stars of science and education

STARS AND SCIENCE AUSTIN

Mobile planetarium, stargazing / solar viewing & science activities  we bring the fun to you.

Stars and Science Austin, LLC runs science education outreach programs throughout the community, including a Mobile Planetarium. We bring the Stars and awesome Science Activities to you, at your location anywhere in Central Texas! 

Stars and Science Austin has expanded to New Hampshire! For our patrons there, we will be

Stars and Science Lakes Region

Most of the same programs will be available throughout the Lakes Region of New Hampshire: our large Mobile Planetarium, Science Activities, and our 8" Newtonian telescope. See more information about our program in New Hampshire here .  

Solar Eclipses 2023-2024

We hope most of you had a chance to enjoy the Annular Eclipse on October 14, 2023 . Even if you were not within the path to see the complete "Ring of Fire," I am sure you will agree it was an impressive sight! Watching the Sun slowly disappear behind the black Moon (with appropriate eye protection of course!) is an unusual experience. It is not hard to understand why ancient people thought that a dragon or other horrific creature was eating the Sun. 

And this was just the "warm up." The real event is coming up in just a few months. Everyone along a path from Texas to Maine will be able to see a  Total Solar Eclipse on April 8, 2024!

This is your place to find out more about the eclipses, what they are, why the 2 eclipses are different, safe ways to observe them, where to best view them, and more. Stars and Science Austin has a couple of planetarium shows about the eclipses, plus activities for children and learners of all ages. Check out our NEW    Totality    Planetarium Show. Click HERE for all your Solar Eclipse information. 

COVID-19 Information

UPDATED: Yes! We are still available to visit your school, church, library or other location. Due to the reduced number of COVID cases throughout Texas and New Hampshire, we are loosening our restrictions for the planetarium.  Check out our Pandemic precautions here . 

NEW: Due to rising gas prices, we will be adding a $3.00/25 mile fuel surcharge until further notice. Thank you for your understanding.

Planetarium show rentals:  We have expanded our offerings by allowing you to rent a show that we do not have. Includes the popular preschool show One World One Sky: Big Bird's Adventure and many others. For more information, click here . 

Mobile Planetarium

Mobile planetarium  .

Science Activities

Mailing Address: 

Stars & Science Austin

1801 Red Bud Lane, Suite B, Box 246

Round Rock, TX  78664-3814

(512) 333-4-SCI (4724)

[email protected]

[email protected]

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Science Education Department

The Center for Astrophysics | Harvard & Smithsonian Science Education Department (SED) is a national leader in the study of science learning, and in the research and development of evidence-based STEM learning experiences for adults and youth in both formal and informal settings.

SED staff includes education researchers, scientists, teachers, and graduate students who collaborate to identify and address the needs of science teachers and students in elementary, secondary, and college science, with an emphasis on grades K-12.

SED pursues the design and development, research and evaluation of major collaborative science education initiatives. These include exhibition development projects, innovative learning technologies, classroom curricula, out-of-school-time learning programs, and professional development initiatives.

The department also pursues fundamental education research to study the factors that predict STEM persistence, career interest, and achievement by both pre-college students and those in introductory college STEM courses, including MOOCs.

SED research and materials are widely available through multiple media platforms, and our staff is available through teleconference, workshops and teacher conferences. Through its efforts, the SED aims to advance the public's understanding of astronomy and the physical sciences.

RESOURCES FOR EDUCATORS AND THE PUBLIC

• STEM Education Research
• Philip Sadler
• Wendy Berland

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Learn more about the life cycle of stars from NASA. Go to Website

Under the umbrella of the IAP, more than 140 national, regional and global member academies work together to support the vital role of science in seeking evidence-based solutions to the world’s most challenging problems.

IAP empowers academies and regional academy networks to provide independent, authoritative advice on global, regional and national issues.

IAP communicates the importance of science, engineering and medicine.

IAP engages with its member academies in a number of ways to carry out projects and programmes.

Read the latest news from the IAP and its international network.

Science education: purpose, methods, ideas and teaching resources

What is the purpose of science education, what is the best method of teaching science, what is inquiry-based science education, what is an example of inquiry-based learning, free online resources for science teachers, science education ideas.

To prosper in this modern age of innovation requires the capacity to grasp the essentials of diverse problems, to recognise meaningful patterns, to retrieve and apply relevant knowledge.

Science education has the potential for helping the development of the required abilities and understanding by focusing on developing powerful ideas of science and ideas about the nature of scientific activity and its applications .

Scientific literacy refers to an individual’s scientific knowledge and its use . It allows an understanding of the scientific process and makes it possible to apply evidence-based knowledge across a broad range of issues that require individual and collective action (such as responding to COVID-19 and climate change , or understanding AI, machine learning and other new technologies).

Science Education is a key area for the InterAcademy Partnership (IAP) , whose Science Education Programme (SEP) is led by a Global Council of experts that defines and implements its annual activities on global and regional scales.

Science education should enhance learners’ curiosity , wonder and questioning , building on their natural inclination to seek meaning and understanding of the world around. Scientific inquiry should be introduced and encountered by school students as an activity that can be carried out by everyone including themselves.

They should have personal experiences of finding out about and of making connections between new and previous experiences that not only bring excitement and satisfaction but also the realisation that they can add to their knowledge through active inquiry . Both the process and product of scientific activity can evoke a positive emotional response which motivates further learning.

Inquiry-Based Science Education (IBSE) adopts an investigative approach to teaching and learning where students are provided with opportunities to investigate a problem, search for possible solutions, make observations, ask questions, test out ideas, and think creatively and use their intuition. In this sense, inquiry-based science involves students doing science where they have opportunities to explore possible solutions, develop explanations for the phenomena under investigation, elaborate on concepts and processes, and evaluate or assess their understandings in the light of available evidence.

This approach to teaching relies on teachers recognizing the importance of presenting problems to students that will challenge their current conceptual understandings so they are forced to reconcile anomalous thinking and construct new understandings.

IAP seeks to reform and develop science education on a global scale, especially in primary and secondary schools, with a pedagogy based on IBSE because it provides opportunities for students to see how well their ideas work in authentic situations rather than in abstract discussions. Students build knowledge through testing ideas, discussing their understanding with teachers and their peers, and through interacting with scientific phenomena.

An example of inquiry-based learning is ' COVID-19! How can I protect myself and others? ' ( free download here ), a new rapid-response guide for youth aged 8–17 developed as a response to the COVID-19 pandemic by the Smithsonian Science Education Center , in collaboration with the World Health Organization (WHO) and IAP .

The guide, which is based on the UN Sustainable Development Goals (SDGs) , aims to help young people understand the science and social science of COVID-19 as well as help them take actions to keep themselves, their families and communities safe .

Through a set of seven cohesive student-led tasks , participants engage in the activities to answer questions previously defined by their peers . The questions explore the impact of COVID-19 on the world, how to practice hand and respiratory hygiene and physical distancing, and how to research more information about COVID-19. The final task teaches youth how they can take action on the new scientific knowledge they learn to improve their health and the health of others. Each task is designed to be completed at home.

Food! Community Research Guide

Food! is a freely available community research guide that uses the United Nations Sustainable Development Goals (SDGs) as a framework to focus on sustainable actions that are defined and implemented by students ( download it here ).

Mosquito! Community Research Guide

This module effectively promotes excellence within science education while fostering pioneering approaches to empower and unite educators around the world. Mosquito! addresses the problem of diseases transmitted by mosquitoes from an educational point of view ( download it here ). 

Other teaching resources and guides

You can download more teaching resources and guides here .

The IAP publication “ Working with Big Ideas of Science Education ” (available for free here ) includes this list of ideas that all students should have had opportunity to learn by the end of compulsory education:

All matter in the Universe is made of very small particles

Atoms are the building blocks of all matter, living and non-living. The behaviour and arrangement of the atoms explains the properties of different materials. In chemical reactions atoms are rearranged to form new substances. Each atom has a nucleus containing neutrons and protons, surrounded by electrons. The opposite electric charges of protons and electrons attract each other, keeping atoms together and accounting for the formation of some compounds.

Objects can affect other objects at a distance

All objects have an effect on other objects without being in contact with them. In some cases the effect travels out from the source to the receiver in the form of radiation (e.g. visible light). In other cases action at a distance is explained in terms of the existence of a field of influence between objects, such as a magnetic, electric or gravitational field. Gravity is a universal force of attraction between all objects however large or small, keeping the planets in orbit round the Sun and causing terrestrial objects to fall towards the centre of the Earth.

Changing the movement of an object requires a net force to be acting on it

A force acting on an object is not seen directly but is detected by its effect on the object’s motion or shape. If an object is not moving the forces acting on it are equal in size and opposite in direction, balancing each other. Since gravity affects all objects on Earth there is always another force opposing gravity when an object is at rest. Unbalanced forces cause change in movement in the direction of the net force. When opposing forces acting on an object are not in the same line they cause the object to turn or twist. This effect is used in some simple machines.

The total amount of energy in the Universe is always the same but can be transferred from one energy store to another during an event

Many processes or events involve changes and require an energy source to make them happen. Energy can be transferred from one body or group of bodies to another in various ways. In these processes some energy becomes less easy to use. Energy cannot be created or destroyed. Once energy has been released by burning a fossil fuel with oxygen, some of it is no longer available in a form that is as convenient to use.

The composition of the Earth and its atmosphere and the processes occurring within them shape the Earth’s surface and its climate

Radiation from the Sun heats the Earth’s surface and causes convection currents in the air and oceans, creating climates. Below the surface heat from the Earth’s interior causes movement in the molten rock. This in turn leads to movement of the plates which form the Earth’s crust, creating volcanoes and earthquakes. The solid surface is constantly changing through the formation and weathering of rock.

Our solar system is a very small part of one of billions of galaxies in the Universe

Our Sun and eight planets and other smaller objects orbiting it comprise the solar system. Day and night and the seasons are explained by the orientation and rotation of the Earth as it moves round the Sun. The solar system is part of a galaxy of stars, gas and dust, one of many billions in the Universe, enormous distances apart. Many stars appear to have planets.

Organisms are organised on a cellular basis and have a finite life span

All organisms are constituted of one or more cells. Multi-cellular organisms have cells that are differentiated according to their function. All the basic functions of life are the result of what happens inside the cells which make up an organism. Growth is the result of multiple cell divisions.

Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms

Food provides materials and energy for organisms to carry out the basic functions of life and to grow. Green plants and some bacteria are able to use energy from the Sun to generate complex food molecules. Animals obtain energy by breaking down complex food molecules and are ultimately dependent on green plants as their source of energy. In any ecosystem there is competition among species for the energy resources and materials they need to live and reproduce.

Genetic information is passed down from one generation of organisms to another

Genetic information in a cell is held in the chemical DNA. Genes determine the development and structure of organisms. In asexual reproduction all the genes in the offspring come from one parent. In sexual reproduction half of the genes come from each parent.

The diversity of organisms, living and extinct, is the result of evolution

All life today is directly descended from a universal common ancestor that was a simple one-celled organism. Over countless generations changes resulting from natural diversity within a species lead to the selection of those individuals best suited to survive under certain conditions. Species not able to respond sufficiently to changes in their environment become extinct.

Science is about finding the cause or causes of phenomena in the natural world

Science is a search to explain and understand phenomena in the natural world. There is no single scientific method for doing this; the diversity of natural phenomena requires a diversity of methods and instruments to generate and test scientific explanations. Often an explanation is in terms of the factors that have to be present for an event to take place as shown by evidence from observations and experiments. In other cases supporting evidence is based on correlations revealed by patterns in systematic observation.

Scientific explanations, theories and models are those that best fit the evidence available at a particular time

A scientific theory or model representing relationships between variables of a natural phenomenon must fit the observations available at the time and lead to predictions that can be tested. Any theory or model is provisional and subject to revision in the light of new data even though it may have led to predictions in accord with data in the past.

The knowledge produced by science is used in engineering and technologies to create products to serve human ends

The use of scientific ideas in engineering and technologies has made considerable changes in many aspects of human activity. Advances in technologies enable further scientific activity; in turn this increases understanding of the natural world. In some areas of human activity technology is ahead of scientific ideas, but in others scientific ideas precede technology.

Applications of science often have ethical, social, economic and political implications

The use of scientific knowledge in technologies makes many innovations possible. Whether or not particular applications of science are desirable is a matter that cannot be addressed using scientific knowledge alone. Ethical and moral judgments may be needed, based on such considerations as justice or equity, human safety, and impacts on people and the environment.

Do not miss news and updates on the activities, opportunities and events of The InterAcademy Partnership (IAP), its regional networks, member academies and other partner organisations: subscribe to our quarterly newsletter , and follow us on Twitter , LinkedIn , and Youtube .

IAP Science Education Programme

The InterAcademy Partnership (IAP)

Giovanni Ortolani

Science & Quantitative Reasoning Education

Yale undergraduate research.

The Science, Technology and Research Scholars (STARS) Program, administered by the Yale College Dean’s Office, is designed to support students who come from socioeconomically disadvantaged backgrounds in the sciences, engineering, and mathematics. The STARS program provides undergraduates an opportunity to combine course-based study, research, mentorship, networking, and career planning in the fields of science and technology. The program seeks to improve student performance and persistence rates in all STEM disciplines.

There are currently three components to the STARS Program:

• The STARS I Program  provides seminars, networking, mentorship, and professional development tailored for first-year undergraduates.
• The STARS Summer Research Program  combines individual on-campus research with academic support and course credit.
• The STARS II Program  supports individual student research beginning in the fall semester of the junior year, through the following summer, and both semesters of the senior year. 

STARS students at all levels enjoy a number of structured enrichment activities during term time. Special dinners bring together scientists in various disciplines from Yale and other institutions, graduate and medical school panels provide guidance in career development, special study sessions and study breaks are offered, and a special year-end research symposium highlights the research of STARS students. In addition, all junior and senior scholars are provided the opportunity to attend and present their research at national and regional science conferences.

Since its inception in 1995, STARS has provided academic enrichment to first-years and sophomores. With the development of STARS II, the program provides similar support to juniors and seniors, as well as to an increasing number of summer fellows. More than 100 students each year participate in the academic year and summer STARS programs.

The STARS Program is coordinated by the Director, Sandy Chang (Associate Dean of Science Education), Graduate Student Coordinators: Alyssa Mitson-Salazar, Marina Calrson,  and a STARS Academic Team. The STARS Academic Team is comprised of Chair Dr. Kenneth Nelson (Senior Lecturer and Research Scientist in Molecular, Cellular and Developmental Biology), Dr. Maria Moreno (Senior Lecturer and Research Scientist in Molecular, Cellular and Developmental Biology), and Dr. Kailas Purushothaman (Lecturer in Mechanical Engineering & Material Sciences).   

Y For Humanity   campaign

Inspired by Science: Jaida Morgan ES ’23

Drawn to the research opportunities at Yale, Jaida has worked in two research labs and found a community of peers and mentors through the STARS program.  Yale University has announced a historic goal of raising $1.2 billion for students in an ambitious effort to make a Yale education more affordable and accessible. The fundraising initiative, focused on new giving for scholarships and fellowships, is included within Yale’s $7 billion  For Humanity  campaign, which continues until June 2026.  

View the STARS Program 25th Anniversary Celebration held via Zoom on April 10, 2021

For further information about the STARS Program, please contact Donalee Slater at  donalee.slater@yale.edu .

Please view our new e-brochure (PDF). 

Follow us on Instagram  @yalesqr  and  Facebook ! 

Countless stars dot the night sky. Learn how these celestial objects form, how they are classified by brightness and temperature, and what happens when they die.

Earth Science, Astronomy

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why julian?

thank you for the guide, although there should be a part 8 too btw

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Seeing stars: A day in the life of a Hollings scholar at Kodiak Laboratory

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Welcome to a day in the life during my Hollings internship at the Alaska Fisheries Science Center Kodiak Laboratory ! This summer, I am studying the effects of ocean acidification and warming on the physiology and behavior of a sea star species, Evasterias troschelii . Specifically, we are looking at sea star growth, food consumption, foraging behavior, and respiration. Follow along as I set up for a feeding day!

Hollings scholar Christine Chan at the summit of Kashevaroff Mountain during her 2024 summer internship at the Alaska Fisheries Science Center Kodiak Laboratory. (Image credit: Chris Long)

When I arrive at the lab, I take some herring (food for the starfish) out of the freezer to defrost. I’ll also check the pH and temperature of the sea star tanks. I take these measurements three times a week to make sure they are exposed to the correct conditions for our experiment. Today, I’ll be in the lab for most of the day, but when I’m not checking on the sea stars, I have other tasks to complete:

• Analyzing and visualizing data
• Weekly water sampling to test pH and alkalinity
• Assisting in other projects

Time to measure the sea stars! We are interested in how pH and temperature affect food consumption, but it’s important that we factor the sea stars’ masses into our analysis. This allows us to compare food consumption of different sized sea stars. For example, a larger sea star will consume more food than a smaller sea star. I measure the arm length of the sea star, then blot the sea star dry and weigh it. Then, they get placed back into their tanks.

Lunch break with some of the critters in the lab! The Kodiak Lab has a touch tank and aquarium that’s open to the public twice a week. It’s awesome to see how many visitors we get each week! I’ve been able to learn a ton about the local coastal and marine biodiversity, from sea slugs to sculpin. Rootbeer, our resident octopus, loves being the star of the show.

Feeding time! I cut up the herring and weigh each piece before the sea stars are fed. For the foraging behavior trials, I move all the sea stars to one end of their tanks, then put the piece of fish in the other end. I record the time it takes for them to move to the food. People don’t think of sea stars as fast animals (or mobile animals at all), but the results are in: one sea star made it across the 14-inch tank to the food in one minute and seven seconds!

All of the foraging behavior trials are done, so I’m wrapping up for the day. I’ll let the sea stars eat for the next three days, then I’ll weigh the remaining fish and calculate how much food the sea stars ate. 

Since it’s summertime in Alaska, I still have plenty of daylight left to enjoy in the evening! Our lab is located on Near Island, where there is a great network of trails to explore. I’ve seen some great wildlife on the South End trail, including sea otters and downy woodpeckers!

This internship has been an amazing opportunity! Beyond working on climate change research, a topic that I’m passionate about, I’ve also been able to work with and learn from so many incredible people. From learning how to set up and manage an ocean acidification experiment to hiking up a mountain with my mentor after work, I’ve gained invaluable experience through my time in Kodiak. 

Christine is a class of 2023 Hollings scholar and a double major in Biology and Environmental Studies at East Carolina University.

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Stars, Science and Sand aims to help young Algerians learn astronomy by working on astronomical projects. Their target audiences are undergraduate students and young people from astronomy clubs and scientific associations who do not have access to telescopes. Projects can be of a very diverse nature: study of variable stars, eclipsing binaries, transiting exoplanet and globular clusters.

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Variations in stellar size

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What is a star?

A star is any massive self-luminous celestial body of gas that shines by radiation derived from its internal energy sources. Of the tens of billions of trillions of stars in the observable universe , only a very small percentage are visible to the naked eye.

Why do stars twinkle?

As the light emitted from a star passes through the different layers of Earth’s atmosphere, turbulence causes the starlight to bend. To an observer on Earth, this distortion of the starlight makes the star appear to be “twinkling.”

How is a star’s brightness measured?

Astronomers define stellar brightness in terms of magnitudes : the apparent magnitude (the perceived and measured brightness of a star) and the absolute magnitude of the brightness of the star, which is the brightness of a star seen from a standard distance of 32.6 light-years , or 10 parsecs .

Stars tend to form in groups because of where star formation occurs. Stars form within a molecular cloud , where protostars begin to take shape in areas rich in molecular gases and dust. If they accumulate enough mass in these star-forming regions, some stars are pulled toward each other by gravity , forming pairs , multiple systems, or star clusters .

Stellar evolution occurs when a star loses its energy from continuous nuclear fusion reactions, causing instability due to decreasing gas pressure. In order to maintain stability, the star burns fuel in its core until it is depleted, causing the core to collapse into, depending on whether the star is low- or high-mass, either a dense white dwarf , a neutron star , or a black hole .

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star , any massive self-luminous celestial body of gas that shines by radiation derived from its internal energy sources. Of the tens of billions of trillions of stars composing the observable universe , only a very small percentage are visible to the naked eye . Many stars occur in pairs , multiple systems, or star clusters . The members of such stellar groups are physically related through common origin and are bound by mutual gravitational attraction. Somewhat related to star clusters are stellar associations , which consist of loose groups of physically similar stars that have insufficient mass as a group to remain together as an organization.

(List of Brightest Stars as Seen from Earth)

This article describes the properties and evolution of individual stars. Included in the discussion are the sizes, energetics, temperatures, masses, and chemical compositions of stars, as well as their distances and motions. The myriad other stars are compared with the Sun , strongly implying that “our” star is in no way special.

General considerations

The sun as a point of comparison.

With regard to mass, size, and intrinsic brightness , the Sun is a typical star. Its approximate mass is 2 × 10 30 kg (about 330,000 Earth masses), its approximate radius 700,000 km (430,000 miles), and its approximate luminosity 4 × 10 33 ergs per second (or equivalently 4 × 10 23 kilowatts of power). Other stars often have their respective quantities measured in terms of those of the Sun.

Many stars vary in the amount of light they radiate. Stars such as Altair , Alpha Centauri A and B, and Procyon A are called dwarf stars ; their dimensions are roughly comparable to those of the Sun. Sirius A and Vega , though much brighter, also are dwarf stars; their higher temperatures yield a larger rate of emission per unit area. Aldebaran A , Arcturus , and Capella A are examples of giant stars , whose dimensions are much larger than those of the Sun. Observations with an interferometer (an instrument that measures the angle subtended by the diameter of a star at the observer’s position), combined with parallax measurements (which yield a star’s distance; see below Determining stellar distances ), give sizes of 12 and 22 solar radii for Arcturus and Aldebaran A. Betelgeuse and Antares A are examples of supergiant stars . The latter has a radius some 300 times that of the Sun, whereas the variable star Betelgeuse oscillates between roughly 300 and 600 solar radii. Several of the stellar class of white dwarf stars , which have low luminosities and high densities, also are among the brightest stars. Sirius B is a prime example, having a radius one-thousandth that of the Sun, which is comparable to the size of Earth. Also among the brightest stars are Rigel A, a young supergiant in the constellation Orion , and Canopus , a bright beacon in the Southern Hemisphere often used for spacecraft navigation.

The Sun’s activity is apparently not unique. It has been found that stars of many types are active and have stellar winds analogous to the solar wind . The importance and ubiquity of strong stellar winds became apparent only through advances in spaceborne ultraviolet and X-ray astronomy as well as in radio and infrared surface-based astronomy .

X-ray observations that were made during the early 1980s yielded some rather unexpected findings. They revealed that nearly all types of stars are surrounded by coronas having temperatures of one million kelvins (K) or more. Furthermore, all stars seemingly display active regions, including spots, flares, and prominences much like those of the Sun ( see sunspot ; solar flare ; solar prominence ). Some stars exhibit starspots so large that an entire face of the star is relatively dark, while others display flare activity thousands of times more intense than that on the Sun.

The highly luminous hot, blue stars have by far the strongest stellar winds. Observations of their ultraviolet spectra with telescopes on sounding rockets and spacecraft have shown that their wind speeds often reach 3,000 km (roughly 2,000 miles) per second, while losing mass at rates up to a billion times that of the solar wind. The corresponding mass-loss rates approach and sometimes exceed one hundred-thousandth of a solar mass per year, which means that one entire solar mass (perhaps a tenth of the total mass of the star) is carried away into space in a relatively short span of 100,000 years. Accordingly, the most luminous stars are thought to lose substantial fractions of their mass during their lifetimes, which are calculated to be only a few million years.

Ultraviolet observations have proved that to produce such great winds the pressure of hot gases in a corona , which drives the solar wind, is not enough. Instead, the winds of the hot stars must be driven directly by the pressure of the energetic ultraviolet radiation emitted by these stars. Aside from the simple realization that copious quantities of ultraviolet radiation flow from such hot stars, the details of the process are not well understood. Whatever is going on, it is surely complex, for the ultraviolet spectra of the stars tend to vary with time, implying that the wind is not steady. In an effort to understand better the variations in the rate of flow, theorists are investigating possible kinds of instabilities that might be peculiar to luminous hot stars.

Observations made with radio and infrared telescopes as well as with optical instruments prove that luminous cool stars also have winds whose total mass-flow rates are comparable to those of the luminous hot stars, though their velocities are much lower—about 30 km (20 miles) per second. Because luminous red stars are inherently cool objects (having a surface temperature of about 3,000 K , or half that of the Sun), they emit very little detectable ultraviolet or X-ray radiation; thus, the mechanism driving the winds must differ from that in luminous hot stars. Winds from luminous cool stars, unlike those from hot stars, are rich in dust grains and molecules . Since nearly all stars more massive than the Sun eventually evolve into such cool stars, their winds, pouring into space from vast numbers of stars, provide a major source of new gas and dust in interstellar space, thereby furnishing a vital link in the cycle of star formation and galactic evolution. As in the case of the hot stars, the specific mechanism that drives the winds of the cool stars is not understood; at this time, investigators can only surmise that gas turbulence, magnetic fields, or both in the atmospheres of these stars are somehow responsible.

Strong winds also are found to be associated with objects called protostars , which are huge gas balls that have not yet become full-fledged stars in which energy is provided by nuclear reactions ( see below Star formation and evolution ). Radio and infrared observations of deuterium (heavy hydrogen ) and carbon monoxide (CO) molecules in the Orion Nebula have revealed clouds of gas expanding outward at velocities approaching 100 km (60 miles) per second. Furthermore, high-resolution, very-long-baseline interferometry observations have disclosed expanding knots of natural maser (coherent microwave) emission of water vapour near the star-forming regions in Orion, thus linking the strong winds to the protostars themselves. The specific causes of these winds remain unknown, but if they generally accompany star formation, astronomers will have to consider the implications for the early solar system . After all, the Sun was presumably once a protostar too.

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Ramaphosa mourns passing of Maths and Science teacher, William Smith

Updated Aug. 22, 2024, 7:38 a.m. | By Mmangaliso Khumalo

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President Cyril Ramaphosa has expressed his sadness at the passing of the maths and science education innovator and Esteemed Member of the National Order of the Baobab, William Smith.

Smith succumbed to a recent diagnosis of an advanced-stage cancer on Wednesday at the age of 85 in Perth, Australia.

“It is with deep sorrow that we announce the passing of William Smith, who left us peacefully today at home in Perth, Australia, surrounded by family. William was recently diagnosed with advanced, incurable cancer,” said his daughter, Jessica Smith Penfold.

Smith was a household name in South Africa as a TV educator on the Learning Channel.

From the early 1990s, Smith worked to encourage pupils to understand and fall in love with mathematics and science – teaching complex subjects on TV for over two decades.

Smith received many accolades and awards in his illustrious career, including the National Order of the Baobab in Silver in 2019.

Ramaphosa described Smith as an educational and cultural icon to the nation.

“The outpouring of affection the nation directed at him when he received his National Order demonstrated, years after his retirement, the place he held in people’s hearts.

“He was synonymous with The Heads of Knysna which was the backdrop to his television presentation decades before we could think of him as the first teacher to teach “remotely”.

“He demystified maths and science for his audience which extended beyond learners to their parents and anyone who wished to revisit these subjects or learn more, long after they had left school.

“William Smith’s passion for his curriculum and for the success of those he taught in classrooms, at matric camps and on TV benefited millions of young South Africans even before our transition to democracy and the dawn of a new dispensation of equal education.

“May his soul rest in peace.”

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Kyle Van Gorkom

Assistant Research Professor at Steward Observatory, University of Arizona

Tucson, Arizona

B.S. in Physics and Philosophy, Brandeis University; Ph.D. in Optical Sciences, University of Arizona

What is the focus of your research?

My research focuses on the use of high-contrast imaging techniques and wavefront control to directly image exoplanets (planets around other stars) with space- and ground-based observatories.

What does this fellowship mean to you?

This fellowship will enable me to start building an independent research program, to set up a laboratory for technology development in coronagraphy, and to begin mentoring the next generation of instrument builders.

What inspired you to pursue your career in astrophysics?

I first became interested in astrophysics after taking a philosophy of science course during college, which led me to realize that if I wanted to be able to think carefully about the world, I needed a deeper understanding of physics. I joined a research group doing radio astronomy and then, following graduation, worked several years at the Space Telescope Science Institute in Baltimore, which introduced me to astronomical instrumentation and motivated me to pursue a PhD in optics. Over the years, I’ve had several supportive mentors whose guidance set me on my current career trajectory.

Friday, August 23, 2024

SA’s most loved maths and science TV teacher William Smith dies of cancer

President Cyril Ramaphosa bestows The Order of the Baobab on William Smith in 2021. Smith is well-known for teaching and demystifying maths and science on TV, touching the lives of many youngsters, the writer says. Picture: GCIS

Published Aug 21, 2024

Tributes are pouring in on social media following the passing of arguably South Africa’s most loved mathematics and science television teacher, William Smith.

His daughter confirmed his death in a statement.

She said her dad, aged 85, died after a short battle with cancer, at home in Perth, Australia.

According to the statement, Smith was diagnosed with an incurable cancer that was at an advanced stage.

“He faces his final moments with grace, expressing contentment in his accomplishments and the impact he made in the fields of education and conservation,” the family said.

The family added that Smith’s legacy will endure through the lives he touched and the difference he made.

“William will be profoundly missed by his family, friends and all who knew him,” the statement read.

In 2021, Smith received an honorary doctorate from Rhodes University. At the time, Vice-Chancellor Dr Sizwe Mabizela hailed Smith’s work.

“Thanks to his exceptional teaching skills and compassion, for almost two decades, the Learning Channel became an indispensable platform for young people of our country to receive interactive TV education in Mathematics and Science. In this way, he became the teacher for the entire South African nation,” he said.

William Smith got a lot of us through high school maths.. Seeing him on tv felt really personal all the time May His Soul Rest in Peace 💔![CDATA[]]>🥺 #RIPWilliamSmith pic.twitter.com/9oKk8pKssO — Mbali Dhlamini (@Mbali_Dhlamini) August 21, 2024

Beloved Mathematics Educator Sir William Smith Passes Away at 85 After Battling Cancer. He guided countless of us through high school maths with his TV lessons, leaves behind a legacy cherished by many South Africans. May his soul rest in peace. 💔![CDATA[]]>🥺 #RIPWilliamSmith pic.twitter.com/ITkkVqieUS — Zola Hashatsi ka Motsiri (@zola_hashatsi) August 21, 2024

#RIPWilliamSmith Let us count the ways you were a real one. pic.twitter.com/XAeiruxuXW — Grinn Grieves Allin (@PeccablyDoomed) August 21, 2024

Smith matriculated at Union High School in Graaff-Reinet in the Eastern Cape. He obtained a Bachelor of Science degree in Physics and Chemistry from Rhodes University, followed by an Honours degree (Cum Laude) in Chemistry from the same institution.

In a statement on his reception of the Order of the Baobab in Silver, the Presidency said Smith made an exceptional contribution to the field of education in South Africa, particularly the innovative teaching of science and mathematics.

“His Learning Channel platform revolutionised teaching even in the most underprivileged areas of the country and in turn, South Africa produced many scientists.

“On a basic TV signal, he gave the best education for free and many people who grew up in the 1990s supplemented their knowledge of mathematics through Smith. His face is iconic for many black youth of the 90s, some of whom have gone on to become leading engineers and scientists,” the statement read.

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Alex Elías, the engineer who used to dream about the stars, wants to build a more sustainable world

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https://tecscience.tec.mx/en/tech/alex-elias/  

Asael Villanueva

As a boy, Alex came close to repeating a year at school because he wasn’t good at math. However, he found beauty in the subject when he grew up, which led him to devote his life to turning science into something tangible, real, and, above all, useful for the world.

Alex, who now  heads up the Accelerated Materials Development unit of the  Institute of Advanced Materials for Sustainable Manufacturing  in Monterrey , is working with his team to find new, sustainable methods to create products, from light components for planes and cars to fibers for medical treatments and resins that can convert single-use materials into recyclable ones.

His outstanding career spans  more than 35 years, over the course of which he has published more than 100 scientific papers, patented nine projects, and inspired countless students.  All of this has earned him the 2022 Rómulo Garza Award, the highest recognition Tec de Monterrey can give a researcher.

Alex Elías Zúñiga , who hails from Pachuca, Hidalgo,  is a fan of pasties, the eighth child in a family of nine siblings, and a passionate amateur astronomer,  welcomes us to the Technological Research and Innovation Park (PIIT) in Apodaca, Nuevo León.

Glass walls separate the laboratories of this four-story Tec building. Noting our curiosity before the interview begins, Alex gives us a tour of its different work areas. 

As we approach one group, he greets his staff and students by their names, shakes them by the hand, and encourages them to explain their projects and tell us about their accomplishments, such as casting metal components in the sand, and fibers to help patients with hernias, and even the metal framework of a plane at the heart of the building.

When we return to his office, we are given a few snacks to make us feel more at home.  He smiles and relaxes as he sits down,  providing candid answers to our questions about his life, his career, and his desire to seize the opportunity to build a more sustainable future. 

What were you like as a boy? Did you always like going to school?

When I was in second grade, I must have been about seven or eight, my teacher sent for my parents to tell them that I was going to have to repeat the year because I didn’t understand math. 

Something went through my mind when I saw my parents’ faces… They didn’t look angry; they were more worried. Although the situation triggered a bit of uncertainty about math, I was able to get over it. Something extraordinary must have happened because there was a moment when I started to understand the subject better and I was able to master it. I still don’t fully understand math, but I really like it (he says with a laugh).

Conveying the culture of sustainability

What do you enjoy the most about your work at the Institute of Advanced Materials?

For me,  research is an extraordinary raison d’être . I really enjoy working in the exact sciences because I’ve discovered that they can give us the answers to all the problems that ail humanity.

I couldn’t tell you whether I like the biomedical area or materials development more; what’s really inspiring is what we’ve accomplished with both of them,  ensuring that we can effectively provide added value to society.

The unit that Alex Elías currently heads up collaborates in industrial sectors such as automotive, aeronautics, and even health, developing new materials that are obtained through improved processes and are also lighter, more efficient, and less polluting.

One of his projects was recently selected to form part of a   collaboration between Tec de Monterrey and the Southwest Research Institute (SwRI),  one of the largest research centers in the United States. This was the creation of an epoxy resin for manufacturing carbon fiber and fiberglass materials through a more efficient process that can make the material reusable.

What impact do you want to make at the Institute of Advanced Materials?

One of the most challenging aspects of this job is conveying the culture of sustainability; showing that it’s fundamental, almost an extension of what it means to be human.

We’re trying to insert this culture into the companies we collaborate with, offering solutions to the needs of the industry, and generating  opportunities for technology-based entrepreneurship.  We want to be a part of the creation of companies that Mexico’s going to need to contribute to the value chain.

What applications are there for the work you’re doing at the Institute?

We’re able to conceive, fabricate, and manufacture.  That’s how we’re able to work with anyone who needs a product. The first step is approaching them and asking what they need.

We’ve done projects in the glass industry with Vitro; we’ve got interesting projects with the Safran Group, which is part of the aeronautics sector; and with Siemens, to develop the next generation of electrical elements to be used in switches in people’s homes. 

We’ve also become involved in the medical sector  as we’re in constant collaboration with  Tec de Monterrey’s School of Medicine and Health Sciences,  where we’re looking to translate their needs into medical devices that offer answers and solutions.

What’s more, we give refresher courses on materials and selection processes, we’re developing new methodologies for evaluating the resistance of aeronautical components, and so on. 

In a nutshell,  the work of the Institute entails a combined effort between research, industry, and even public policy,  to create more sustainable materials and processes.

Being here, in the present

What does winning an award like the Rómulo Garza mean to you?

This recognition isn’t just for me, it’s for all the people I work with.  However, I’m personally encouraged by this recognition of our contribution to society. Rómulo was a visionary engineer who always believed in the importance of research. 

When I think about my parents, I think they’d be very happy; they always encouraged me, and they’d be satisfied to see the fruits of their effort, resources, and dedication.

What did you want to be when you were a child?

An astronomer. I used to spend hours looking at the sky; I liked seeing what the stars were up to. I didn’t study astronomy because they didn’t have that course in Pachuca and my family’s circumstances wouldn’t stretch to me moving to Mexico City. However, that passion remains, and I ended up developing materials that are used for astronomy. 

I studied mechanical engineering, what they call “metals engineering,”  but you need engineering to build a ship that can go into space or a telescope to see the stars.  In a way, I’m still connected to astronomy.

What motivates you the most?

For me, being here, in the present, is extraordinary . Many things had to happen to get to where we are, so I can’t let this opportunity pass me by. 

There are many people at the Tec who’ve encouraged me because they have a really long-term vision and they’re excited about doing groundbreaking things.

I’m also inspired by my family, the support from my wife and kids, and the memory of my parents who put me on the right path. 

I feel the responsibility of  leaving a legacy for those who come after me.  It’s not about having my name engraved somewhere, but about doing my bit, utilizing what nature has given me in terms of the capacity for knowledge and intellect to make the world a more humane place.

Are you interested in science?

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NSF 101: EPSCoR Graduate Fellowship Program

You've likely heard of the U.S. National Science Foundation Graduate Research Fellowship Program (GRFP) , which helps fund graduate students in science, technology, engineering and mathematics, opening doors to career paths in academia, industry and beyond. In May 2024, NSF released a new program, the Established Program to Stimulate Competitive Research (EPSCoR) Graduate Fellowship Program (EGFP) , which supports the pool of exceptionally talented individuals who received Honorable Mention from  GRFP within the last three years.

The EGFP awards fund graduate fellowships to new or continuing students, up to $37,000 per student annually, for up to three years of stipends and cost-of-education allowance. The program is supported by each of the eight NSF directorates and the Office of Integrative Activities, with specific topical areas considered for funding by each participating organization. Read the solicitation for details on these topic areas.

• Proposals to EGFP should be submitted by an academic institution within an eligible EPSCoR jurisdiction . 
• Institutions receiving EGFP awards must use the NSF Education and Training Application (ETAP) system to recruit prospective fellows. Institutions will recruit potential fellows from the pool of highly qualified individuals who received Honorable Mention recognition from NSF GRFP no more than three years before the proposal submission deadline.
• Students interested in matching with a potential host institution for EGFP should complete their application in ETAP. To be considered for EGFP, they must have received an Honorable Mention from GRFP. 

Here are a few tips for those interested in applying: 

• Read the solicitation ( NSF 24-588 ) carefully. It is a comprehensive list of instructions that outlines exactly what you need to do to have a successful application.
• Access ETAP . This is required for both the principal investigator and the prospective fellow . 
• Principal Investigators will create EGFP Opportunities in ETAP for prospective fellows to apply to. 
• Prospective fellows can apply to graduate programs that differ from those listed as a field or subfield in their previous GRFP application. However, once enrolled, fellows must remain in a degree program in the same discipline as when admitted by the institution. 

If you have questions about the application process or the program, please email [email protected] .

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With school back in session for many districts across the country, there's a lot for parents to juggle, from packing lunches to carpools to getting to bed on time. It's easy to understand why preventing identity theft isn't top of mind.

But perhaps it should be.

Cybersecurity company Check Point Software found that the education sector is the most targeted industry this year to date, with attacks up 37% compared to 2023.

The average number of weekly attacks on education tops government, health care, and even finance and banking.

Check Point's Chris Nottingham said sectors such as health care and education used to be somewhat off-limits to criminals.

"Cybercrime is a business they're looking to expand," Nottingham said. "What they found is that certain sectors like education do not have good cybersecurity controls in place."

Keeping up with the most effective cybersecurity software may be out of reach for many of the nation's school districts.

"The mission of most educational institutions is providing education, not necessarily around having top-notch cybersecurity," Nottingham said.

RELATED STORY | FBI warns of cyber scheme that led to exchange student's disappearance

Children's personal information is an easy target, Nottingham said. Since kids aren't applying for credit cards and home loans, credit fraud may go undetected for years.

"Your child gets ready to open up their first student loan or car loan and they're immediately rejected for their credit," Nottingham said, "because they have this fake credit history that's been built up by criminals over time."

To help protect your child's identity, Nottingham recommends the following steps:

• Freeze your child's credit reports
• Include children's names in any identity monitoring services you've signed up for in the past

"There is no minimum age to start protecting your personal information and your identity," Nottingham said. Cybersecurity services are expensive, so don't expect resources to change overnight. The best thing parents or college students can do for now is to ask their school or institution about the cybersecurity controls that are in place.

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