Dear imaginary readers, I think that many of you, even if you are actually fictional characters, may work as science or laboratory technicians. By chance it happens that I work as a lab tech myself .
One of the part that I like the most of my job is to interact with young people, who may be very enthusiastic and at the same time showing a lack in terms of experience of lab practice. When they make mistakes I use to take it with irony, just laugh about it and start again (it is the same thing that I do for my gaffes).
Some of my colleagues don’t seem to have the same reaction, and can get quite frustrated and angry, when they have to repeat the same thing more than two times. We tough it would have been a good idea to find video tutorials on basic lab techniques. The first one we explored was the art of pipetting.
That’s how we came across a funny video realized by the Dryden High School art students, who wrote and produced this unique and amusing video featuring student videography and student actors, as part of a project merging art and science to increase science awareness in non-science students and classes, with support from Cornell’s NIH-funded ASSET program.
The video they put together is a must-see for everyone who works in a laboratory in any capacity. It may distract the audience on the practical task of pipetting, but I think it may be an effective tool especially in secondary schools.
Having a laugh has never hurt anyone. Enjoy!
“Humor is mankind’s greatest blessing.” Mark Twain
Dear imaginary readers, can you look at nature and find its intrinsic beauty? That is what artist has always done, producing different visions and reproduction of the natural world.
What about scientists? Are they able to reproduce the hidden aesthetics and symmetry of it? Well, to me, the answer is necessarily yes. In the past a scientist was often an artist as well.
Think about Leonardo, for example. Visual art has been important for the scientific community as a way to share knowledge, results, and new achievements (see also my previous blog post Science drawings at the Royal Society).
The fact that art and science are interconnected is still true. The authors of the images exposed at “Art of Science”, edition 2014, organized by the Princeton University, are mainly researchers, PhDs students, and undergraduates students. The exhibition aims to show the link between science and art, even when the artistic side of it comes out in a random accidental way.
The images displayed are the products of research projects, and they are chosen both for their aesthetic excellence and for their scientific or technical interest.
They have the power to raise attention on the process of the scientific research, and attract the general public, giving them the opportunity to appreciate the overlapping of science and art, and the secret beauty of the micro and macroscopic world seen with the eyes of scientists.
These are the four winners:
You can admire all the images participants at the “Art of Science” 2014 and the online galleries from previous years here.
Dear imaginary readers, because today is the national women’s day, I would like to share with you a very interesting article written by Marguerite Del Giudice, published on National Geographuc on November 2014. Even though it focuses mainly on the USA situation, I believe it is worth a reading, both for women and men.
I would also like to remember to all the women that the battle for equality it is still on, and I hope we will fight other battles as our, like the ones for the minorances and the oppresses of the world.
I will leave you with a quote by Rose Luxemburg, the one who is believed to have chosed the 8th of March as an international date to celebrate the fight for their rights of the women from all over the world.
“THE MOST REVOLUTIONARY THING ONE CAN DO IS ALWAYS TO PROCLAIM LOUDLY WHAT IS HAPPENING”.
Why it’s crucial to get more women in science
Amid growing signs that gender bias has affected research outcomes and damaged women’s health, there’s a new push to make science more relevant to them.
James Gross, a psychology professor at Stanford University, has a 13-year-old daughter who loves math and science. It hasn’t occurred to her yet that that’s unusual, he says. “But I know in the next couple of years, it will.”
She’s already being pulled out of class to do advanced things “with a couple of other kids, who are guys,” he says. And as someone who studies human emotion for a profession, Gross says, “I know as time goes on, she’ll feel increasingly lonely as a girl who’s interested in math and science”—and be at risk of narrowing her choices in life before finding out how far she could have gone. (See “In Her Words: Sylvia Earle on Women in Science.”)
Gross’s concern speaks volumes about what has been a touchy subject in the world of science for a long time: Why are there still so few women in science, and how might that affect what we learn from research?
Women now make up half the national workforce, earn more college and graduate degrees than men, and by some estimates represent the largest single economic force in the world. Yet the gender gap in science persists, to a greater degree than in other professions, particularly in high-end, math-intensive fields such as computer science and engineering.
According to U.S. Census Bureau statistics, women in fields commonly referred to as STEM (science, technology, engineering, mathematics) made up 7 percent of that workforce in 1970, a figure that had jumped to 23 percent by 1990. But the rise essentially stopped there. Two decades later, in 2011, women made up 26 percent of the science workforce.
It’s not that women aren’t wanted. “I don’t know any institution today that is not trying to hire more women scientists and engineers,” says one science historian. But many cultural forces continue to stand in the way—ranging from girls being steered toward other professions from an early age and gender bias and sexual harassment in the workplace to the potentially career-stalling effects on women of having children……you can read the full article here.
Dear imaginary readers,
I’m to be blamed for neglecting my blog for so long. I hope you will forgive me. Today, the 6th of January, is a bank holiday in Italy, celebrating a nice lady who comes on a broomstick (for that reason someone says she is a witch), to deliver sweets and small gifts. She is known as Befana. In her honor, I will offer you a story that I would label as “image’s plagiarism“. The female figure I’m going to talk about is not an imaginary person and not a witch. On the contrary she is one of the most famous and important scientist of the history, even though she uncovered properties of elements that have special, nearly magic properties.
Let me introduce her by a photo.
I’m sure a big part of you are very confident in their answer. Marie Curie. Well, actually, the person in the picture is not Marie Curie, even though the scene, dress style, background and glassware were modeled after a famous Marie Curie’s picture taken in 1912.
There is nothing wrong with this picture. The problem is that the image was used as stamp’s theme in many different African countries, such as Togo, Zambia, and Republic of Guinea, in order to celebrate the famous Polish scientist.
Susan Marie Frontczack has mixed feeling about the stamps. From a certain point of view they prove that she does good job as an actress, on the other hand she is not happy about the use of the picture without permission.
Actress and storyteller Susan Marie Frontczak visited CHF in April as part of the first-ever Philadelphia Science Festival. Her one-woman show, Manya: A Living History of Marie Curie, depicts the life of the Nobel laureate from childhood to the discovery of radium. Frontczak left an engineering job at Hewlett-Packard to pursue storytelling and theater. Since 2001 she has transformed herself into such historical figures as Eleanor Roosevelt, Mary Shelley, and Irene Castle for audiences around the world. Before her performance Frontczak spoke with Chemical Heritage’s Anne Fredrickson about her craft.–AF
AF: What first attracted you to Marie Curie’s story?
SMF: When I was nine or ten years old, I read a juvenile biography of Marie Curie that had an image of her with a whole mountain of rock, with her digging through it to get this tiny little piece of radium. That image really stuck with me; even then I admired her perseverance.
AF: You’ve said that it can take two to three years to develop your living-history characters. What was the process for Manya?
SMF: I wrote the script based on her writings, her letters, her vocabulary, and my understanding of her life. I went to Paris. I got permission through her granddaughter to look at the archives, hold her lab book, and look through her letters. And I read everything I could get my hands on. Historical accuracy is of high importance to me. I wanted the piece to be scientifically accurate but also understandable to nonscientists. I wanted people to realize, “Oh, this was a real human being.”
I also had to figure out my own justification for Marie Curie to stand up and talk to an audience for forty minutes or two hours. It’s not the kind of thing she would volunteer to do. That’s why Manya is set in 1915. During the war Curie actually solicited funds from people—not 100 or 300 or however many there are in my audiences—but from a handful of people sitting in a parlor. I pretend [the crowd is] this handful of people, there to help support the Red Cross and its mobile X-ray units, which Marie Curie helped develop. I let that be the framework: “You said you’d come to this fundraiser so long as I tell you my story. All right, I’ll tell you my story.” That’s an artifice, but through that framework we go back in time with her.
AF: Are there other aspects of her life you hope people will take away from your performance?
SMF: Different themes run through the show—and they speak to different people. Some people, for example, don’t know she was Polish. They walk away thinking, “Gee, I had always thought she was French.” Some people pick up on the fact that she was a lifelong teacher, and some notice more personal themes: her constant struggle for laboratory space or the fact that the Curies did not like being famous. Marie Curie wrote that their “lives were altogether ruined by honors and fame.”
AF: Your performances draw scientists, nonscientists, families. How do you manage such mixed audiences?
SMF: When my audience includes children, I make the program more interactive. And there are always some lovely ways in which the audience members inform each other. I love having scientists, especially chemists, in the audience. There is an excerpt from Curie’s writings that I paraphrase in the show: “We used the adjoining yard for chemical operations that produce clouds of hydrogen sulfide and other irritating gases. But when it rained, we brought these inside.” To the nonscientist it sounds very matter of fact. But as soon as I say “clouds of hydrogen sulfide,” the chemists in the audience groan. That lets the people who aren’t chemists know that it was dangerous and that she didn’t regard the danger. Having that mix in the audience means they really teach each other without realizing it.
By definition, an indicator is a substance that changes colour in different pH environments. Universal indicator is a brown-coloured solution—containing a mixture of indicators—that can be added to any substance to determine its pH. Like all indicators, universal indicator changes colour in different pH environments. At low pH, it appears red, and at high pH, it appears blue or violet. At neutral pH, it appears green. Universal indicator can form a continuous spectrum of colours that give an approximate reading of the concentration of protons in a sample.
Water and propan-1-ol are used as solvents. They are both polar and dissolve all the other ingredients in the solution. Sodium hydroxide (NaOH) is an alkaline solution that adjusts the pH of the universal indicator to ensure that each colour is shown at the correct pH value. It is necessary to add NaOH to the universal indicator because some of the indicator compounds (e.g. methyl red) are acidic themselves, which would affect the…
If you think about a modern scientist doing his job, you will probably imagine him/her operating complex and expensive cutting edge machines and computers, characterizing materials and structures through a SEM, and producing and disseminating evidences to support their theories and express their results in form of pictures, graphs and images obtained using sophisticated digital cameras and manipulated with innovative softwares. There is a good chance they will use a laser or, even better, a 3D printer.
For the youngest audiences in particular, it is very difficult to imagine that there was a time, when a scientist had to be good at drawing, or at least at finding someone able to do it in his place.
Early biologist, botanists, ethologists, and even chemists, were forced to use their artistic skills to understand and explain the rules of the world that they were trying to unlock. Some of them weren’t so scientific, in a modern sense, at the contrary their works are very imaginative, but they are still interesting, as the following books illustrations.
The changes in the way scientists produce images and share them within their community and the public, was the subject of a day of hands on activities and lecture at the Royal Society, last Saturday, the 25th of October. The title of the event was “The Big Draw: Drawing Science” and was part as The Big Draw festival,
Young children, and curious adults as me, were “pushed” to take inspiration from rare scientific illustrations pulled from the Royal Society archives, exploring areas where science and art overlap.
In addition to the importance that science illustrations have in documenting the path and development of some of the most important scientific discoveries and theories, they also suggest the hypothesis that drawing complex natural structure precisely, may help to better understand the details, and how they are related and interconnected to each other, forming a whole. In other words, producing your own images you will learn more about what you are studying.
Because children like drawing, involving them in making their own scientific illustration, copying original drawings, complete animals half drawn, or building mosaics with the basic crystals shapes, can be both educational and fun!
Children and their carers enjoyed a dedicated area with activities and workshops, try their hands at drawing animals, making their on pop-up book, or having a dinosaur named after them.
Personally, I found the activities very interesting and it would be a good idea to carried them out in a school, to be used in support to the science curriculum or during after school or summer club.
During the afternoon two lectures took place, in one of the beautiful rooms of the Carlton House Terrace.
The first one was lead by historian Dr Sachiko Kusukawa, tutor and Fellow in the History and Philosophy of Science at the University of Cambridge.
The focus of the speech was on the intersections of art and science in the 17th and 18th centuries. Professor Kusukawa explored sketches, engraving and paintings that gave background to some of the images on display, and explained how they were used by scientist to guide their studies.
The second lecture, was more informal, and I really enjoyed it. The title was “Dynamic collaborations”, and was lead by Brian Sutton, crystallographer and professor of Molecular Biophysics at the King’s College of London, and glass artist Shelley James, originally trained in textiles, at the Ecole Nationale Superieure des Arts Decoratifs in Paris and then deciding to explore the themes of perception and reality from a more personal perspective, she studied printmaking at the University of the West of England. This lead to developing new techniques for encapsulating prints in glass with support from the National Glass Centre in Sunderland and Arts Council England. The symmetry and quasi-symmetry of crystals inspired Shelley to produce her 2D and 3D glass works. Professor Sutton and Shelley engaged the public with a conversation about how they ended up working together and what the differences and similarities in their vision of crystals are.
In a passionate and inspiring explanation professor Sutton told us the story of the Penroses tyles and the discover of a very special type of minerals that lead to a very important Nobel price for Chemistry in 2011 . In fact in 1984 the team of Professor Schechtman found that a crystal of a rapidly cooled alloy of aluminum and manganese, was showing a 5 fold symmetry (the so called “forbidden symmetry”). The team’s description of the atomic structure of a metal alloy ultimately forced scientists to redefine the term “crystal.”
The 2011 Nobel Prize in Chemistry recognizes the discovery of quasicrystals, in which atoms are ordered over long distances but not in the periodically repeating arrangement of traditional crystals.
A new category of crystals whose patterns don’t repeat in the traditional way.
Nature never stops to surprise us!
"The fate of wine is to be drunk, and the fate of glucose is to be oxidized." Primo Levi, Carbon, The periodic system.