# data[].attributes.attachment_link.title
Wave and Frequency - Science Fair Projects and Experiments - Ideas and Sample Projects by Scientific Field

# data[].attributes.attachment_link.description
Wave and Frequency - science fair projects and experiments: topics, ideas, resources, and sample projects by scientific field.

# data[].attributes.attachment_link.description
Waves come in many forms. There are mechanical waves, such as water waves, sound waves and earthquake waves. There are also electromagnetic waves, such as radio, television, microwaves, visible light, and X-rays. All waves have properties in common, and these activities enable students to discover what these properties are and to learn to visualize them.

# data[].attributes.attachment_link.readable_text
WHY NOT TRY A FUN SCIENCE EXPERIMENT RIGHT NOW?

Here's list of great science experiments with instructions that you can do right at home or at school. In order for your science experiment to be safe and successful, be sure to:

Get your parent's or teacher's permission, and their help

Follow the directions as written

# data[].attributes.attachment_link.title
Great collection of Science Experiments for home and school.

# data[].attributes.attachment_link.description
Find lots of easy Science Experiments perfect for trying out home or at school!

# data[].attributes.attachment_link.title
Lesson Plans for High School Science, Grades 9-12

# data[].attributes.attachment_link.description
Find the high school science lesson plans you've been searching for at Bright Hub Education. These lessons cover the core curricula of biology, earth science, chemistry and physics and are suitable for ninth, tenth, eleventh and twelfth grade, with some advanced placement and Grade 8 options available.

# data[].attributes.attachment_link.title
10 Cool Science Experiments Compilation #9

# data[].attributes.attachment_link.description
Explore free chemistry science fair project ideas and cool science experiments for kids, including easy science projects for elementary school students.

# data[].attributes.attachment_link.title
High School Science Fair Projects | Education.com

# data[].attributes.attachment_link.description
Need high school science fair project ideas? Check out Education.com's collection of high school science fair projects and high school science experiments.

# data[].attributes.attachment_link.description
Resources for stage 4 and 5 science for the strands physical world, chemical world, living world and earth and space.

# data[].attributes.attachment_link.description
Electricity education home page for high school teachers

# data[].attributes.attachment_link.description
information about educational resources for teachers and students of Australian secondary school Science

# data[].attributes.attachment_link.title
Year 9-10 Unit 1 Overview | ScienceWeb - ASTA

# data[].attributes.attachment_link.title
Defence Jobs Australia - STEM opportunities

# data[].attributes.attachment_link.description
Work at the leading edge of technical innovation in the Navy, Army or Air Force, making the most of your interest in Science, Technology, Engineering and Maths.

# data[].attributes.attachment_link.provider_name
Australian Council for Educational Research - ACER

# data[].attributes.attachment_link.readable_text
Students at Sacred Heart College in Kyneton, Victoria, have drawn on the expertise of a local nursery to improve their tomato breeding program.

As part of a two-year research project funded by the Office of the Chief Scientist to improve student participation in STEM-related disciplines, the Year 9 Agricultural and Horticultural Studies students were partnered with Lambley Nursery.

The research project encourages school and industry collaboration, and several school-industry activities were established with the ability to be scaled to make a difference to the way that STEM (Science, Technology, Engineering and Maths) models are implemented in schools.

The Victorian students partnered with the nursery because of their experience with plant breeding and propagation. The nursery provided students with advice and treated them to a site visit. By the end of the project, the students produced a range of chutneys for sale.

The school program addressed different areas of the mathematics, science and technologies curriculum, including problem solving, data analysis, linear graphs, lab experiments, and use of spreadsheets. Teachers involved noted the opportunity to participate in real-life applications of skills and learning led to increased student engagement.

Strengthening school-industry partnerships

The school's experience is documented in an Australian Industry Group (AIG) report, commissioned by the Office of the Chief Scientist. Strengthening School-Industry STEM Skills Partnerships explores school and industry collaboration, as well as the need to improve teacher and student understanding of the demand for STEM skills in the workplace.

Australia's Chief Scientist, Dr Alan Finkel says the report provides a strong foundation to support future school and industry collaboration. 'We need to provide our teachers with the best possible support and professional development, so they in turn are well positioned to inspire students. This project does an impressive job identifying models of schools and industry working together that we can learn from and scale up,' Finkel says.

'Schools are the principal means by which we instil these skills and interests in our children; but it is industry that understands the interplay between the cutting edge of science and our everyday world.'

The research project also included an extensive national mapping exercise, which resulted in the production of the STEM Programme Index 2016.

Case studies from the pilot

The AIG report identifies three models of school-industry engagement:

Single school - single company;

Multiple schools and multiple companies and university; and

Multiple organisations - schools, governments, peak industry bodies.

Seven schools (six secondary and one primary) participated in the individual school-industry pilot projects. The participating companies - local, national and multi-national - came from a wide range of STEM-related fields including agricultural/horticultural science, building, media production, food production and medical science.

The partnerships focused on: design and cabinet building project, media promotion of vaccinations, breeding tomatoes, design of a new confectionary item for children, contamination in laboratory environments, game design and robotics, and construction of a greenhouse to support a school garden.

The AIG report analyses the strengths and weaknesses of each of the school-industry engagement models.
(The Australian Industry Group, 2017).
Key findings and recommendations

As a result of the two-year research project, several key findings emerged. Firstly, the report authors identify the need for professional development of teachers to enable successful school-industry collaboration.

Another key finding concerns the issue of student access to STEM. 'Some programs are specifically targeted to gifted and talented students, a smaller number are focused on girls' education and some target low socio-economic students and/or Indigenous communities,' the report notes.

'Some programs operate out of school hours and may rely heavily on parent availability/commitment and involvement. Programs that operate out of school hours, on school holidays, are expensive or located in CBD-based university campuses are unlikely to reach low SES and remote and regional communities.'

A further issue was the link between STEM education and the Vocational Education and Training (VET) sector. 'There seems to be an exclusion of the VET sector from the consideration of STEM skills. It is critical to recognise that STEM skills are essential for VET as much as for degrees like engineering and science. This is also the case for delivery of technical content within schools including several of the VET in Schools offerings.'

The report also makes several recommendations, including improved teacher professional development, resources for schools, and resources for industry. On the professional development front, it says education systems should provide PD for:

teachers of mathematics on how to integrate mathematics into a STEM-based curriculum;

activities for teachers of digital technology on how to integrate digital technologies into a STEM-based curriculum; and,

teachers on integrating other subjects into a STEM-based curriculum.

References
The Australian Industry Group. (2017). Strengthening School-Industry STEM Skills Partnerships. Melbourne, Australia: Office of the Chief Scientist. Retrieved from https://www.aigroup.com.au/policy-and-research/mediacentre/releases/STEM-Report-15June/

Do your STEM programs target a specific group of students or are they accessible to all students in your school?

The report recommends that professional development is provided to teachers on integrating other subjects into a STEM-based curriculum. In what ways do you integrate other subjects or topics into your STEM lessons? What are some examples of the topics that have worked best? Have you shared these successes with colleagues?

# data[].attributes.attachment_link.description
Students at Sacred Heart College in Kyneton, Victoria, have drawn on the expertise of a local nursery to improve their tomato breeding program. As part of a two-year research project funded by the Office of the Chief Scientist to improve student participation in STEM-related disciplines, the Year 9 Agricultural and Horticultural Studies students were partnered with Lambley Nursery.

# data[].attributes.attachment_link.readable_text
Based on DreamWorks' How to Train Your Dragon series, School of Dragons holds a world full of creativity and exploration. Enjoy bountiful quests and adventures that enables players to raise, bond with, and train their dragons. They can fly through vast lands with their dragons, race them against other competitors, or dive into a science-filled world where there is always more to be discovered!

Featuring the most advanced online and mobile gaming technology, School of Dragons delivers immersive, fun 3D adventure learning games for kids on the devices they use most in environments that parents have come to trust.

# data[].attributes.attachment_link.description
Based on DreamWorks' How to Train Your Dragon series, School of Dragons holds a world full of creativity and exploration. Enjoy bountiful quests and adventures that enables players to raise, bond with, and train their dragons. They can fly through vast lands with their dragons, race them against other competitors, or dive into a science-filled world where there is always more to be discovered!

# data[].attributes.attachment_link.readable_text
The STEM movement remains one of the fastest growing initiatives in education. If you're a STEM teacher, chances are you've searched for good instructional strategies and for help in locating and designing STEM lessons. Now comes the big question: How are you going to assess your students' progress during and following your STEM lessons? And what, exactly, do you need to assess?

Since STEM is a relatively new way of teaching science, math, and technology, the most useful and instructive assessments often occur during the STEM lesson itself, or shortly after the lesson. I'll give you some of my thoughts on some things you need to consider to gauge the success of STEM lessons in your classes.

The guiding questions for my assessments are fundamental: What are students learning, how are they thinking, and what understandings and skills are they gaining as a result of this STEM lesson? You may choose different things to scrutinize from lesson to lesson, but here are five areas-in no particular order-that you may want to check during all lessons.

1. Examine the quality of your STEM lessons. Are your lessons on target? What did those lessons, taken collectively, accomplish for your students? At a minimum, your lessons should help students improve their abilities to do the core STEM tasks listed here:

Focus attention on identifying and solving real problems.

Apply specific grade-level science and math concepts.

Use an engineering-design process to guide their thinking and problem-solving.

Create and test prototypes (technologies) as solutions.

Check out my article "Six Characteristics of Great STEM lessons" for additional help in thinking about your STEM lesson design.

2. Gauge students' understanding of the science and math needed to solve the problem. Be intentional about helping students make specific math and science connections during the lesson. (That will generally not happen automatically.) As they work on their STEM challenge, observe whether they understand how to apply science and mathematics to solve a problem.

Before and after class, consider giving bell ringers (entrance questions) or exit questions to get a quick idea of whether students understand a particular aspect of the content.

Another thing you'll want to confirm is that kids actually understand how math and science work together to create solutions for problems. Sometimes you and your students might simply talk about it. At other times this might be an exit question, or even a discussion question for a student engineering notebook or test. Since STEM lessons should take students deeper into grade-level science and math objectives, their success should also be reflected in scores on summative assessments and tests.

3. Look at student teamwork progress. Next, consider students' progress in working as productive team members. You might keep good teamwork behaviors on students' radar by asking them to do a brief 60-second self-assessment, individually or as teams, before each class begins. Questions might include:
What behaviors did our team do well during our last lesson?
Did all team members feel included and valued?

What teamwork behaviors do we need to improve today?

You might also check to see if team members do these things:

Set norms for productive teamwork behaviors they all value.

Respond positively and successfully to guidance when needed

Regularly self-assess their team behaviors.

4. Assess STEM skill development. Today's fast-paced culture demands citizens and workers who understand how to tackle emerging problems as well as longstanding issues. STEM lessons help students build these skills. Have you seen evidence that your students are growing in their abilities to do these things?

Come up with several different possible solutions for a problem.

Combine materials and ideas in clever and imaginative ways to create a solution.

Design a prototype and test it to see if this device solves the problem.

Successfully evaluate their testing results, and analyze and interpret their data.

Recognize things they can do to change and improve the design of the prototype.

Communicate ideas in new and innovative ways.

Probably one of best indicators your STEM lesson is having an impact on students is an increase in student enjoyment and interest in learning. Hopefully they no longer feel disconnected from the real world when studying science and math. Increasingly positive responses to their subject matter, plus an increase in student engagement and understanding, are real testaments to your teaching.

5. Examine student attitudes and confidence growth. A primary goal of STEM lessons includes developing specific attitudes that will help kids be more successful students, citizens, and members of the workforce. Think about how your students react during and following their STEM lessons. Look for indicators that your students are beginning to:

Feel "safe" in expressing out-of-the-box imaginative ideas.

Believe that it's safe to fail, and then use failure as an opportunity to improve

Suggest increasingly creative ideas for solving a problem.

Show increased persistence in sticking with finding solutions for a problem.

Take ownership of their projects and learning.

Express increasing curiosity and ask more questions.

Transfer STEM practices to other subject areas.

Instructional Indicators of Strong STEM Learning and Growth

STEM classes should involve students in hands-on exploration and critical thinking. If you've successfully taught project-based learning (PBL) in the past, then chances are you made this transition with ease. The PBL teaching approach is STEM friendly and contains the necessary ingredients for STEM instructional success.

If you had not been using PBL, you may have abandoned some old familiar practices as you taught STEM lessons; then you dove into new open-ended strategies to encourage student interaction, invention, and creativity. If so, that can't have been comfortable. Kudos for doing that!

As you look back on your year so far, identify the areas in which you and your students are already successful. Shore up areas that need strengthening, but continue to focus on areas of success. Focusing on the strong points encourages students, creates positive attitudes, and prepares them to take on areas where they need to change and improve.

Web Only

Please enable JavaScript to view the comments powered by Disqus.
Back to Top

# data[].attributes.attachment_link.title
Designing Useful STEM Classroom Assessments

# data[].attributes.attachment_link.description
The STEM movement remains one of the fastest growing initiatives in education. If you're a STEM teacher, chances are you've searched for good instructional strategies and for help in locating and designing STEM lessons. Now comes the big question: How are you going to assess your students' progress during and following your STEM lessons?

# data[].attributes.attachment_link.readable_text
Last updated October 23, 2017 at 9:04 am
The scientific community in Australia is abuzz with exciting news a space agency down under.
Australia will have it's very own space agency, making us a part of a $420 billion industry and creating a wealth of opportunities for Australian accents among the stars. Polish off your resume and start networking because you could be saying space-G'day to your space colleagues at your shiny new space job in no time.

This morning we heard from Acting Industry Minister Michaelia Cash, who said "A national space agency will ensure we have a strategic long-term plan that supports the development and application of space technologies and grows our domestic space industry. The agency will be the anchor for our domestic coordination and the front door for our international engagement."

Basically, she's saying that at the moment the space industry in Australia is enthusiastic, effective, and full of potential, but not cohesive. It's tough for international partnerships to flourish when places like NASA and the ESA don't know who to call on. But by building ourselves a front door, we can host an awesome space house party across the nation.

We don't know yet what sort of funding the space agency will be granted, but we've got our fingers crossed for a generous announcement. Figures from around the world show that for every dollar that's spent on the space industry, somewhere between $7 and $14 is returned to the nation's economy. Money spent on space is money well spent.

And it's not just rocket scientists who will be handing out new business cards in the near future. The space agency itself will need to employ people across all STEM fields, as well as support staff. Plus, the entire space industry will grow as external companies will support the entire supply chain, both with hardware and software. If you want to work in space, it's time to start chasing that ambition because it's never been more possible.

Watch this space - more news will be launching this week during the 2017 International Astronautical Congress.
Follow all the IAC 2017 coverage, including news and articles in the lead up to this astronautical event, and daily live videos during the Congress at australiascience.tv/iac-2017. Follow us on Facebook, Twitter and Instagram to get all the latest science.

More from this author

More from this publisher

# data[].attributes.attachment_link.description
The scientific community in Australia is abuzz with exciting news a space agency down under. Australia will have it's very own space agency, making us a part of a $420 billion industry and creating a wealth of opportunities for Australian accents among the stars. Polish off your resume and start networking because you could be [...]

# data[].attributes.attachment_link.readable_text
"There are worse things to do when you're in grade two than to spend your time building a dream."
- Iggy Peck

by Andrea Beaty
illustrated by David Roberts
Abrams Books for Young Readers
ISBN-13: 978-0810911062

Iggy has one passion: architecture. His parents are proud of his fabulous creations, though they're sometimes surprised by his materials. But hey! What's wrong with a tower built of diapers? (Even dirty ones!)

Dear Ig has it made until second grade. That's when he meets his match. His teacher, Miss Lila Greer, frons upon architecture. Banned from building in school, second grade becomes a bore until one day a fateful field trip lets Iggy Peck show the world his true talents!

When an Iggy Peck fan meets Rosie Revere, Engineer

Iggy Peck, Architect makes friends everywhere . . .

International Editions:

French, Slovenian, Mandarin, Korean, Hebrew

# data[].attributes.attachment_link.description
Time Magazine Top 10 Picture Books Architect World - Top 10 Parents Choice Silver Friends of American Writers Bank Street College Best Book E.B. White Read Aloud nominee _

# data[].attributes.attachment_link.title
ADA TWIST, SCIENTIST by Andrea Beaty & illustrated by David Roberts

# data[].attributes.attachment_link.description
Like her classmates, builder Iggy and inventor Rosie, scientist Ada, a character of color, has a boundless imagination and has always been hopelessly curious.

# data[].attributes.attachment_link.readable_text
Click to unmute

The Japanese are known for their incredible origami, but Haruki Nakamura creates paper art that most find even more entertaining. Born in 1967, the designer changed his life at 27, when he picked up the encyclopedia of paper craft techniques. His interactive creations include a sheep wearing wolf's clothing, a frog resting inside a crocodile's mouth and other unsuspectedly awesome scenes and objects.

Click to unmute

The Japanese are known for their incredible origami, but Haruki Nakamura creates paper art that most find even more entertaining. Born in 1967, the designer changed his life at 27, when he picked up the encyclopedia of paper craft techniques. His interactive creations include a sheep wearing wolf's clothing, a frog resting inside a crocodile's mouth and other unsuspectedly awesome scenes and objects.

# data[].attributes.attachment_link.description
The Japanese are known for their incredible origami, but Haruki Nakamura creates paper art that most find even more entertaining. Born in 1967, the designer changed his life at 27, when he picked up the encyclopedia of paper craft techniques.

# data[].attributes.attachment_link.readable_text
A string of photos shows a partial solar eclipse develop March 20, 2015.

Credit: Akulatraxas/Flickr, Creative Commons

One of the biggest names in mathematical computing has built a new tool to help skywatchers prepare for the total solar eclipse of Aug. 21, and penned a deep dive into how eclipses have driven mathematics.

Stephen Wolfram is the founder and CEO of the computation company Wolfram Research, which created the math programming language Mathematica and the browser-based problem-solver Wolfram Alpha. (He also consulted on the alien language and more for 2016's "Arrival.") The company's latest project, Wolfram Precision Eclipse Computation, is a simple window that takes in a location and puts out a detailed guide of what to expect on Aug. 21 - eclipse timing and what the sun will look like at every stage.

Wolfram's team put together the eclipse calculator in a matter of weeks, but it prompted an excursion into eclipse history that Wolfram explores in a new blog post, digging into "a multimillennium tale of computation." Luckily, Wolfram said, the primary documents of eclipse history happened to be in the three non-English languages he knows "at any decent level": Latin, ancient Greek and French. Moving diagrams throughout the post illustrate the mathematics of eclipse timing. [ The 8 Most Famous Solar Eclipses in History]

Space.com talked with Wolfram about what he uncovered on his trek through eclipse history, how measuring the moon has driven science, and what to expect from the new eclipse website.

Space.com: So this eclipse project inspired a deep dive into the history of totality for you, right?

Stephen Wolfram: I had fun tracking down all this history. I knew a large fraction of this history, but I did not understand the thread of the whole progression of things. What I hadn't fully internalized is how central the problem of the moon was to science for a really long time. It was really through - after science woke up in the 1500s, the problem of the moon was almost a driving force for the developments in physics and mathematics and so on, right up through the end of the 1800s. For me, as a physicist, so to speak, coming of age in the 1970s, the problem of the moon seemed like it was solved. But it turned out it was really a dominant thing for such a long time.

It's interesting because it involves so many of the key figures in the development of mathematical physics. It's also interesting that, in a sense ... the planets and the moon were almost the thing that got exact science started, because that was the first set of observations that the Babylonians made that could be synthesized into something one might call a scientific theory.

Space.com: And your blog post goes in detail through that history and how the mathematics and measurements evolved. One interesting point is that the ancient Antikythera mechanism - a calculating device well more than 2,000 years ago - actually had the capacity to predict eclipses.

Wolfram: It's such a bizarre piece of history, because we only have this one example of a computing device from antiquity. It seems hard to believe that there was only one of them. It's also an interesting cautionary tale, as we look at ideas and developments that happen today - will any of these be lost in the same way that the Antikythera device was lost? Maybe what happened at the time [was] there was some particular group of people that was building things like the Antikythera device, and other people just didn't understand what they were doing, and so the whole thing never really took off and then was lost for 1600 years.

It's a remarkably complex device that does a pretty creditable job of saying when the eclipses might be able to occur. It can't confirm that a particular solar eclipse will actually occur, but it gives one the candidate dates. [ Ancient Greeks Built an Eclipse-Predicting 'Computer' 2,000 Years Ago]

A Wolfram Demonstration depicting the inner workings of the Antikythera device showing a possible eclipse when set to Aug. 21, 2017.

Credit: Stephen Wolfram Blog

Space.com: You call it "unsettling" in the post that it just disappeared like that.

Wolfram: You would have expected that given that that level of advancement had been reached, that that tradition would somehow have survived. In the rest of this history, nothing goes backwards like that. Everything else just sort of sequentially builds. That's the one place where we really lost a lot of stuff.

Space.com: Jumping forward, Newton's equations could describe the moon's orbit - so why didn't that solve the problem?

Wolfram: When he tried to work out the theories of moon, he just couldn't do it, because the math is basically too hard. Newton had a very clunky way of doing calculus. He'd invented calculus, but he was still using these geometrical methods which were very inefficient ... His theory, when correctly worked out, gets it right, but his actual calculation was not able to get it right.

Newton had this lovely booklet that he published in 1702, this theory of moon booklet which gave a little rule-of-thumb algorithm for computing the position of the moon. People got really interested in computing the position of the moon because they wanted to solve the longitude problem... Given the formalism that Newton had defined, it was then basically 200 years of extremely serious work in mathematical physics aimed at solving the problem of the moon - to some extent, other planets as well, but the moon is much harder than the problems with other planets because the moon is truly a three-body problem. [In the] Earth-moon-sun system, there are significant gravitational effects between all those bodies.

People were filling these hundreds and hundreds of pages with algebraic computation. Personally, that was the kind of thing that I wanted to avoid spending my life doing back when I was a kid, and that's why I started developing things that led to things like Mathematica and Wolfram Alpha. I don't want to be filling hundreds of pages with calculations I'm doing, I just want computers to do that stuff. That wasn't an option in 1800.

Space.com: Eventually computers could do it, though, right?

Wolfram: Originally the Apollo missions were using [English mathematician Ernest] Brown's tables - they were basically using a computerized version of Brown's tables from like 1918, tweaked a bit, to work out where the moon was going to be. That was good enough for that purpose. But then, NASA started out doing direct integration for the planets, which is an easier case than for the moon. The moon is a particularly nasty three-body problem. And then by the '80s, it's possible to do direct integration also for the moon, although assisted with a bunch of algebraic methods to preprocess the equations to make things easier.

In this graphic, the Earth's movement around the sun over the course of a year is shown along with the moon's (exaggerated) movement around Earth. The moon appears red when it's close to the plane of the ecliptic, when it is in line with the sun and Earth. Eclipses can occur when the moon is in that plane and also on the innermost part of the diagram, between Earth and the sun.

Credit: Stephen Wolfram Blog

Space.com: Which - skipping over a lot - brings us to your new eclipse calculation website.

Wolfram: A few weeks ago, we finally decided, let's do something interesting for this eclipse, and so we decided to actually build, using our technology stack, this website called precisioneclipse.com where you can basically type in a street address, and it should give you, to the second, when the eclipse will arrive.

Space.com: To do that you had to very precisely map out where the user was, exactly what time it is - harder than you'd think, from the sound of it - the user's elevation and how the light would pass by the moon's irregular contours, you've said. Was it hard to incorporate all of that?

Wolfram: Honestly, I think it's remarkable that the mathematical physics actually works. That it's possible to work out something like this that involves real lumps of rock, that it's possible to figure out with that precision what's going to happen. [ How Scientists Predict the Path of the 2017 Total Solar Eclipse]

Space.com: What separates your website from other eclipse calculators out there?

Wolfram: The thing that will be really interesting, for the geek crowd, is what we are internally calling the "Geek Report," which is not quite ready. [It will] be a 20-page or more thing which gives information like the light curve predictions and all kinds of other details that come out of the calculation but are probably not of interest to the typical person, but since we're calculating them we might as well show them. I think that will be a lot of fun, and probably - certainly by Monday, that will be ready.

Space.com: And come Monday, we'll see how precise it really is, right?

Wolfram: I must admit, when you build software that has the feature that you're predicting something where you look out of the window and you see if the calculation is correct ... I remember when we were first building things with Wolfram Alpha, you could do simple astronomy type stuff like position of the sun. I'm used to mostly building software where there's an internal computation that has some consistency or not. It's not something where you basically look out the window and see if it's correct.

For many years, I've been using as a piece of quality control - we have a sunburn calculation thing which comes from the UV index calculations from satellite data, but I made a point of, whenever I'm out in the sun, I always type in the sunburn thing, I'm skin type 2, it says how long I should be able to be in the sun without putting on sunscreen, and I really believe it. I've been doing personal QA [quality assurance] of this thing for seven years or so now, and I'm happy to say, I probably have increased my vitamin D by being out in the sun without putting on sunscreen when I didn't need to, and I haven't - touch wood - gotten sunburned. [ Here's What Scientists Have Learned From Total Solar Eclipses]

Space.com: Are you planning a similar personal test case with this eclipse?

Wolfram: Of course. I'm going to Jackson, Wyoming.

Space.com: And your calculations will fold into all of those from the Babylonians, through the Greeks, Newton and so on.

Wolfram: I don't know of any other scientific epic that's been as long-running as the problem of the moon. It's a thread that goes through the whole history of exact science as it's developed - it's just invisible to us today because it was kind of solved 100 years ago. It's worth remembering. This was a driving force in a lot of what got done in exact science. We take it for granted now, but it's a heroic tale.

This interview was edited for length. Try Wolfram's eclipse computation website here.

Email Sarah Lewin at slewin@space.com or follow her @SarahExplains. Follow us @Spacedotcom, Facebook and Google+. Original article on Space.com.

# data[].attributes.attachment_link.title
How Eclipses Drove 2,000 Years of Math: A Q&A With Stephen Wolfram

# data[].attributes.attachment_link.description
One of the biggest names in mathematical computing has built a new tool to help skywatchers prepare for the total solar eclipse of Aug. 21, and penned a deep dive into how eclipses have driven mathematics. Stephen Wolfram is the founder and CEO of the computation company Wolfram Research, which created the math programming language Mathematica and the browser-based problem-solver Wolfram Alpha.

# data[].attributes.attachment_link.title
The Surfing Scientist › The Surfing Scientist (ABC Science)

# data[].attributes.attachment_link.description
All the latest surfingscientist and latest science news, in-depth features, games and conversations as they happen from around Australia and the world.

# data[].attributes.attachment_link.readable_text
Seesaw is a one of a kind portfolio building tool. The application of this in learning has almost no bounds. Throughout this year, we have seen a HUGE increase in the use of this to help boost students' learning. This has resulted in us teaching new, and innovative ways to make this tool more powerful. Today I want to share with you a Google Slide file that has a multitude of graphic organizers that you can download and copy into your seesaw course.

Normally I would prompt you to make a copy of this document, but today I encourage you to add it to your drive. This is because there is much more work to be done within this file in the year to come! Enjoy!

# data[].attributes.attachment_link.title
Seesaw Graphic Organizers - #EdTechInnovations

# data[].attributes.attachment_link.description
Seesaw is a one of a kind portfolio building tool. The application of this in learning has almost no bounds. Throughout this year, we have seen a HUGE increase in the use of this to help boost students' learning. This has resulted in us teaching new, and innovative ways to make this tool more powerful.

# data[].attributes.attachment_link.title
IntoScience at the Jenolan Caves: Part One

# data[].attributes.attachment_link.description
IntoScience, in partnership with Commonwealth Scientific and Industrial Research Organisation (CSIRO), are proud to present the first real-world learning environment for teachers and students -- the Jenolan Caves. Visit http://3plearning.com/abse for more details. This is an Australian Government funded initiative.

# data[].attributes.attachment_link.keywords[]
"fun science" science strickling experiments stem "making science fun" homeschool "make science fun" homeschooling

# data[].attributes.attachment_link.description
Science and Engineering based videos aimed to Excite, Engage and Educate. For commercial purposes and use of my footage please visit NEWSFLARE - Reporter jacobmakesciencefun

# data[].attributes.attachment_link.readable_text
INTERNATIONAL SPACE STATION

About the International Space Station

The station was designed between 1984 and 1993. Elements of the station were in construction throughout the US, Canada, Japan, and Europe beginning in the late 1980s.

The International Space Station Program brings together international flight crews, multiple launch vehicles, globally distributed launch and flight operations, training, engineering, and development facilities, communications networks, and the international scientific research community.

Read More about About the International Space Station

Expedition 70

The Expedition 70 crew members will be studying an array of microgravity phenomena to benefit humans living on and off the Earth. The astronauts and cosmonauts will explore heart health,...

International Cooperation

The International Space Station Program's greatest accomplishment is as much a human achievement as it is a technological one-how best to plan, coordinate, and monitor the varied activities of many organizations and operations.

An international partnership of space agencies provides and operates the elements of the space station. The principals are the space agencies of the United States, Russia, Europe, Japan, and Canada.

Discover More Topics From NASA

# data[].attributes.attachment_link.description
To view more images, visit the Space Station Gallery.

# data[].attributes.body
SCOOTLE - For Australian Science Teachers

# data[].attributes.attachment_link.description
Scootle provides Australian teachers with access to quality-assured digital learning resources aligned to the Australian Curriculum.

# data[].attributes.attachment_link.description
﻿ NEWS FLASH! Rosie Revere is on the International Space Station! Learn more!

# data[].attributes.attachment_link.description
STEM education is the learning of science, technology, engineering and mathematics in an interdisciplinary or integrated approach. Students gain and apply knowledge, deepen their understanding and develop creative and critical thinking skills within an authentic context. It may include inquiry and project-based learning.

# data[].attributes.attachment_link.title
Science Experiments | Science Experiments | Ideas & Inspiration | Kidspot

# data[].attributes.attachment_link.description
These simple but educational science experiments will keep any child entertained.

# data[].attributes.attachment_link.description
Dino-Lite Australia we are the Australian distributors for Dinolite digital microscopes.

# data[].attributes.body
https://sciencebob.com/

# data[].attributes.attachment_link.readable_text
Bringing Scientific Fun to Colorado's Front Range...
​​ ...Cool Science is all about making science cool for kids, just like music, art or sports. Our volunteers do this by bringing a wide variety of fun and engaging hands-on science activities year-round to schools, libraries and other public venues throughout eastern Colorado.

What differentiates us from many other groups is that our leaders and key volunteers are actual scientists, engineers, or educators. Browse our website to find out more about what we do and how we can bring Cool Science to you! You can also download our informational flyer ( PDF).
​(If the video above doesn't play in your browser you can watch an extended version on YouTube)

​Please help us continue to bring real hands-on science to schools throughout the front range and eastern Colorado- and keep our popular big events completely free for everyone!

# data[].attributes.attachment_link.description
Cool Science is all about making science cool for kids... ​​just like music, art or sports. We do this by bringing a wide variety of fun and engaging hands-on science activities to schools, libraries and other venues throughout eastern Colorado.

# data[].attributes.attachment_link.title
Information about >100 Free Experiments with Fizzics Education | Kids Science Experiments

# data[].attributes.attachment_link.description
Science lesson resources for kids from Preschool and Secondary school. Make science fun with Fizzics

# data[].attributes.attachment_link.description
Science is the systematic study of the physical and natural world through observation and experimentation.

# data[].attributes.attachment_link.title
Science Teachers' Association of New South Wales Inc.

# data[].attributes.attachment_link.description
Science Teachers' Association of New South Wales Inc.

# data[].attributes.body
Deakin University
Resources for Teaching Science

# data[].attributes.attachment_link.readable_text
This website features a number of resources:

These activities are grouped in order of increasing sophistication within major conceptual areas of science. They provide a bank of activities that can be readily clustered into learning sequences, and which discuss the science conceptual knowledge for each topic area and strategies for supporting student learning.

This grouping is somewhat similar to the Years P-8 material but is focused more strongly about science conceptual knowledge and is pitched at a higher level. The activities are arranged to illustrate major ideas in each topic area.

These show lesson sequences in a number of science topics. They cover a variety of year levels and represent different strategies in teaching and learning. There are no specific exercises or notes attached to these, but they can provide models, and strategies, for teaching.

# data[].attributes.attachment_link.description
This website features a number of resources: These activities are grouped in order of increasing sophistication within major conceptual areas of science. They provide a bank of activities that can be readily clustered into learning sequences, and which discuss the science conceptual knowledge for each topic area and strategies for supporting student learning.

# data[].attributes.attachment_link.description
The Australian Science Teachers Association (ASTA), a federation of eight state and territory Science Teacher Associations (STAs), strives to be a national representative body of high distinction, considered among Australia's premier professional teacher associations. ASTA is a registered charity with the Australian Charities and Not-for-profits Commission. More "