Oftentimes called “ghost particles,” neutrinos can travel through nearly everything (the sun, the earth, you!) undetected. Because they are nearly massless, gravitational fields do not affect neutrinos; Similarly, because they are chargeless, electric and magnetic fields do not con affect neutrinos. This lack of interaction is advantageous for IceCube researchers – when they detect a neutrino, it is a
In this lesson, students will be introduced to the Standard Model, learning key vocabulary such as Fermions, Hadrons, Mesons, Baryons, Quarks, Leptons, particles, and anti-particles. In particular, students will come to understand what a neutrino is and why it is such a unique particle. This understanding connects to the IceCube Neutrino Observatory’s search for neutrinos in an effort to
Journal article about Lesley Urasky's PolarTREC expedition, Glacial History in Antarctica, published in "In the Trenches", the news magazine of the National Association of Geoscience Teachers.
An article about Lesley Urasky's PolarTREC expedition, Glacial History in Antarctica during the 2010-2011 research season that appeared in the University of Wyoming's Alumnews.
During Lesley Urasky’s expedition, “Glacial History in Antarctica”, the team collected rock samples which were taken back to the University of Washington to be dated using cosmogenic (exposure) dating. This method of radiometric dating measures the ratio of isotopes of Beryllium (9Be:10Be) produced by the interaction of cosmic rays with minerals in rocks. This lesson will introduce the student to
In this lesson students research scientific field expeditions and learn what it is like working in the field. Students are able to ask questions of the research team as part of their project. Students then share what they have learned with their classmates.
Objective
1. Students understand what really goes on in the field during a scientific study.
2
An important science skill that needs to be developed is asking significant questions that advance knowledge. This activity helps students to understand the difference between significant and trivial questions.
Objective
Students should be able to distinguish between significant questions that advance knowledge and trivial questions.
Procedure
1. Have the students define significant question and trivial questions in a