created by the SETI Institute, available planet (Earth) being of special from Teacher Ideas Press, Englewood, CO. For grades 4-8; a search interest because it is out of line. for clues to the possible existence of life beyond our solar system. In all likelihood, the Arecibo "NEWTON'S APPLE," Tenth Anniversary Show (#1001; often available message is the answer to the through local PBS stations). Good information on pixel technology. question posed on the cover of ASTRO-ADVENTURES: AN ACTIVITh4BASED ASTRONOMY CURRICULUM, by this booklet. It will reach its Dennis Schatz and Doug Cooper (Pacific Science Center; 1994). destination in 25,000 years. See credit, page 6.

2I National Science Foundation 4 5 EDFk E ACTIVITY ONE m LI

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'Overview EBy simulating pixel imagery, Ei youngsters will discover how we receive television images hrough the airand Hubble LI Space Telescope images LIifrom space. LI Time Frame Preparation: 30 minutes Teacher-Directed Activity: 45 minutes Student-Directed Activity: 45 minutes

Suggested Age Level [Preparation Ages 8-12 Make a sign reading SPACE (Code: BL = blue, R = red, SHUT1LE that can hang around B = brown, Y = yellow, Materials a person's neck. Make similar 0 = orange, G = green) Portable radio signs that read MISSION CONTROL * Prepare the Half-sheets of A' SPACE SHUTTLE, MISSION CONTROL and HUBBLE SPACE TELESCOPE. 1/2-inch-grid graph paper. and HUBBLE SPACE TELESCOPE * Place each word in the follow- Make a box on each sheet signs (see Preparation) ing statement on separate that is exactly 11 squares Crumpled balls of paper 4-1/4-inch by 5-1/2-inch pieces wide and 7 squares high. with words on them of paper: "Roger, Houston. We Label the columns (1 through 11 (see Preparation) copy your message and are across the top) and rows Half-sheet of 1/2-inch-grid ready for reentry." Crumple (A through G down the left side). graph paper for each child each piece of paper into a ball. Supply of small colored can- These will serve as the young- EEL Select candies (or prepare balls sters' "Space Image Grids." dies, such as M8-Ms® or jelly of colored paper) and arrange beans, or small balls of colored them so you have the following paper (see Preparation for colors in this order: LI colors required) Crayons or colored pencils of G R B BL Y B G Y R BL 0 El colors matching the candies Y G B R o B BL 0 B R R or paper balls R 0 B Y G B R Y 0 Y G Overhead transparency of the Y BL B B B B BL R B R o apple images from page 4 (or R G B G Y B o o B BL G images can be passed around) 0 BL B 0 R B G BL B BL Y E Y Y B BL Y B R Y B Y R M&M is a trademark of the Mars Corporation. LI

4 6 IONAL SCIENCE Er TECHNOLOGY WEEK 1997 13 25 x 25 pixels 50 x 50 pixels 200 x 200 pixels

Procedure (Introduction) Procedure (Main Activity) Periodically stop and make sure Turn on a portable radio and Once students understand all students are working on the scan through the stations. IIhow this word message was same pixel, using the column Ask how youngsters think the transmitted, ask them how they numbers. Ask if they have any words and music travel from the think a two-dimensional image guesses as to the image being radio station to the radio. Ask might be transmitted, such as "transmitted." List their ideas on them to recall what they learned a TV picture or one of the astro- a chalkboard or large pad, and from activities in Booklets 3 and 4, nomical images observed by then proceed until the entire if you conducted them, regarding the Hubble Space Telescope. image is produced. The image radio transmission. List these ideas. they should have by the end is the word "Hi," as shown in the Now ask youngsters to imagine Introduce the idea that a illustration on page 3. how a radio message might be photograph can be divided transmitted from space. To give a into a number of small squares by Assessment more concrete and visual idea of showing the overhead projection Have pairs of students create what is happening, put the SPACE of the three apple images shown iMages, coding long strings of SHUTTLE sign around your neck, above (or pass around the images colored "pixels," and ask them and ask one child to stand ten feet themselves). Use them to explain to send these messages to each away with the MISSION CONTROL how images are transmitted one other to assess how well they sign around his or her neck. Ask square at a time. Introduce the understand the concept. the group to think of the crumpled term "pixel" to replace "square." balls of paper with words on them Give every student a Space Extensions as radio waves being transmitted Image Grid and explain that Older students can experiment from the Space Shuttle to Mission they will be acting as receivers, further by making the pixel size Control in Houston. Throw the decoding an image from the smaller and sending more compli- balls one at a time (in their correct Hubble Space Telescope. Ask cated images. Graph paper with order) so that "Mission Control" them to get out the crayons or a smaller grid size works well for can un-crumple each ball and read colored pencils. Put the HUBBLE 'this activity. Motivated youngsters the words being sent. Reinforce SPACE TELESCOPE sign around your can take an existing image and the concept that messages from neck, and ask for a volunteer to divide it into pixels, and then space come as small bits of infor- wear the MISSION CONTROL sign. devise a color and brightness mation, one after the other, on Toss the candies, or colored scale to use in transmitting the radio waves. If time permits or balls of paper, to "Mission image to another person. (Try the concept needs more reinforce- Control" in the order provided photocopying small-grid graph ment, have pairs of students under Preparation. "Mission paper onto a transparency for create messages to transmit Control should call out the color help in the pixelating process.) between each other. of each candy as it is received. The rest of the group should color each pixel with the appropriate color starting at the, top left and going across to thd right. 4 7 4I National Science Foundation Academy of Galactic Communications Research A Message From Space (A reproducible for Activity 2. See pages 6-7.) .al 1 X X

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XI X X XX X XXXXX X 11XX11 XXX XX A 4

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4 8 A 6

NATIONAL SCIENCE Er TECHNOLOGY WEEK 1997 15 ACTIVITY TWO

o CussCr' Overview Teams will analyze and interpret Duvaerriprating a Enmadlaritad a simulated message from a civilization on a planet orbiting Massaga Fo.orro Space a distant star and develop a return message.

Time Frame [Procedure Preparation and Introduction: 20 minutes Ask youngsters to examine Elthe Arecibo radio message on Group Directed Activity: Two 45-minute sessions page 2 of this booklet and discuss its messages. Then divulge that Oral Presentations: they have been asked by the One 45-minute session Academy of Galactic Communi- Suggested Age Level cations Research to analyze a radio message just received from Ages 10-14 academy's interpretation if you what is thought to be a distant, want to use it. (Remember, a real intelligent civilization. Materials per Team message from space will not arrive "A Message From Space" Divide the group into teams with its own "correct" interpreta- diagram (page 5) and distribute the envelopes tion. Consider keeping the provided Envelope with "A Message From Space" interpretation under wraps, which Graph paper (see page 5) to each team, noting would allow you to emphasize that that this message was received youngsters are operating just as Preparation as a series of images similar to the scientists dowhere no definitive Copy enough "A Message one they analyzed in Activity 1. answers are provided.) After the From Space" diagrams to It arrived at the radio telescope activity has been completed, you have one per team of three (receiver) as a long string of "X"s might suggest that the simulated or four youngsters. and "Blanks," and scientists at the message was only a test being Fold copies of the message into academy realized it could be conducted by the academy. envelopes addressed to each arranged into the images they Youngsters should realize that we team from the imaginary see here. Now, however, they're have not knowingly received such Academy of Galactic stumped and need help. Ask each a message from spaceyet. Communications Research. team to work together to decode the message, using your own Assessnrnent Credit knowledge of the given interpreta- Have the students plan a return This activity was adapted from tion (see box, page 7) to help any radio message using the graph ASTRO-ADVENTURES: AN ACTIVITKBASED struggling teams "jump-start" paper. Each square is a pixel that ASTRONOMY CURRICULUM by Dennis their own analysis. can either be a "Blank" or an "X." Schatz and Doug Cooper, As youngsters plan their return During the second 45-minute 0 1994 Pacific Science Center messages, ask them to consider: session (perhaps a day or two (and available at 206-443-2001). how the return message might after the first, to allow for inde- ASTROADVENTURES is intended for build on information that we pendent thinking), ask the teams use with students in grades 4-8. to finish their interpretations and and the distant civilization share, The "Message From Space" is based on its message to us; and prepare a group presentation. based on a simulated message what aspects of our culture @ 1976, 1992 by the Regents of At the final session, ask teams should be conveyed. Have each the University of California. Used 4to share their interpretation of team transmit its message (after by permission of the Lawrence the message. With the whole converting it to a long string of Hall of Science, University group, discuss and debate the "X"s and "Blanks") to another of California. various ideas, including the team to interpret. 4 9 6 I National Science Foundation One Possible Interpretation of the Space Message

These suggested interpretations of the simulated message from space (see page 5) correlate with the numbered arrows in the reduced versions shown at right.

1 The numerals 0 through 9.

2 A schematic drawing showing the distant civilization's planetary system, with the time "Zero" shown at bottom.

3 A schematic drawing showing that life has formed on the fourth planet from the central star. The numerical symbols at the bottom translate to 4,000,000,000 time units from the first illustration of the simulated message. The unit of time is unknown; it could be years, decades, or a period used by the distant civilization which we're unable to define.

4 A schematic drawing showing that the three inner planets were colonized. Some youngsters may interpret this to mean that the civilizations on the other three planets destroyed the fourth planet. Either interpretation is reasonable, although the fact that the three inner planets have formed into triangles in Image 5 probably gives the colonization interpretation the greatest weight. A period of 4,001,000,000 time units has passed since the beginning.

5 A schematic drawing showing that the fourth planet explodes 4,001,001,000 time units from the beginning.

6 Schematic drawing of our solar system. Note that the relative sizes of the planets are shown correctly, and that Saturn has rings. The numbering system of 0 through 9 is shown below the planets.

7 A line from our sun to the Earth, with the number 1 at the center of the line, shows that the distant civilization is using this distance to define both distance and time. The distance is 93 million miles, and the time for light to travel this distance is approximately eight minutes. This information can be used to calculate the distance to the planetary system shown in Section 9.

8 A schematic drawing of the distant civilization's planetary system. The numbering system is repeated under each planet. Note that the fourth planet is missing. The short line between the star and the first planet indicates that the message is coming from that planet.

9 A schematic drawing of our Milky Way galaxy, with lines showing the relative position of the two planetary systems. The number 19,447,200 appearing in the middle of the vertical line represents the distance, in astronomical units, between the two planetary systems. This equals almost 2 million billion miles (2,000,000,000,000,000) or 340 light years. (One astronomical unit is the distance from Earth to the sun, 93 million miles.) 50 NATIONAL SCIENCE & TECHNOLOGY WEEK 1997 17 COMMUNICATIONS AT WORK z NOTE TO PARENTS, TEACHERS, & YOUTH LEADERS,' Children whose interest is piqued by these activities may enjoy this profile of a scien- b:st working in a related field. Science, .engineering, and technology hold bright CopyDistributeDiscuss promise as potential career pathways in the 21st century.

Lk. N., kw, r Jill Tarter Community Link Resources Astrophysicist Encourage youngsters to take PROJECTS IN SPACE SCIENCE, by SETI Institute home copies of the simulated Robert Gardner (Simon Er ountain View, CA message from space to ask Schuster, 1988). More than for family suggestions as to Specialty Leader of Project 30 space-related experiments what the distant civilization is that help children explore the Phoenix at the SETI (Search attempting to convey to us. laws of science. for Extraterrestrial Intelligence) Family members could also Institute, which scans the skies [http://www.seti-inst.edu] be asked to give ideas for what for radio messages from extra- The SETI Institute World Wide to include in the return message. terrestrial civilizations on planets Web site provides excellent If families have access to the orbiting other stars. information and links to other Internet, suggest that they work web sites regarding the search Big Challenge To design a project together to explore the World for extraterrestrial life. that can check many millions of dif- Wide Web addresses listed on ferent radio frequencies at once and/ this page. Families without [http://www.stsci.edu] The Space examine hundreds of thousandsi\of Internet access at home can oftenTelescope Science Institute web stars in less than a human lifetime. find it at a local public library or site provides beautiful images science center. from the Hubble Telescope, along Top Interests Jill earned her with classroom activities and Bachelor's degree in engineering related resources. and her doctorate in astronomy. [http://www.physics.sfsu.edu/asp/ Although SETI research occupies asp.html] The Astronomical much of her time, she still enjoys Society of the Pacific web site pro- other hands-on activities including vides a wealth of general astron- sewing, handicrafts, small con- omy information and resources, struction projects, and flying with excellent links to other small planes. research and amateur astronomy Take It From Me "The most resources and web sites. important thing you can do is Passport to Knowledge never stop being curious. Never (800-626-LIVE), an on-going series stop learning new things! It doesn't of "electronic field trips to scientific matter if it's cooking or quantum frontiers," is sponsored by NSF, mechanicsif you have an interest NASA, and the Public Broadcasting and have a question, keep working System. Projects include LIVE FROM on it until you find the answer. THE HUBBLE SPACE TELESCOPE and LIVE Ask for help from experts, or search FROM MARS. through the World Wide Web, or even consider the old-fashioned method of reading a book! And by the way, the more math you study, the better prepared you will be National Science Foundation NSTW Corporate Sponsors to find your answers." 4201 Wilson Boulevard - Room 1245 AT&TBayer Corporation Discover Arlington, Virginia 22230 USA MagazineFord Motor Company E-Mail [email protected] IBM Merck Institute for Science Education3M World Wide Web wires= http://www.nsf.govlod/Ipalnstw/start.htm

8 I National Science Foundation 51 The Science Et Technologyuullress of Communication NATIONAL SCIENCE Et TECHNOLOGYWEEK National Science Foundatior.

Annenberg/CPB Math The Challenger Center for Space and Science Coalition Science Education c/o Corporation for Public Broadcasting 1029 North Royal Street 901 E Street, NW Suite 300 Washington, DC 20004-2037 Alexandria, VA 22314 Tel: 800-965-7373 Tel: 703-683-9740 ileso Fax: 802-864-9846 [http://www.challenger.org] The Coalition works in partriership The Challenger Center serves a network These organizations, programs, and with numerous science, education, of learning centers and education insti- services help introduce young people, and parent organizations to produce tutions throughout North America. as well as parents and teachers, to programs and materials for a base further hands-on learning experiences of science excellence. Its brochure, 4-11 in science, mathematics, and technology. Science...Simply Amazing!, was pro- USDA CREES/4-H Many of them specifically support this duced with support from NSTW to help Room 3860, South Building year's NSTW theme of communication. parents encourage children's science 14th and Independence Avenue, NW interest through community resources Washington, DC 20250-0900 and simple activities. 4-H offers internships, entrepreneur- ORGANIZATIONS ships, and mentoring by scientists in Professional, Community, and Advocacy ASPIRA aerospace, computing, robotics, and the environment. Contact your state office American Association for the 1444 Eye Street, NW Suite 800 or National Program Leader, Science Advancement of Science Washington, DC 20005 and Technology Education. 1200 New York Avenue, NW Tel: 202-835-3600 Washington, DC 20005 Fax: 202-835-3613 Girl Scouts of the U.S.A. Tel: 202-326-6400 E-Mail: [email protected] 420 5th Avenue [http://www.aaas.org] ASPIRA is an Hispanic advocacy group [http://www.eurekalert.org) New York, NY 10018 that runs leadership development and Tel: 212-852-8000 AAAS heads a national effort to further educational programs, and helps fhttp://www.gsusa.org) public understanding of science. Pro- Hispanic students find scholarships. This organization offers the booklet grams include: Barrier Free in Brief, entitled Leading Girls to Math. Science Black Churches Project, Count on Me, - Association of Science-Technology and Technology. Girls and Science, Proyecto Futuro, Centers Science Books and Films, Science 1025 Vermont Avenue, NW girls, Inc. Education News, and SLIC: Science Washington, DC 20005-3516 Linkages in the Community. 30 East 33rd Street Tel: 202-783-7200 New York, NY 10016 American Chemical Society [http://www.astc.org/astc) Tel: 212-689-3700 ASTC fosters public understanding of E-Mail: [email protected] 1155 16th Street, NW Operation SMART provides out-of-school Washington, DC 20036 and interest in science and technology Tel: 800-227-5558, ext. 954 through 450 member institutions activities that emphasize hands-on [http://www.acs.org) worldwide. experiences in math, science, and technology for girls. (Grades 1-12) ACS promotes chemistry through Association of Women in Science national public outreach and chemistry 1200 New York Avenue, NW The institute of Electrical and education with programs such as: Electronic Engineers,. Inc. Wonder Science, Tracing the Path: African Suite 650 American Contributions to Chemistry Washington,.DC 20005 445 Hoes Lane Tel: 202-326-8940 in the Life Sciences, Kids & Chemistry, PO. Box 459 E-Mail: [email protected] Piscataway, NJ 08855-1331 and National Chemistry Week. Tel: 908-981-0060 (Nov. 3-9, 1997) AWIS promotes opportunities for women to enter science fields and [http://www.ieee.org/1 American Geophysical Union achieve their career goals. The world's largest technical professional society, the Institute is 2000 Florida Avenue, NW Bayer/NSF Award for a leading authority on areas ranging Washington, DC 20009 Community I tion from aerospace, computers and tele- Tel: 202-462-6903 communications to electric power and [ht-tp://www.agu.org] Tel: 800-291-6020 consumer electronics. Possible resource AGU produces various materials for the [http://www.nsf.gov/od/Ipa/events/ awards.htm) for community-based volunteers, guest K-12 community including annotated presenters, and project advisors. slide sets on space physics (K-12), an Annual competition for teams of middle- emergency preparedness and response school age youth to identify real prob- communications program (Grades 7-12), lems/challenges in their communities and a materials package for teachers and propose creative solutions using sci- (Grades 7-12). ence, math, engineering and technology. 2 International Society for National Council of La Raza National Urban Coalition Technology and-Education 1111 19th Street, NW 1875 Connecticut Avenue, NW 1787 Agate Street Suite 1000 Washington, DC 20009 Eugene, OR 97403 Washington, DC 20036 Tel: 202-986-1460 Tel: 800-336-5191 Tel: 202-785-1670 E-Mail: [email protected] [http://isteonline.uoregon.edu] NCLR works to empower Hispanics NUC affiliates nationwide are involved ISTE provides education, leadership, from the grassroots and build a in reforming math and science educa- and a forum for sharing information community of mutual respect and tion. They also sponsor the nationwide through its publications, such as accountability. NCLR projects include Saturday science program, Say Yes to Learning and Leading With Technology Project EXCEL-MAS (Excellence in a Youngster's Future. and educator-developed books Community Educational LeadershiP and courseware; conferences Math and Science), which develops National Urban League (Telecommunications/Multimedia community-based educational models; 500 East 62nd Street Conference); workshops; and a and Project PRISM (Partners for Reform New York, NY 10021 network of Organization Affiliates. in Science and Mathematics), which Tel: 212-310-9000 increases parent information about E-Mail: [email protected] International Technology and involvement in math and [http://www.nul.org] Education Association science education. NUL affiliates across the country 1914 Association Drive work to engage families in math Reston, VA 20191-1539 National Council of Teachers of and science education activities. The Tel: 703-860-2100 Mathematics video, Calculating Change, shows ways E-Mail: [email protected] 1906 Association Drive parents and community groups can [http://www.tmn.com/Organizations/ Reston, VA 20191-1593 enhance math and science education. Iris/ITEA.html] Tel: 703-620-9840 For orders only: 800-235-7566 ITEA publishes The Technology Teacher, Quality Education for E-Mail: [email protected] . . Minorities Network dedicated to the development and E-Mail: [email protected] improvement of technology education. [http://www.nctm.org/] 1818 N Street, NW Suite 350 Lome !son Center for the Study of NCTM offerings include mathematics Washington, DC 20036 Invention and Innovation education publications such as Tel: 202-659-1818 Teaching Children Mathematics, E-Mail: [email protected] Smithsonian Institution Mathematics Teaching in the Middle [http://qemnetwork.qem.org] National Museum of American History School, Mathematics Teacher, and QEM works to improve education for Washington, DC 20560 over 240 educational materials. [http://www.si.edu/organize/museums/ minorities throughout the nation. nmahlhomepage/lemel/Start.htm) National Science Teachers Resources for Involving Scientists The Center sponsors a Living Role Association in Education (RISE) Model series of lectures for middle- school aged children. 1840 Wilson Boulevard National Research Council Arlington, VA 22201-3000 2101 Constitution Avenue, NW Math Counts Tel: 703-243-7100 (HA450) [http://www.nsta.org] Washington, DC 20418 1420 King Street Tel: 202-334-2110 Alexandria, VA 22314 NSTA is committed to improving science education from preschool E-Mail: [email protected] This organization provides a variety through college. Its Membership and Contact RISE for information about of math education materials and .Publications Supplement lists publica- involving scientists in a variety of also sponsors nationwide junior high tions and resources, including Science roles in your science program. math competitions. and Children, Science Scope, and The Science Teacher. TERC National Aeronautics and Space Administration 2067 Massachusetts Avenue National Society of Cambridge, MA 02140 300 E Street, SW Professional Engineers Tel: 617-547-0430 Washington, DC 20546 1420 King Street E-Mail: [email protected] Tel: 202-358-1110 Alexandria, VA 22314 [http://www.terc.edui [http://www.spacelink.msfc.nasa.gov]. Tel: 703-684-2852 TERC is a research and development NASA maintains Teacher Resource [http://www.nspe.org] organization committed to improving Centers across the country. A complete NSPE promotes coalitions of engineer- mathematics and science learning and list can be found on NASA Space link ing business groups and organizations teaching. Its work includes: designing on the World Wide Web. with, education partners. National telecommunications networks for Engineers Week (February 16-22, 1997)teachers and students; developing National Audubon Society features the Future City competition network-based educational materials;

700 Broadway for students. (Grades 7-8) creating technology tools; fostering . New York, NY 10003-9562 ccimmunication in science and math Tel: 212-979-3000 classrooms; and spearheading a [http://www.audubon.org/audubonf] national initiative of science education Through local chapters, NAS distrib- reform for language minority students. utes Audubon Adventures, which often deals with animal interactions/com7 53 munications. NAS is dedicated to building a culture of conservation in America through environmental education and advocacy. April 20-26, 1997 NATIONAL SCIENCE Et TECHNOLOGY WEEK U.S. Geological Survey How Telecommunication Works: Kids Et Technology 119 National Center How People Use Energy to Mission21: Launching Technology Reston, VA 22092 Communicate Across the Curriculum Tel: 703-648-4463 Scholastic Inc., 1995 Delmar Publishers, Inc. 1992 E-Mail: [email protected] Instructional Publishing Group 2 Computer Drive West [http://www.usgs.gov/educationf] 555 Broadway Box 15-015 The U.S.G.S. uses satellite images of New York, NY 10012 Albany, NY 12212 the earth from space to track a wide [http://www.scholastic.com] A hands-on, activity-based range of earth surface phenomena. Curriculum package, part of supplementary technology and Scholastic's Science Place K-6 science science program for grades 1-6. curriculum, that includes: equipment The problem-solving unit, Communi- CURRICULUM Et kits; video; a problem-solving mystery; cation, explores why and how people ACTIVITY GUIDES reference literature; instructional sup- communicate, modern communication, port; and an option to link to the communication technology, and the Batteries and Bulbs Scholastic Network. Examines how future of communication. P.O. Box 3000 sound travels as energy and explores Teacher's Resource Book, Leve1111 Nashua, NH 03061-3000 electromagnetic waves. (Grades 4-6) (Grades 5-6) Tel: 800-442-5444 Elementary Science Study (ESS) How the Weatherworks Lawrence Hall of Science Nashua, NH: Delta, 1985. 1522 Baylor Avenue University of California at Berkeley (Grades 4-6) Rockville, MD 20850 Berkeley, CA 94720-5200 Tel: 301-762-SNOW Tel: 510-642-7771 The Computer Museum E-Mail: [email protected] [http://www.weatherworks.com] Great Explorations in Math Et 300 Congress Street Science (GEMS) Boston, MA 02210 How the Weatherworks supplies GEMS teacher's guides enable teach- Tel: 617-426-2800, ext. 307 educational materials related to weath- ers to incorporate activity-based [http://www.tcm.org/] er, technologies designed to communi- science and math learning into their The Computer Museum Network, the cate weather information, and National curriculum in a flexible manner (Pre- virtual museum, lists educational Sky Awareness Week, which occurs K-10). In Buzzing a Hive (Grades K-3), resources on computer software and simultaneously with NSTW (April students learn about bee communica- networking. To find sites useful for 20-26, 1997). Weather Study Under a tion; Oobleck: What Do Scientists Do? kids, check out the Network's Links to Mass Media Umbrella includes activities contains activities that focus on how scientists communicate their findings. Good Sites for Kids. Available through for using television, newspaper, and the museum store are educational the Internet to bring real-time weather Science Activities for the Visually activities and the video A Journey into data into the classroom. (Grades 4-12) Impaired/Science Enrichment for the Walk-Through Computer. Learners with Physical Handicaps Inventure Place (SAVI/SELPH) Electronic Discovery Trails National Inventors Hall of Fame Multisensory Learning: 1982. Liberty Science Center 221 S. Broadway Tel: 415-642-8941 Liberty State Park Akron, OH 44308 In the Communication Kit, students 251 Phillip Street Tel: 216-762-4463 [http://www.invent.org] listen for specific sounds and then Jersey City, NJ 07305-4699 develop a code using sounds to send Tel: 201-451-0006, ext. 234 Inventure Place, the National Inventors a message, plus other activities. As Fax: 201-451-6383 Hall of Fame, is a hands-on, interactive E-Mail: [email protected] part of the Magnetism and Electricity museum that presents the great inven- unit, students construct a telegraph Through distance learning, E-Trails tors of our time and unique exhibits and conduct other experiments invites students to explore exhibits in featuring fiber optics, lasers, videos related to magnetism and electricity. depth at LSC. Examples in communi- and more. (Grades 4-7) cation include: Create an.Animal Theater Production and Express a Mood The Journey Inside: The ComputerOut of This World Without Using Words (Grades 3-6); Intel AIMS Education Foundation Create a Secret Code and Create a P.O. Box 7620 P.O. Box 8120 Network (Grades 6-12). Mount Prospect, IL 60056-9960 Fresno, CA 93747-8120 [http://www.intel.com/intel/educate/ Tel: 209-255-4094 Foundations and Challenges to index.htm] AIMS Activities: 1994 Encourage Technology-Based The Journey Inside from Intel Corp. Science (FACETS) Activities that relate to space commu- provides in-depth, easy-to-use materi- nication include: How Long Does It Take Tel: 800-KH BOOKS als free of charge to science, math and to Say Hello?, which asks students to An educational project of the American computer teachers in grades 5-9. The compute the time it would take for a Chemical Society, Washington, DC. kit includes a 300-page, six-module message to reach the moon and the teacher's guide, a six-part video, and planets; and Space Talk Message, Handling Information (Module 3.8 wherein students compute the time Teacher Version) includes six activities a hands-on chip kit. The study units cover an introduction to computers; needed to send a series of messages which help students understand how between the moon and the planets. we communicate and design a com- how microprocessors work; what digi- (Grades 4-8) munications plan. Kendall/Hunt tal information is; how transistors Publishing Company, 1996. (Grade 8) work; how computer chips are made; and an examination of critical inventions throughout history.

NATIONAL SCIENCE Er TECHNOLOGY WEEK April 20-26. 1997 Passport to Knowledge Communication Technology Elementary Electricity P.O. Box 1502 Today and Tomorrow 1993 (23 min. video) Summit, NJ 07902-1502 Sanders, Mark National Geographic Society, Tel: 608-786-2767 New York: Glencoe/McGraw Hill, 1997 No. G51568. Tel: 800-626-LIVE (for up-to-date Tel: 800-368-2728 information on projects) Fax: 608-786-1819 The Communications Miracle Covers the history of the incandescer E-Mail: [email protected] Bray, John light, including principles of conduc- [http:llquest.arc.nasa.govj New York: Plenun Press, 1995 tivity, circuits, and magnetism. Interactive electronic projects include (Grades K-4) Live from the Hubble Space Telescope, Easy-to-Build Transistor Projects which can be accessed through the Buckwalter, Len Exploring Sound teacher's guide and video of the tele- New Augusta, IN: Editors and (10 min. video) casts. Live from Mars can be found on Engineers. Ltd., 1965 The Media Guild, San Diego, CA the NASA K12 Internet Initiative web Exploring Science Series site. Also new for 1997 is Live from Electricity Story of a boy with a cold whose Antarctica II. Learning Through Science ears stuff up but pop with a sneeze. Kincaid, Doug, and Richards, Roy Awareness of sound and basic con- The Science Source London, England: Macdonald, 1983 cepts are developed, and, through ISBN 0-356-07558-3 a series of simple examples, pitch, P.O. Box 727 Teacher's Laboratory 299 Atlantic Highway iloudness, vibration and sequence Waldoboro, ME 04572 are demonstrated. (Grades 3-6) Tel: 207-832-6344 "Learning to Telecommunicate" Fax: 207-832-7281 Ljutic, Anton Guide to North American Birds The Science Source produces hands- Learning and Leading with Technology 1996 (CD-ROM) on educational equipment that demon- Vol 23, #8,1996 Knopf New Media strates principles of communication 201 East 50th Street from optics and image formation to "Open Learning Credits New York, NY 10022 visual displays of the working of in the United Kingdom" Tel: 800-733-3000 sound waves. Emms, Steve Produced by the National Audubon Learning and Leading with Technology; Society, this interactive CD includes Smithsonian Resource Guide for Vol 23, #5, 1996 songs of birds as well as other inform Teachers, 1996/97 tion about birds. (Grades 4-12) Office of Elementary and State of the Art, A Photographic Secondary Education History of the integrated Circuit Inter@ctive Explorer Series Smithsonian Institution Augarten, Stan Programs Arts Er industries Building New Haven: Ticknor and Fields, 1983 MECC (IES Order) Room 1163, MRC 402 6160 Summit Drive North Washington, DC 20560 Wires and Watts Minneapolis, MN 55430-4003 [http://www.si.edufj Tel: 800-375-0055 Mat, Irwin [http://www.mecc.comi This guide includes extensive New Haven: Charles Scribner and Maya Quest '97 Oregon Trail Online listings of education materials Sons, 1981 available from all of the Smithsonian's member organizations. World Book, Inc. Invention: Mastering Sound Discovery Interactive 1560 Sherman Avenue Library Laserdisc Wonders of Learning Kit Evanston, IL 60201 Ways Animals Communicate Shows how inventors created National Geographic Society Particular books of interest are: Science Yearbook and Science Power. inventions that revolutionized the Tel: 800-368-2728 way we communicate. (Grades 3-6) Sign, Sign, Sign VIDEOS, INTERACTIVE 1988 (106 min. video) ADDITIONAL CD-ROM, LASER HANDSUP VIDEO ENTERPRISES REFERENCES ON DISCS, SOFTWARE P.O. Box 468. Howell, NJ 07731 COMMUNICATION (Grade level is listed in parentheses A program teaching over 300 signs, for each item. Where no address or phone Communication Satellites, using each one repeatedly in sentence number appears, check your local library, Their Development and impact Includes the alphabet, words, sen- or educators can check their local educa- tences, conversations, and more. Hu !son, Heather E. tion service directories.) The Free Press (Grades K-8) New York: A Division of Macmillan and Co., 1990 American Sign Language Dictionary (CD-ROM) Signs of the Apes. Songs of the Whales/Adventure in Communication Technology Laser Learning Technology Human-Animal Communication (57 min. video) Barden, Robert, and Hacker, Michael Animal Pathfinders Albany, NY: Delmar Publishers, 1997 (Software) Ambrose Video Pub., New York (NOVA Presentation) (Grades 8-12) Nova, 1990

55 Telephone Line Your Town Series II: Everyday Science (17 min. video) Communications, WQED New Dimension Media, Inc. 1992 (15 min. video) 4802 5th Avenue Eugene, OR 97405 National Geographic Society, Pittsburgh, PA 15213 History of the telephone and the con- No. G51494. Tel: 412-622-1436 temporary communications possible Explores the different ways a commu- A daily two-minute science module through the telephone line. Covers nity stays informed. (Grades K-3) on public radio, Everyday Science is fiber optics, use of the 911 number part of "Making Science Make Sense," and broad band networking through a Bayer initiative emphasizing hands- the telephone. (Grades 1-4) ELECTRONOC MEE:DOA on science education programs and a campaign to promote science literacy. The Nature of Things: AT&T Learning Network Check your local PBS station for Radar: Visions from Space Tel: 800-809-1097 broadcast times in your area. 1990 (30 min. video) E-Mail: [email protected] New Dimensions [http://www.att.com/learning-network/] Kinetic City Super Crew This video explains how developmentsThe AT&T Learning Network is a AAAS, Department I in communication have heightened commitment to help connect America's 1333 H Street, NW schools to the Information Super- Washington, DC 20005 scientists' knowledge of climate pat- Tel: 888-GET-CREW terns, geology, and the environment. highway by the year 2000. This [http://www.aaas.org/ehr/kcsuper.html] (Grades 6-12) website also includes information on AT&T's support for teachers and Produced by AAAS with NSF funding, The Way Things Work communities and a technology this radio show by and for students (CD-ROM) planning check list. stimulates the imagination of 8- to 12- year-olds in a 30-minute weekly Macau ley, David format and is broadcast nationwide. Dor ling Kindersley Multimedia Bill Nye the Science Guy Houghton-Mifflin Company Outreach Department Magic School Bus KCTS Trade Book Resources 401 Mercer Street 1101 George Rogers Boulevard Seattle, WA 98109-9721 P.O. Box 11000 Follett Software Co. [http://nyelabs.kcts.orgi Columbia, SC 29211 1391 Corporate Drive Tel: 803-737-3437 McHenry, IL 60050-7041 This PBS children's science series Fax: 803-737-3435 Tel: 800-323-3397 explores science in a fast-paced, E-Mail: [email protected] entertaining format. Previous episodes Find Science is an innovative, multi- [http://scholastic.com/MagicSchoolBus/ related to communication include: media CD-ROM product containing index.html] Communication, Waves, Sound, more than 2,500 award-winning and The award-winning Magic School Bus highly recommended science-related Electricity-Current, Computers, and series, aimed at kids 6-9 years old, trade books. Magnetism. The Teacher's Kit contains a complete list of episodes, inspires youngsters to engage in sci- recording rights information and ence activity in school and at home. Trials of Life: Talking to Strangers Teachers may videotape the programs 1992 (60 min. video) hands-on science activities related to the topics presented in the series. and use them for three years with their Ambros Video Publishing, Children may write KCTS to obtain classes. Contact your local PBS station Turner Broadcasting and the BBC. a free subscription to The Big News to obtain a free teacher's activity guide. Explores how animals meet the test of Science, a twice-yearly newsletter of survival and the ways animals com- about the show. National Geographic Kids Network municate from continents all over the National Geographic Society world. Includes land animals as well CU-SeeMe Educational Services as sea creatures. (Grades 6-8) Dept. 5397 K-12 Global School Network [http://www.gsn.org/I Washington, DC 20036 What's the Secret? Tel: 800-368-2728 (CD-ROM) The network connects kids and The network provides opportunities schools across the nation and provides 3M Software Media and for students to collect and share interactive classroom projects using original scientific data with other CD-ROM Services the Internet. 3M Center, Building 223-5N-01 students and professionals. For exam- St. Paul, MN 55144-1000 ple, the unit Hello teaches students Earth B. Sky A three-disc interactive CD-ROM series in grades 4-6 about scientific research based on the Emmy Award-winning P.O. Box 2203 methods, telecommunications, and Austin, TX 78768 other computer tools. PBS science series, Newton's Apple, Tel: 512-477-4441 and produced by 3M. A science [http://www.earthsky.corn] adventure for the curious of all ages. National Public Radio Earth Et Sky is an award-winning, Talk of the Nation: Science Friday Wireless Coyote NSF-funded radio show, presenting National Public Radio Outreach (video) natural science in a way that is 635 Massachusetts Avenue, NW fun, interesting, and easy to under- Washington, DC 20001-3753 Apple Computer, Inc. stand. The show airs every day on Tel: 202-414-2000 Small classroom collects field data on- more than 800 public and commercial NPR discusses both mainstream site using computers, cellular phones, radio stations in the U.S. and Canada. and off-beat science topics in this and other technological instruments. The Young Producers Contest encour- NSF-funded program. Teaching mate- (Grades 8-12) ages teams of K-12 students to rials include Science Friday on Location. create science radio programs for Earth:* Sky broadcasts. 5e The New Explorers Science Learning Network Teacher to Teacher The Chicago Production [http://www.sln.org/] Mr. Wizard Foundation Center/WTTW The Science Learning Network (SLN) 44800 Helm Street 5400 North St. Louis Avenue is a partnership among six science Plymouth, MI 48170 Chicago, IL 60625 museums which provide support for Tel: 800-258-2344 This PBS television series brings teacher development and science This Nickelodeon TV series, produced exciting scientific adventures and learning. SLN receives funding from for teachers, shows exceptional discoveries into classrooms across the NSF and Unisys Corporation. teachers providing activity-based country. A 24-page, full-color New science programs. Explorers Activities Guide is available Scientific American Frontiers to teachers free at the above address. 105 Terry Drive CATALOGS Newton's Apple Suite 120 Newtown, PA 18940 Eisenhower National KTCA Tel: 800-315-5010 Clearinghouse Twin Cities Public Television [hrtp://www2.pbs.org/saffl 1929 Kenny Road The Minnesota Tele Center A PBS television series starring Alan 172 East Fourth Street Columbus, OH 43210-1079 Saint Paul, MN 55101 Alda and exploring discoveries in [http://www.enc.orgi] science and technology. Free teaching Tel: 612-222-1717 The clearinghouse offers an assort- [http://www.mnonline.org/ktcal materials and off-air taping rights newtons] are available. ment of services for K-12 teachers to quickly locate educational resources Newton's Apple, the Emmy Award- including an online catalog. *winning PBS family science series, Soundprint explores science using an inquiry-based 4000 Brandywine Street, NW LEGO ()dote approach to learning. Educational pro- Suite 620 555 Taylor Road grams engage the viewer in topicS such Washington, DC 20016 Tel: 202-885-1285 Enfield, CT 06082 as: Music Synthesis; Supercomputers; [http://www.soundprintorg] Faxes; Computer Virus; How TV Works; LEGO Dacta provides high-quality Satellite Technology; How a Newspaper A weekly half-hour documentary radio manipulatives, curriculum mate- Gets Produced; What Is an Echo; Internet; series, funded in part by NSF, that rials, and related products for early Hubble Telescope; and Electrical Circuits. includes science and technology topics.childhood, science, mathematics, technology education, and computer- PBS Web Page related subject areas. Connection to PBS' K-12 Learning Services including: 0 E-Mail: [email protected] (Science Internet) ra s [email protected] (PBS Math line) [http://www.pbs.org/I The Science Et Technology of Communication NATIONALSCIENCE Er TECHNOLOGY WEEK National Science Foundation 7 H H H n __J El

7 _J I 7 7 1-11 ri ACKNOWLEDGMENTS 1 rri

EiLISTIN Coordinator Reviewers Mary F. Bullock The-National Science Foundation Education and Human Resources Creative Team Directorate Scholastic Inc. RISTUI5 Corrpcaste Sponsors Joyce B. Evans Jack Roberts, Program Director Michael Haney AT&T Andrew Calkins, Program Manager Bayer Corporation Donald E. Jones Discover Magazine David Heil 8 Associates Gerhard L. Salinger Ford Motor Company David Heil, Program Advisor Susan P. Snyder Steven Robertson, Field Tests IBM Specia0 Thanks to Merck Institute for Science Education Crabtree .9 Jemison, Inc. Jeanne Goss, Follett Software 3M Lucinda Crabtree, Principal Ani Fe llo, Project Director and RIST0519 Associate Members Greg Whitlow, Art Director All of the educators, youth leaders American Association for the Tamera Finn, Designer and NSTW Network Coordinators, Advancement of Science John White, Illustrator and children who helped to field American Chemical Society Bridget Robey, Project Manager test the activities included in this American Heart Association NSTW '97 packet. American Institute of Physics Project Writers Matanne0 Serience Poundation Chemical Manufacturers Association Lorraine Hopping-Egan David Leistensnider 4201 Wilson Boulevard - Room 1245 Susan Moger Arlington, VA 22230 USA Dennis Schatz E-Mail: [email protected] Copy Editor Ihttp://www.nsf.gov/od/Ipa/nstw/ Judy Pi lone start.htm] Translation 57 CP[ftji Raintree Editors E LTh CC Forty) r-;410 t%-iC FORLI EDUCATORS ANDYOUTH LEADERS alwP E C

C this questionnaire How did you receive What topics would you like to . - this packet? 6 see explored in future NSTW will assist us in developing 0 From a site of the NSTW activities? future National Science Et Regional Network r- EC Technology Week (NSTW) rriteri-r- 0 Direct mail _ ? L___n 0 By oral or written request als. One hundred respondentr Will 1--- 0 At a school: Principal/Teacher be chosen in a randomdraVving_ E 0 By attending a workshop , 0 Through an electronic notice: Do you have access to the during NSTW'97 and will receive1 f- Internet/World Wide Web Internet? I 0 Other (please specify) sets of beautiful, full-color Nsirw E yes no

1 1 _f-- posters selected from the past p2,- E Do you have access to the World Wide Web? years. Thank you for your help.-E 0 yes no Please write your name_ ard What did you specifically 1 complete mailing address like about each activity Are you a: here: (Include electronic addressr _a you used? if you have one.) C 0 Parent 0 Teacher E 0 Leader O Other (please explain) NAME Ti EL C

ADDRESS What changes would you make to individual activi- Do you prefer that these ties or to the activities 9 materials come as separate CITY packet as a whole? 8-page booklets or as one book encompassing all of

ZIP the activities, as was done STATE last year?

E-MAIL ADDRESS 0 separate units 0 one book

Please checkeach bookietWiu 6-sed and add the requested comments: 2 OVERALL EVALUATION FIT WITH EXISTING CURRICULUM EC (high) (not at all) (very well) 0 I 'CommunicatingNaturally-7 I E 2 3 4 5 1 2 3 4 5 o 2ICommunicatingWith Cocle-S] 2 3 4 5 1 2 3 4 5 0 3ICommunicatingThrough Wires C 2 3 4 5 1 2 3 4 5 0 4ICommunicatingThrough- Radio Waves 2 3 4 5 1 2 3 4 5 o 5ICornmunicatingThrough Networks 2 3 4 5 1 2 3 4 5 0 6ICommunicatingInto Space --r- 2 3 4 5 1 2 3 4 5 LEE If you didn't use one or more ofle booklets, whynot? L, .LII L

I (Please duplicate for other teachersFinstrticitEs, or parents. After completing form, simply fold, seal, and mail or fax to 703-306-0157.) L

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NSTW CORPORATE SPONSORS AT&T 13.a. OFFICE OF THE DIRECTOR

Fall 1996

National Science Foundation Please share these activities 4201 Wilson Boulevard Arlington, Virginia 22230 with teachers, club leaders, parentsall those who encourage children to connect Dear Educator or Youth Leader: with the world of science and There may be no work more critically important to technology. We encourage the the future of our society than your efforts to fire the interest of young people in science, mathematics, duplication of these activities. engineering, and technology. The people of the National Science Foundation are proud to support those efforts with this annual packet of dynamic, accessible hands- on activities.

As always, this year's activities revolve around the theme of National Science Et Technology Week (NSTW), to be celebrated April 20-26, 1997. Webs, Wires, Waves: The Science & Technology of Communication is designed to help children explore and understand the myriad (and increasingly complex) ways we communicate with one another. By creating simple codes, building About This Packet The six 8-page booklets within paper-cup telephones, and demonstrating the power this packet present activities that of networks using ping-pong balls, your youngsters follow a pathway from natural, will be applying the same principles that make our simple forms of communication global communications system workand, we hope, toward increasingly complex having a lot of fun in the process. and technological forms. They are designed to be undertaken Whether you are a teacher, a parent, a scout or club in sequence, but can also stand leader, or a volunteer coach in your community, we alone as independent units. Each encourage you to put these activities to use and hope activity is recommended for an that you'll enhance their value by participating in or appropriate age range, but most sponsoring NSTW events in your area. Thank you, in can also be adapted for use with advance, for joining with us to help attract a future younger or older children. All generation of scientists, engineers, and informed booklets include features of citizens to the spirit of learning and adventure that assessment, extension, and assures a bright future for us all. home/community connections.

. A seventh insert, Resources, Sincerely, presents a wide range of resources beyond these activities that you can use to extend the activities, while this poster (see reverse side) Neal Lane can announce your participation Director in NSTW'97. Please share your experience and comments by . returning the evaluation form!

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uThl OFFICE OF THE DIRECTOR

Fall 1996 National Science Foundation Please share these activities 4201 Wilson Boulevard Arlington, Virginia 22230 with teachers, club leaders, parentsall those who encourage children to connect Dear Educator or Youth Leader: with the world of science and There may be no work more critically important to technology. We encourage the the future of our society than your efforts to fire the interest of young people in science, mathematics, duplication of these activities. engineering, and technology. The people of the National Science Foundation are proud to support those efforts with this annual packet of dynamic, accessible hands- on activities.

As always, this year's activities revolve around the theme of National Science Er Technology Week (NSTW), to be celebrated April 20-26, 1997. Webs, Wires, Waves: The Science & Technology of Communication is designed to help children explore and understand the myriad (and increasingly complex) ways we communicate About This Packet with one another. By creating simple codes, building The six 8-page booklets within paper-cup telephones, and demonstrating the power this packet present activities that of networks using ping-pong balls, your youngsters follow a pathway from natural, will be applying the same principles that make our simple forms of communication global communications system workand, we hope, toward increasingly complex having a lot of fun in the process. and technological forms. They are designed to be undertaken Whether you are a teacher, a parent, a scout or club in sequence, but can also stand leader, or a volunteer coach in your community, we alone as independent units. Each encourage you to put these activities to use and hope activity is recommended for an that you'll enhance their value by participating in or appropriate age range, but most sponsoring NSTW events in your area. Thank you, in can also be adapted for use with advance, for joining with us to help attract a future younger or older children. All generation of scientists, engineers, and informed booklets include features of citizens to the spirit of learning and adventure that assessment, extension, and assures a bright future for us all. home/community connections.

. A seventh insert. Resources, Sincerely, presents a wide range of resources beyond these activities that you can use to extend the activities, while this poster (see reverse side) Neal Lane can announce your participation Director in NSTW'97. Please share your experience and comments by . returning the evaluation form! communication: So central to The six eight-page booklets in this events for teachers and informal the way we live, and yet how packet represent a spectrum of educators, including parents, communications activitiesfrom inany of us can explain hoehr and joins with community partners natural, non-technological forms of in sponsoring events and activities .a telephone really works? Or communication in Booklet 1 to more celebrating National Science & howI a radio snatches a song complex forms requiring the use of Technology Week, April 20-26,1997. seemingly out of thin air? codes, wires, radio waves, and net- You can learn more about Network works in the booklets that follow. activities on NSTW's Web page. The mission of National Science & These hands-on explorations Technology Week 1997; sponsored bycan be the beginning of your the National Science Foundation and celebration of National Science & Address all correspondence iis corporate and associate sponsors, Technology Week, when demon- to NSTW Staff at the following is to focus the nation's attention on strations and celebrations can addresses: .4-lesecrets of communication tech- highlight youngsters' performance National Science & Technology Week rlogyand to encourage children to of these activities. To learn about National Science Foundation engage in the processes of science NSTW events in your area or to ; 4201 Wilson Boulevard-Room 1245 and engineering by exploring those learn how you can become more Arlington, VA 22230 USA decrets. The materialscontained in involved, please contact NSF +is packet offera wide range of (see below). You'll be put in touch E-Mail: [email protected] hands-on activities for use by childrenwith the NSTW Regional Network World Wide Web: as young as five years old, in settingsmember nearest you. The 46-site [http://www.nsf.gov/od/Ipa/nstw/ both inside and outside of school. Network organizes local training start.htm]

Communicating Naturally 21Communicating With Codes 31Communicating Through Wires SCENTS Er SENSE GET THE MESSAGE? HOW SOUND GETS ABILITIES Overview AROUND r; Overview Using a code to transmit a message Overview Children model and explore various is the first step towards understand- Youngsters will learn what makes datum!(non-technological) methods ing today's more complex and tech- electronic communication possible cif animalcommunication, each nological forms of communication. by constructing a rudimentary involving.1 the senses of sight, sound, In these activities, children discover telephone and electronic speaker touch, or smell. These activities also the importance of codes by sending out of ordinary materials. distress signals from the Titanic, introduce the concept (expanded in Skills Booklets 3 and 4) of vibration as the cracking coded song lyrics, and creating an egg-carton "binary decoder." Recording Data, Measuring, foundation of all sound. Observing, Inferring Slags Skills Classifying, Collecting and Organizing Subject Areas Observing, Comparing, Modeling, Physics, Technology Inferring, Problem-Solving, Data, Interpreting, Problem-Solving, Communicating Analyzing, Communicating Estimated Time and Age Level Subject Areas Good Vibrations Subject Areas One 30-minute session Animal Science, Language Arts, Information Science, Mathematics, Language Arts (ages 7-11) Fhysics String It Along !Estimated Time and Age Level Estimated Time and Age Level SOS Titanic One 40-minute session .Going Through the Motions (ages 8-12) One 45-minute session (ages 7-12) lOne 30-minute session (ages 5-10) Listen Up! Code Masters Rule! Calls of the Wild One 50-minute session Two 45-minute sessions (ages 8-14) One 30-minute session (ages 6-10) (ages 11-14) Two Bits, Four Bits The Nose Knows Two 45-minute sessions (ages 8-14) One 45-minute session (ages 6-12) 6 4 NISTIN AssociateMembers American Association for the Advancement of ScienceAmerican Chemical Soc NATIONAL SCIENCE Et TECHNOLOGY WEEKAPRIL 20-26, 1997 The Science Et Technology ofCommunication

"Calling All Future children lose interest in science Q:Who are the specialists profiled Scientists and [Engineers...." just at the age when it should in the activities? Note: The experiences that young- be captivating them. These NSTW sters gain from exploring these A:These scientists and engi- hands-on activities are intended neers, in their studies and activities may lead them to consider to help teachers, parents, and careers, simply illustrate the further studies and potential career youth leaders solve that problem--:-possibilities that we hope choices. To help them understand by sparking a lifelong appreciation all children will imagine for and appreciate the value of a career of the joy of scientific discovery. them-selves through their own in science, engineering, or technolo- Many childrenespecially those gy, each 8-page booklet concludes hands-on learning experiences from economic or demographic in pursuing these activities. with a brief profile of a specialist groups that are underrepresented working in one of those fields. The among math/science profession- Q:What else can teachers, parents, following Q&A outlines the impor- alsgrow up without ever seeing and youth leaders do to help? tance of this "school-to-career" or meeting a working scientist or A:Take advantage of events emphasis. engineer. There are great opportu- such as NSTW to bring scieri- Q:What's at stake? nities for young people of all back- ists and engineers into your grounds in these fields. But the classrooms, homes, or youth A:The U.S. will need a full supply children need to see that it's possi- groups. There is no substitute of new scientists and engineers ble first: that people who look just for personal contactand most (as well as citizens literate in like them are working hard, asking people who work in these fields these fields) in order to progress and solving the great science and are glad to serve, if only they're in the next century. Too many, engineering questions of the day. asked to help.

I 71,

41Communicating 51Communicating 61Communicating Into Space Through Radio Waves Through Networks THE SKY'S NO LIMIT FREQUENCY FLYER GET CONNECTED Overview Overview Overview Youngsters will learn how images Youngsters will learn about radio Children are challenged to build (from television shows to pictures communication and the electro- a three-dimensional network to from the Hubble Space Telescope) magnetic spectrum by producing move coded ping-pong ball mes- are transmitted over radio waves, their own radio wavesand then sages around a room. In doing and then use problem-solving figuring out how they did it. so, they will use the basic compo- skills to interpret a simulated mes- Skills nents of all telecommunications sage from a civilization orbiting links: input, transport, switch, a distant star. Recording Data, Measuring, and output. Observing, Hypothesizing, Skills Using Models Skills Recording Data, Comparing Teamwork, Problem Solving, Information, Interpreting Data, Subject Areas Building a Model, Reasoning from Problem-solving Physics, Technology Observation, Comparing, Communicating SubjectAreas Estimated Time and Age Level Mathematics, Information Science, Making Waves Subject Areas Design, Astronomy One 50-minute session Physics, Technology, Engineering, (ages 10-14) Information Science, Math, Estimated Time and Age Level Language Arts Pixel Me This Seeing the Light Two 45-minute sessions One 60-minute session Estimated Time and Age Level (ages 8-12) (ages 10-14) The Great Communi-Contraption Reading You Loud and Clear Three to six 45-minute sessions Tuning In Three 45-minute sessions One 40-minute session (ages 10-14) (ages 10-14) (ages 8-14) "Testing, Testing,1-10-11..." Two 45-minute sessions (ages 10-14) 65 ietyAmerican Heart AssociationAmerican Institute of Physics . Chemical Manufacturers Association 0 ttam. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and improvement (OERI) Educational Resources information Center (ERIC) ERIC

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