How do you hatch Triops?

Last Updated (Tuesday, 20 March 2012 13:25) Written by Raymond Nakamura

My daughter managed to keep our sea monkeys going through several generations. After the initial feeding, we never added food (the algae seemed to keep growing) and she mixed the water once a day. But one day, a tragic accident, and it was all over. After a suitable period of mourning, we went to a toy store to start over. But they were out of sea monkeys. They did, however, have Triops, which were supposed to be bigger and therefore, better. So we gave them a go.

I was unable to find the scientific name on the box or the instructions, but judging from the pictures, it looks like Triops longicaudatus, which approximately means, "three eyes, long tail" like some cruel schoolyard taunt. The common name is "summer tadpole shrimp" and the marketing name is "dinosaur shrimp." My box called them Triassic Triops, with a picture of a dinosaur on it. They are called "living fossils" because they look pretty much the same as fossils from the Triassic (248 to 206 million years ago). Individually, they only live a few months.

It took me a while to get started because they had an instruction telling me to get bottled spring water and not the kind that involved reverse osmosis, deionization, or distillation. How could something that has survived so long be so picky about the water? Anyway, so finally found some of that. But then I saw that it's not supposed to have minerals in it either. Too late. I forged ahead.

The next problem was that the water needed to be at least 23 degrees C. We don't keep our place that warm. I put a desk lamp over it, but I used one of those energy efficient CFL bulbs so it didn't give off much heat. Again, I thought how picky could they be? I should also mention that I forgot to put the plant stuff in first.

So I dumped the eggs in. They are tiny and the static or something made them a little tricky to get in there. It is quite amazing how they can last for many years in suspended animation, also known as diapause. I couldn't see anything move for a couple of days.

Then I saw this video of Triops in Arizona in 100F muddy water, which made me think temperature might be critical. I put a quarter cup of spring water in the microwave for ten seconds then added it to the container and the temperature went up a few degress. Success! I noticed a few specks wiggling around. Of course, they may have been sitting there before and then I just got them moving around.

In any case, I am leaving the light on during the day, but I don't want to waste too much more energy keeping them warm, so I don't know how long this experiment will last. Let me know if you have any Triops raising tips.

Why Aren't There More Lefties?

Last Updated (Monday, 05 March 2012 15:38) Written by Raymond Nakamura

My daughter is a little sensitive about being different. She's left-handed and wanted to know why more kids aren't. I tried to tell her that lots of geniuses, like me and Leonardo da Vinci, were left-handed. But that just left her cold. So I tried to see if science could give me a hand.

Proportions

About one in ten people is a left-handed, and the proportion seems quite stable. But being left-handed is not an all or nothing situation. Some people may or may not always use their left hands or also be left-footed or left-eyed.

The proportion of lefties goes down in older age groups. It may be because lefties used to be forced to switch to their right hands as kids. Also, fewer women are left handed but they tend to live longer, so this shifts the proportion. So this does not seem to be evidence that lefties have a higher mortality rate (whew).

Explanations

We still lack a single, handy explanation for why some people are left-handed, but genetics and hormones in the womb seem to involved. Left-handedness shows up in the womb and is connected to how the brain is organized. I tried volunteering for brain imaging study once, but they didn't want me because I was left-handed.

Genetics

In identical twins, if one is left-handed, the other will be left-handed 76% of the time. This suggests that genetics is probably part of the story, but not the whole story. The LRRTM1 gene affects how functions are sorted out in the brain and seems to increase the likelihood of being left-handed.

Hormones

Testosterone levels in the womb can affect the development of the different halves of the brain. This may connect to why more males are left-handed. Other traumas might also affect brain development once in a while.

Minuses

The location of brain functions is more varied among non-right-handed people. This seems to explain the higher associations of left-handedness and dyslexia, stuttering and other brain disorders. Stuttering King George VI (aka Colin Firth) was left-handed. And lefties do worse in school. I don't think my daughter will want to hear this.

Pluses

Left-handers, however, tend to have more connections between the halves of the brain which can be helpful in thinking. Also, some think that because left-handers are rarer, they have an advantage in some sports and fighting, which would increased their survival. This doesn't seem to help me as a goalie in hockey, because some shooters shoot right and some left. The proportion of goalies in the NHL who hold the stick in their left is ten percent. But my daughter does karate, so maybe she will be happy to hear about the self-defense theory.

Let me know if you think I've left anything out.

What is Science for All?

Last Updated (Monday, 29 November 1999 16:00) Written by Raymond Nakamura

In connection with the American Association for the Advancement of Science conference in Vancouver this month, Science World set up a special speaker event Science For All: A Challenge for Our Times, featuring Professor Pierre Léna of the Académie des Sciences in Paris and Dr. Sandy Eix of Science World, with educational consultant Dr. Bruce Beairsto as moderator. I was part of the proverbial choir of course, but here are some of the ideas I found most interesting.

1. Science education is a form of social justice.
Some of the reasons for promoting science education include the need for competent participants in a knowledge economy, developing rational thinking for deciding our futures, and those sorts of practical reasons.  I am partial to the idea of how tentative "truth" is. This is not to say that anything goes, but that answers always lead to more questions.

Pierre Léna, who was an astrophysicist before dedicating himself to science education and a French organization for promoting interactive science learning called La main à la pâte, also suggested that sharing knowledge about how the world works should be seen as a fundamental right, a matter of justice.

2. Playing is learning
Children are naturally curious. Sandy Eix, who in addition to her extensive background in physics and education, is one of the most dedicated and enthusiastic science educators you will ever meet, talked about how children learn through play, even though this can make their parents crazy. Tell me about it.

3. Inquiry allows children to learn from each other.
Bruce Beairsto, an educational consultant and former Superintendent of Schools for Richmond, mentioned how some parents worry about the effects of split classes, but that every class has children with a range of abilities in whatever aspect you might look at. Seeking knowledge through exploration and discussion encourages the involvement of diverse abilities and approaches.

4. Teachers guide inquiry
An experienced educator can use his or her knowledge to guide student discussions in more productive directions and even help broaden discussions into the social implications of scientific answers. For elementary school teachers with general backgrounds, science can seem daunting. They need opportunities to build on their understanding of science, to rediscover a sense of wonder. Also when presenting a subject, presenting the history of the discovery can help students understand the content. Science centres could perhaps do more in this direction too.

5. Parents model inquiry
The endless barrage of questions for your child can be exasperating. And if you're not comfortable with the subject to begin with, it could even be intimidating. Some may see admitting ignorance as undermining their authority. An inquiry-based approach is more about how you look for answers, rather than whether you have the right one.

This speaker event was part of Science World's intention to broaden its audience and deepen the experiences it offers. It was not, of course, the final word on science education, but I liked how it raised questions about the role of science in our lives, schools and society in general. I'd be interested in your take on this.

What Can Science Do for Art?

Last Updated (Wednesday, 08 February 2012 10:40) Written by Raymond Nakamura

Abstract

Recently, I saw some work by students from the Emily Carr University of Art and Design (ECUAD) in response to meeting with scientists from TRIUMF (which is now just a name; it no longer stands for "Tri-University Meson Facility" because they now have more than 17 members and don't use mesons any more). To find out more on this interaction between art and science, I contacted ingrid Koenig, the artist and instructor at ECUAD who initiated the program, and Claire David and David Morrissey, two of the scientists who participated from TRIUMF.

Introduction

Over fifty years ago, C.P. Snow was concerned about bridging the gap between the two cultures arts and sciences. If you are a fan of Science World, then maybe you are the sort of person who sees the connections already. The coordinators of this project certain seem to be those sorts of people. Ingrid Koenig in her own work explores scientific theories as they relate to human experience. Claire David has started working on artistic interpretations of scientific data. David Morrissey described himself as a "fan of art" but he also had a pragmatic reason for connecting science to the rest of the world, "a public that is interested and excited about science is more likely to keep on funding us in the future."

Materials and Methods

The students were part of the third year Art-Student-in-Residence Program at TRIUMF, course called Black Holes and Other Transformations of Energy. They generally have an interest in science already, though not necessarily much academic background in it. "Most avoided physics before, not due to lack of interest, but because they were not interested in the mathematical component necessary to study physics," Koenig said.

The scientists both acknowledged the challenging of interpreting scientific ideas for a non technical audience because of unfamiliar jargon, but also the use of familiar words that have unfamiliar technical meanings.
As part of the course, they have to do technical readings in quantum physics. David Morrissey gave a presentation about the elusive Higgs boson at the centre of everything. Students working in a variety of media created works in response to their experiences.

Results

I only saw four pieces from the course, which were on display at the Tapestry building at UBC. Yet these were quite diverse and seemed to reflect the major themes that Koenig recognized in the class as a whole.

Flour, Sugar, Photography by Waan Mahawanitwong was a series of photographs of flour and sugar arranged on dark backgrounds that resembled supernovas and other astronomical forms. The artist advised, "The Galaxy is full of mystery but if you would take a break and have a look you will discover how beautiful it is." Koenig noted the response of some students of "awe and wonder towards the epic forces of the universe." This also relates to what Koenig called an approach of "highlighting what is found incidentally."

Concrete Protective Barriers by Jonathan Stewart was an acrylic painting which may have been a scene from the interior of the research facility. Koenig noted that "direction interaction with the site itself" was a recognizable theme. This work also reflect another pattern of a "sense of alienation, distrust, critique of nuclear technology, questioning interface between technology and human psychology." Large yellow blocks dominated the image and Stewart stated, "I was interested in the effects of radiation and safety in scientific labs."

Canning Jars, Wax and Honey by Otilia Spantulescu consisted of five rows of twelve glass jars, each with some combination of wax and honey that had been heated on a kitchen stove. This reflected an approach Koenig described as "humour, parody and play with subjects." Spantulescu stated, "The 'high brow' notion of science/technology in the TRIUMF lab was juxtaposed with the 'low brow' space of the kitchen 'lab'." Koenig also noted, "There is often the challenge of transforming the abstract ideas confronted in science, into material-based art work."

Cake Study #5 by Claudia Fernandez was a series of dark circles with slight variations in how they were marked off. It may have been x-rays. A sculptural piece in front of this consisted of three dark sphere, which maybe have been the model for the images or may have been a separate sculpture. Fernandez said about her work, "Like art, mathematics connects us regardless of our nationalities and ethnicities." I actually found this one the most difficult to access. Perhaps it was exploring what Koenig described as a "view of physics through human experience." She noted, "in the end, a lot of work can be understood as an attempt to link or understand physics in relation to human experience."

Discussion

The experience affected participants in various ways. "On an immediate level," said Koenig, "everyone is changed by simply staring into the cloud chamber and realizing this is a snapshot of the invisible forces around them all the time." And she noted the many other things going on as well. "...we see a collision of perspectives, philosophies, student dynamics, emotional and intellectual positions."

"By visiting TRIUMF, said Koenig, "students see an example of how the biggest questions about the universe are actually physically examined in a lab. There is a messiness factor, a human face – and this is also a surprise for them. And they realize there is a community of scientists collaborating internationally, which is quite inspiring."

The scientists enjoyed the discussions that came out of  the works. Art may have a positive impact on doing science. Claire David noted, "The recent theories are really abstract and counter-intuitive: it was, it is and will be required for physicists to "think outside the box". Art brings this "window" of "unexpected connexion" that allows an unbiased creativity to occur."

How do you feel about mingling art and science?